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Massonnie, Jessica and Frasseto, P. and Mareschal, Denis and Kirkham, Natasha Z. (2022) Learning in noisy classrooms: children’s reports of annoyance and distraction from noise are associated with individual differences in mind-wandering and switching skills. Environment & Behavior 54 (1), pp. 58-88. ISSN 0013-9165.

Anwyl-Irvine, A.L. and Massonnié, Jessica and Flitton, A. and Kirkham, Natasha Z. and Evershed, J. (2020) Gorilla in our midst: an online behavioral experiment builder. Behavior Research Methods 52 , pp. 388-407. ISSN 1554-3528.

Hobbiss, M. and Massonnié, Jessica and Tokuhama‐Espinosa, T. and Gittner, A. and de Sousa Lemos, M. and Tovazzi, A. and Hindley, C. and Baker, S. and Sumeracki, M. and Wassenaar, T. and Gous, I. (2019) “UNIFIED”: bridging the researcher–practitioner divide in mind, brain, and education. Mind, Brain, and Education 13 (4), pp. 298-312. ISSN 1751-2271.

Massonnié, Jessica and Rogers, Cathy Jane and Mareschal, Denis and Kirkham, Natasha Z. (2019) Is classroom noise always bad for children? The contribution of age and selective attention to creative performance in noise. Frontiers in Psychology , ISSN 1664-1078.

Massonnié, Jessica and Bianco, M. and Lima, L. and Bressoux, P. (2018) Longitudinal predictors of reading comprehension in French at first grade: unpacking the oral comprehension component of the simple view. Learning and Instruction 60 , pp. 166-179. ISSN 0959-4752.