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CORRECTION article

Front. Psychol., 28 November 2025

Sec. Human Developmental Psychology

Volume 16 - 2025 | https://doi.org/10.3389/fpsyg.2025.1740118

Correction: Virtual reality programs targeting executive functions and social cognition evaluation and/or rehabilitation in children with ADHD or ASD—A narrative review

This article is a correction to:

  1. Virtual reality programs targeting executive functions and social cognition evaluation and/or rehabilitation in children with ADHD or ASD—A narrative review

    1. Read original article
Filippia Doulou Filippia Doulou*Pascale PiolinoPascale PiolinoNathalie AngeardNathalie Angeard
  • Laboratoire Mémoire, Cerveau et Cognition (UR 7536), Institut de Psychologie, Université de Paris Cité, Paris, France

A Correction on
Virtual reality programs targeting executive functions and social cognition evaluation and/or rehabilitation in children with ADHD or ASD—A narrative review

by Doulou, F., Piolino, P., and Angeard, N. (2025). Front. Psychol. 16:1583052. doi: 10.3389/fpsyg.2025.1583052

In the published article, there was an error in affiliation of the three authors. It was erroneously written as:

“Laboratoire Mémoire et Cognition, Université Paris Descartes, Paris, France”,

The correct affiliation appears below:

“Laboratoire Mémoire, Cerveau et Cognition (UR 7536), Institut de Psychologie, Université de Paris Cité, Paris, France.”

The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: ADHD, ASD, assessment, neurodevelopmental disorders, pediatric population, training, virtual reality

Citation: Doulou F, Piolino P and Angeard N (2025) Correction: Virtual reality programs targeting executive functions and social cognition evaluation and/or rehabilitation in children with ADHD or ASD—A narrative review. Front. Psychol. 16:1740118. doi: 10.3389/fpsyg.2025.1740118

Received: 05 November 2025; Revised: 11 November 2025;
Accepted: 13 November 2025; Published: 28 November 2025.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2025 Doulou, Piolino and Angeard. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Filippia Doulou, cGhpbGlwaWFkb3VAZ21haWwuY29t

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.