معرفی
Jerome Clerc is a Professor of Cognitive Psychology at Grenoble Alpes University (UGA), where he has been a faculty member since 2017. He is affiliated with the LPNC (Laboratoire de Psychologie et NeuroCognition) and also teaches at INSPE (Institut National Supérieur du Professorat et de l'Education) of the Grenoble academy. His primary research focuses on cognitive efficiency in typically developing children and adolescents, with particular emphasis on learning and transfer of memory strategies and problem-solving strategies. He also investigates cognitive functioning in children with cognitive disorders (intellectual disability, Developmental Coordination Disorder/Dyspraxia) and those with special educational needs, particularly children orphaned by one parent.
Professor Clerc's research interests center around executive functions, metacognition, and learning transfer across different developmental stages. His work explores how cognitive self-regulation influences educational outcomes, with particular attention to how children develop and apply strategies across different contexts. His research spans both typical development and specific populations with cognitive challenges.
His recent publications (2021-2025) demonstrate a consistent focus on executive functions as key mechanisms for learning across educational contexts. His work shows a progression from basic cognitive mechanisms in early development to applications in educational settings, with increasing attention to digital learning environments and inclusive education for vulnerable populations like orphaned children.
- Principal investigator of the Pôle pilote Pégase (2020-2030), a major research initiative funded with 11.7 million euros under PIA3
- Has supervised four doctoral theses completed between 2011-2025
- Regular contributor to major journals in developmental and educational psychology
Professor Clerc has made significant contributions to understanding how executive functions can be leveraged to improve educational outcomes, particularly for vulnerable student populations. His work bridges cognitive psychology theory with practical educational applications, making him a notable figure in evidence-based educational approaches in France.
