32 Torrington Square, London WC1E 7HX
Centre for Brain and Cognitive Development
Birkbeck, University of London
Personal page: https://sites.google.com/site/jessicamassonnie/home
Dr. Natasha Kirkham (Birkbeck University)
Prof. Denis Mareschal (Birkbeck University)
My PhD focuses on the impact of noise on learning, at elementary school. I am carrying out laboratory as well as school studies, to assess how different types of noise (e.g. speech noise, mixed noise combining speech and environmental sounds) impact pupils’ school performance and well-being. In order to better understand inter-individual differences in the effect of noise, I am testing whether it is modulated by children’s executive functions (attention, working memory, switching skills), and socio-economic status.
This project is funded by the ESRC. It is a +3 ESRC-CASE, with enhancement for advanced quantitative methods. I work in partnership with a company called Cauldron, to help developing Gorilla, an online platform for creating behavioural experiments.
PhD in Psychology
Birkbeck, University of London
2016 – 2019
Research Master in Cognitive Science
Ecole Normale Supérieure Ulm, Ecole des Hautes Etudes en Sciences Sociales, Université Paris Descartes
2013 – 2016
B.A in Psychology
Université Paris Ouest, Nanterre La Défense
2010 - 2013
Two-year university degree in Philosophy
Université Paris Ouest, Nanterre La Défense
2010 - 2012
Anwyl-Irvine, A., Massonnié, J., Flitton, A., Kirkham, N., & Evershed, J. (in press). Gorillas in our Midst: an online behavioural experiment builder. Behavior Research Methods.
Massonnié, J., Rogers, C., Mareschal, Dn & Kirkham, N. (2019). Is classroom noise always bad for children? The contribution of age and selective attention to creative performance in noise. Frontiers in Psychology. doi: 10.3389/fpsyg.2019.00381
Massonnié, J., Bianco, M., Lima, L. & 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, 166-179. https://doi.org/10.1016/j.learninstruc.2018.01.005. Author's copy
Massonnié, J. (2017). Les neuromythes, mieux les comprendre pour mieux les appréhender. Enjeux pédagogiques : la psychologie cognitive s'invite en classe, 28, 15.
Bressoux, P., Bianco, M., Bosse, M-L., Cosnefroy, O., Dessus, P., Fayol, M., Hanner, C., Joët, G., Lima, L., Massonnié, J. & Rocher, T. (2017). Rapport de la recherche LONGIT. Rapport pour le Ministère de l’Education Nationale, Direction de l’Evaluation, de la Prospective et de la performance.
Bressoux, P., Massonnié, J., Bianco, M., Lima, L. & Joët, G. (2016). Teacher effectiveness and reading comprehension at first grade. Fith Biennial Meeting of the EARLI Special Interest Groups 18 (Educational Effectiveness) and 23 (Educational Evaluation, Accountability and School Improvement). “Closing the Gaps? Differential Accountability and Effectiveness as a Road to School Improvement”. Oslo, Norway - 28-30 september 2016.
Massonnié, J. (2019, March). Studying in noisy classrooms: improving attention and reducing noise annoyance through interactive workshops. As part of the symposium "Learning in a noisy world: regulating children's attention at home and at school". Society for Research in Child Development. Baltimore, USA.
Massonnié, J. (2019, January). Is classroom noise always bad for learning? An investigation of inter-individual differences in pupils’ sensitivity to noise. Centre for Educational Neuroscience. London, UK.
Massonnié, J., Mareschal, D. & Kirkham, N. (2018, September). The impact of home chaos on children's self-regulation. The British Psychological Society, Developmental Psychology Section Annual Conference. Liverpool, UK.
Massonnié, J., Frasseto, P., Mareschal, D. & Kirkham, N. (2018, June). Good multitaskers suffer less from noise in classroom settings. Are we living in an age of distraction? Birkbeck University of London Graduate Conference, UK.
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2017, December). The effect of classroom noise on creativity in primary school children. The UCL, Bloomsbury & East London Doctoral Training Partnership Conference, Birkbeck, University of London, UK
Massonnié, J., Chauvin, R., Lucchesi, A., Rodo, C, Malet, I., Lestage, H., Thero, H. & Saunier, C. (2017, November). Storytelling as a method to transform pupils' understanding of the brain. New challenges in Education, University of Birmingham, UK.
