Aurelie Simoës-Perlant

Aurelie Simoës-Perlant is an active Associate Professor (Maître de conférences HDR) in Developmental Psychology at the University of Toulouse Jean Jaurès, where she teaches in the Faculty of Psychology. She is a key researcher within the Cognition, Languages, Language, Ergonomics (CLLE) laboratory, specifically contributing to the Language and Cognitive Processes component. Her academic responsibilities include teaching courses in Cognitive Developmental Psychology, Research Methodology and Statistics, Introduction to Research, and Internship Supervision.

Dr. Simoës-Perlant has established herself as a leading expert in child development, with particular focus on emotional skills development in children. Her research program systematically investigates the complex interrelationships between emotional states and cognitive processes including language acquisition, attention mechanisms, and implicit learning processes. A significant contribution to the field has been her development of specialized mood assessment scales designed specifically for children, addressing a critical methodological gap in developmental psychology research.

Analysis of her recent publication record reveals a clear research trajectory examining how emotional states influence learning outcomes and cognitive performance across developmental stages. Her work spans multiple domains including emotional impacts on spelling performance, vocabulary acquisition, attentional processes, and anxiety-related school issues, with particular attention to both typical development and special populations. The methodological approaches in her research range from experimental studies with controlled emotional inductions to large-scale assessments of adolescent mental health.

As principal investigator and collaborator, she has produced an extensive body of work including journal articles in high-impact publications, book chapters, and a major edited volume on emotions and learning. Her research demonstrates strong interdisciplinary connections between psychology, education, linguistics, and cognitive science, with practical implications for educational settings and child development interventions.