Persistent genetic and family-wide environmental contributions to early number knowledge and later achievement in mathematics Gabrielle Garon-Carrier 2017
The nature of the association between number line and mathematical performance: An international twin study Gabrielle Garon-Carrier 2019
Comparison of Discriminant Validity Indices of Parent, Teacher, and Multi-informant Reports of Behavioral Problems in Elementary Schoolers Mélanie Lapalme, Michèle Déry, Vincent Bégin, Yann Le Corff 2020
Continuity and change in psychopathic traits among school-aged children with conduct problems Michèle Déry, Vincent Bégin, Yann Le Corff 2019
Utilisation de stimulants du système nerveux central chez les élèves du primaire suivis à l’école pour des troubles du comportement Mélanie Lapalme, Michèle Déry 2018
Rôle de la collaboration famille-école dans l’explication des difficultés de comportement des enfants de maternelle Jean-Pascal Lemelin, Marie-Josée Letarte, Mélanie Lapalme 2016
Latent class analysis of conduct problems in a population of school children receiving special education services Jean Toupin, Jean-Pascal Lemelin, Michèle Déry 2016
Intrinsic motivation and performance in mathematics in primary school: A longitudinal investigation of their association Gabrielle Garon-Carrier, Jean-Pascal Lemelin 2016
Developmental course of ADHD symptoms in elementary students with or without a comorbid disruptive behaviour disorder based on parent and teacher report: The moderating effect of gender Mélanie Lapalme, Michèle Déry 2018
Why do children differ in motivation to learn: Insights from over 13,000 twins from 6 countries Gabrielle Garon-Carrier, Jean-Pascal Lemelin 2015
