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Diane Poulin-Dubois, PhD

Professor, Psychology

Full Professor


Diane Poulin-Dubois, PhD
Office: L-PY 170-17 
Psychology Building,
7141 Sherbrooke W.
Phone: (514) 848-2424 ext. 2219
Email: Diane.PoulinDubois@concordia.ca
Website(s): Lab website
CRDH

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).


Teaching activities

Undergraduate-Level

PSYC 431        Infancy

PSYC 364        Fundamentalsof Cognition                                                      

 

Graduate-Level

PSYC 714        Central Topics, Graduate Seminar                                            

PSYC 725        Current Issues in Developmental Science,Graduate Seminar     


Selected publications

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 Development57, 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? Infancy24(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 Psychology55(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 CognitionAdvance 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 CognitionAdvance online publication. doi:10.1017/S1366728919000257

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