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2017, September). The effect of classroom noise on creativity in primary school children. The British Psychological Society, Developmental Section Annual Conference, Stratford-upon-Avon, UK.
Chauvin, R., Lestage, H, Massonnié, J., Rodo, C., Lucchesi, A., Théo, H. & Saunier, C. (2016, Novembre). Créer une fiction scientifiquement au plus proche de la réalité biologique pour vulgariser les neurosciences. Colloque Telling Science, Drawing Science, Cité Internationale de la Bande Dessinée et de l'Image, Angoulême, France
Massonnié, J., Bianco, M., Joët, G., Lima, L & Bressoux, P. (2016, October). Le développement de la compréhension écrite en cours préparatoire: le rôle prédictif des habiletés de maîtrise du code et de compréhension orale. Colloque CLI "Construction du sens, sens des constructions", Université Paris 8, France.
Massonnié, J., Le Brun, I., Pasquinelli, E. (2016, June). Sciences cognitives et éducation: formation, prévalence et impact des neuromythes diffusés parmi les enseignants français. Pôle Grenoble Cognition, France
Massonnié, J., Frasseto, P., Mareschal, D. & Kirkham, N. (2018, September). Is it sound or noise? Improving attention and reducing noise annoyance through school workshops. The International Mind, Brain and Education Society Conference. Los Angeles, USA.
Massonnié, J., Frasseto, P., Mareschal, D. & Kirkham, N. (2018, September). Children who are good at multitasking and don't let their minds wander are less sensitive to classroom noise. Early Typical and Atypical Development Brainview Conference. London, UK.
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2018, June). The effect of classroom noise on creativity in primary school children. EARLI SIG22 Conference - Neuroscience and Education. London, UK.
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2018, January). The effect of classroom noise on creativity in primary school children. BCCCD Conference, Central European University, Budapest, Hungary
Massonnié, J., Rogers, C., Mareschal, D. & Kirkham, N. (2017, November). The effect of classroom noise on creativity in primary school children. New challenges in Education, University of Birmingham, UK
Rogers, C., Massonnié J., Thomas, M., Tolmie, A. (2017, September). When older might not be wiser. The development of creativity in primary school children. The British Psychological Society, Developmental Section Annual Conference, Stratford-upon-Avon, UK.
Massonnié, J., Bressoux, P., Bianco, M., Joët, G. & Lima, L. (2017, March). Predictors of reading comprehension in first grade. Neuroscience in the Classroom: Current Progress and Future Challenges, Wellcome Trust, London, UK
Massonnié, J., Kirkham, N., Mareschal, D. (2017, March). The effect of noise on learning in primary schools. Doctoral Poster Conference, Institute of Education, University College London, UK
Massonnié, J., Bressoux, P., Bianco, M., Joët, G. & Lima, L. (2016, August). Predictors of reading comprehension in first grade: results of a longitudinal study. Lancaster Conference on Infant and Child Development, Lancaster University, UK
Bianco, M., Lima, L., Massonnié, J. & Bressoux, P. (2016, July). Learning to read at Grade 1: cognitive and motivational predictors. Society for the Scientific Study of Reading, University of Porto, Portugal
Le Brun et al. (2016, July). Creativity, it's in your head! Brain Awareness Corner, 10th FENS Forum of Neuroscience, Copenhagen, Denmark - Participation as a member of the organizing committee and speaker of the Brain Awareness Week in Grenoble
I won Birkbeck’s Public Engagement Award (PhD/Early Career category) as part of a collaborative research project called “Noise annoyance in schools: Is it a fatality?” (2019)
I am also the vice-president of the association Cogni’Junior. It aims at providing a free and open access to knowledge about cognitive science, using stories, comics, puzzles, stuffed neurons… but also more traditional conferences. Our interventions for children, teachers and educators have so far been led in France (list on my personal webpage) and have been broadcasted by different media (MOOC, TV, newspapers). Our initiative won a price of 1000€ from PSL University (Paris), and a 5000€ Donders Innovation Voucher from the Donders Institute in the Netherlands. We are now engaged in an international collaboration with the Donders Institute to assess how disseminating knowledge about the brain can influence children’s learning, emotions and stress regulation.