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Merbah Sarah

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Main Referenced Co-authors
Meulemans, Thierry  (13)
Catale, Corinne  (4)
Lejeune, Caroline  (4)
Dizier, Pauline (1)
Jacquemin, Sylvie  (1)
Main Referenced Keywords
Procedural learning (3); child (2); procedural (2); Aging (1); Alzheimer's Disease (1);
Main Referenced Unit & Research Centers
Unité de Neuropsychologie (1)
Main Referenced Disciplines
Neurosciences & behavior (9)
Theoretical & cognitive psychology (5)

Publications (total 14)

The most downloaded
3987 downloads
Merbah, S., & Meulemans, T. (2011). Learning a motor skill: Effects of blocked versus random practice. A review. Psychologica Belgica, 51, 15-48. doi:10.5334/pb-51-1-15 https://hdl.handle.net/2268/105261

The most cited

56 citations (Scopus®)

Merbah, S., & Meulemans, T. (2011). Learning a motor skill: Effects of blocked versus random practice. A review. Psychologica Belgica, 51, 15-48. doi:10.5334/pb-51-1-15 https://hdl.handle.net/2268/105261

Marinelli, V., Merbah, S., & Meulemans, T. (10 July 2019). Effects of the organization of practice on a mirror reading paradigm in Alzheimer’s Disease [Poster presentation]. 89th International Neuropsychological Society Meeting, Rio de Janeiro, Brazil.

Catale, C., Lejeune, C., Merbah, S., & Meulemans, T. (2013). French Adaptation of the Childhood ExecutivFe Function Inventory (CHEXI): Confirmatory Factor Analysis in a Sample of Young French-Speaking Belgian Children. European Journal of Psychological Assessment, 29 (2), 149-155.
Peer reviewed

Lejeune, C., Merbah, S., Catale, C., Dizier, P., & Meulemans, T. (2011). Acquisition of a new motor skill in preschool- and school-aged children. In Books of Abstract: ASecond Meeting of The Federation of European Societies of Neuropsychology.
Peer reviewed

Lejeune, C., Catale, C., Merbah, S., Jacquemin, S., & Meulemans, T. (27 May 2011). Developmental differences in the procedural learning of a perceptual-motor skill [Poster presentation]. BAPS, Ghenk, Belgium.

Catale, C., Lejeune, C., Merbah, S., & Meulemans, T. (2011). Sensibilité et spécificité du CHildhood EXecutive functioning Inventory (CHEXI) chez des enfants avec troubles attentionnels. ANAE: Approche Neuropsychologique des Apprentissages chez l'Enfant, 115, 487-493.
Peer Reviewed verified by ORBi

Merbah, S., & Meulemans, T. (2011). Learning a motor skill: Effects of Blocked vs. Random Practice. A review. Psychologica Belgica, 51 (1), 15-48.
Peer Reviewed verified by ORBi

Merbah, S., Salmon, E., & Meulemans, T. (2011). Impaired Acquisition Of A Mirror-Reading Skill In Alzheimer’s Disease. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior, 47, 157-165. doi:10.1016/j.cortex.2009.11.006
Peer Reviewed verified by ORBi

Merbah, S., & Meulemans, T. (2011). Learning a motor skill: Effects of blocked versus random practice. A review. Psychologica Belgica, 51, 15-48. doi:10.5334/pb-51-1-15
Peer Reviewed verified by ORBi

Merbah, S. (2010). La mémoire procédurale dans le vieillissement normal et pathologique: Impact du mode d'apprentissage [Doctoral thesis, Université de Liège]. ORBi-University of Liège. https://orbi.uliege.be/handle/2268/315026

Merbah, S., & Meulemans, T. (2010). Effects of Contextual Interference on a mirrorreading paradigm in Alzheimer’s Disease.

Merbah, S., & Meulemans, T. (2008). Impact du mode d’entraînement (constant versus variable) sur l’apprentissage de l’habileté de dessin en miroir.

Merbah, S., & Meulemans, T. (2008). Apprentissage de l’habileté de lecture en miroir dans la maladie d’Alzheimer.

Merbah, S., & Meulemans, T. (2008). Impact of practice condition on the acquisition of motor skills.

Merbah, S., & Meulemans, T. (2008). Skill Learning and Repetition Priming in Alzheimer’s Disease.

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