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Please Note: These files are provided for educational purposes only to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders, as stated within each manuscript.

Here are some of our most recent publications:

Journal Articles

Schuwerk, T., Kampis, D., Baillargeon, R., Biro, S., Bohn, M., Byers-Heinlein, K., ..., Poulin-Dubois, D., M. C., Rakoczy, H. (accepted pending data collection). Action anticipation based on an agent's epistemic state intoddlers and adults. Child Development.

Poulin-Dubois, D., