Professor, Psychology

Biography    Teaching activities    Selected publications   

Education

PhD (Université de Montréal)

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        Fundamentalsof Cognition                                                      

Graduate-Level

PSYC 714        Central Topics, Graduate Seminar                                            

PSYC 725        Current Issues in Developmental Science,Graduate Seminar     

Friend, M., Smolak, E.,Patrucco-Nanchen, T., Poulin-Dubois, D., & Zesiger, P. (in press). Languagestatus at age 3: Group and individual prediction from vocabulary comprehensionin the second year. DevelopmentalPsychology.

Brosseau-Liard,P., & Poulin-Dubois, D. (2018). Fiabilité et validité de l’Échelle decompréhension sociale des enfants [Reliability and validity of the Frenchadaptation of the Children’s Social Understanding Scale]. Psychologie Française.Advance online publication. doi:10.1016/j.psfr.2018.01.003

Burnside,K., Ruel, A., Azar, N., & Poulin-Dubois, D. (2018). Implicitfalse belief across the lifespan: Non-replication of an anticipatory lookingtask. Cognitive Development, 46,4–11. doi:10.1016/j.cogdev.2017.08.006

Burnside,K., Wright, K., & Poulin-Dubois, D. (2018). Social orienting predictsimplicit false belief in preschoolers. Journalof Experimental Child Psychology, 175,67–79. doi:10.1016/j.jecp.2018.05.015

Chiarella, S.S., & Poulin-Dubois, D. (2018). “Are you really sad?” Infants showselectivity in their behaviors toward an unconventional emoter. Infancy, 23(3), 453–470.doi:10.1111/infa.12230.

Crivello, C., & Poulin-Dubois, D.(2017). Infants’ false belief understanding: A non-replication of the helpingtask. Cognitive Development, 46,51–57. doi:10.1016/j.cogdev.2017.10.003

DeAnda, S.,Hendrickson, K., Zesiger, P., Poulin-Dubois, D., & Friend, M. (2018).Lexical access in the second year: A study of monolingual and bilingualvocabulary development. Bilingualism:Language and Cognition, 21(2), 314–327. doi:10.1017/S1366728917000220

Friend, M., Smolak, E., Liu, Y.,Poulin-Dubois, D., & Zesiger, P. (2018). A cross-language study ofdecontextualized vocabulary comprehension in toddlerhood and kindergartenreadiness. Developmental Psychology, 54,1317–1333. doi:10.1037/dev0000514

Poulin-Dubois,D., & Yott, J. (2018). Probing the depth of infants’ theory of mind:Disunity in performance across paradigms. DevelopmentalScience, 21(4), e12600.doi:10.1111/desc.12600