Diane Poulin-Dubois, PhD

Professor, Concordia University Research Chair in Developmental Cybernetics, Psychology

Full Professor

Biography    Teaching activities    Selected publications   

Education

PhD (Université de Montréal)
Postdoctoral Fellow (McGill; Harvard University) 

Research interests

My research interests center on early cognitive and language development.   A first area of research concerns the development of categorization abilities and the development of word meaning in infancy and early childhood (NSERC Discovery Grant).   A second area of research concerns early social cognition, particularly the development of a theory of mind during the first two years of life.   At what age and how infants attribute desires, emotions, and intentions is currently being examined by comparing infants' behaviors towards people and robots. One goal of this research program is to develop screening instruments for autism spectrum disorders. (SSHRC Insight grant). Finally, I am part of an international research team conducting a 5-year longitudinal study on bilingual and monolingual children to explore how early verbal skills predict literacy and school achievement (NICHD R01 grant).

View Diane Poulin-Dubois's CV

Undergraduate-Level

PSYC 431        Infancy

PSYC 364        Fundamentals of Cognition                                                      

Graduate-Level

PSYC 714        Central Topics, Graduate Seminar                                            

PSYC 725        Current Issues in Developmental Science,Graduate Seminar     

Ruel, A., Chiarella, S. S., Crivello, C., & Poulin-Dubois, D. (2020). Concurrent Validity of the Modified Checklist for Autism in Toddlers (M-CHAT): Socio-cognitive and Verbal Skills in 18-Month-Old Infants. Journal of Autism and Developmental Disorders, 1-17. doi:10.1007/s10803-020-04379-6

Patrucco-Nanchen, T., Friend, M., Poulin-Dubois, D., & Zesiger, P. (2019). Do early lexical skills predict language outcome at 3 years? A longitudinal study of French-speaking children. Infant Behavior and Development, 57, 101379. doi: 10.1016/j.infbeh.2019.101379

Burnside, K, Severdija, V, Poulin‐Dubois, D. (2019), Infants attribute false beliefs to a toy crane. Developmental Science. Advance online publication. doi: /10.1111/desc.12887.

Crivello, C., & Poulin-Dubois, D. (2019). Infants’ ability to detect emotional incongruency: Deep or shallow? Infancy, 24(4), 480–500. doi:10.1111/infa.12277

Friend, M., Smolak, E., Patrucco-Nanchen, T., Poulin-Dubois, D., & Zesiger, P. (2019). Language status at age 3: Group and individual prediction from vocabulary comprehension in the second year. Developmental Psychology, 55(1), 9–22. doi:10.1037/dev0000617

Kuzyk, O., Severdija, V., Zesiger, P., Friend, M., & Poulin-Dubois, D. (2019). Are there cognitive benefits of code-switching in bilingual children? A longitudinal study. Bilingualism: Language and Cognition. Advance online publication. doi:10.1017/S1366728918001207

Morin-Lessard, E., Poulin-Dubois, D., Segalowitz, N., Byers-Heinlein, K (2019). Selective attention to the mouth of talking faces in monolinguals and bilinguals aged 5 months to 5 years. Developmental Psychology. Advance online publication. doi: 10.1037/dev0000750

Smolak, E., DeAnda, S., Enriquez, B., Poulin-Dubois, D., & Friend, M. (2019). Code-switching in young bilingual toddlers: A longitudinal, cross-language investigation. Bilingualism: Language and Cognition. Advance online publication. doi:10.1017/S1366728919000257