Développement cognitif et pathologie


Research center

45 rue d’Ulm
75230 Paris
Marc Mézard


Ecole Normale Supérieure
Ecole des Hautes Etudes en Sciences Sociales
Ecole Normale Supérieure


Laboratoire de Sciences Cognitives et Psycholinguistique
UMR 8554
Labex Institut d'Etude de la Cognition

Mots clefs

Cognition sociale
Troubles du développement
Available to host a PhD student


Landerl, K.*, Ramus, F.*, Moll, K., Lyytinen, H., Leppänen, P. H. T., Lohvansuu, K., . . . Schulte-Körne, G. (in press). Predictors of developmental dyslexia in European orthographies with varying complexity. Journal of Child Psychology and Psychiatry. *equal contributors

Ramus, F., Marshall, C. R., Rosen, S., & van der Lely, H. K. J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain, 136(2), 630-645.

Giraud, A. L., & Ramus, F. (2013). Neurogenetics and auditory processing in developmental dyslexia. Current Opinion in Neurobiology, 23(1), 37-42. 

Roux, P., Passerieux, C., & Ramus, F. (2013). Kinematics matters: a new eye-tracking investigation of animated triangles. Quarterly Journal of Experimental Psychology, 66(2), 229-244.

Ramus, F., & Ahissar, M. (2012). Developmental dyslexia: the difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, 29(1-2), 104-122.


Fields of research

Cognitive neurosciences / neuropsychology /neuroeconomy

Research Theme

The leading thread behind our research can be summed up in this single question:

How can the human genome build a brain that can acquire a language, and other typically human cognitive skills?

We attempt to address this question by studying developmental disorders affecting language and/or social cognition (dyslexia, specific language impairment, autism), at all the relevant levels of description: cognitive, neural and genetic.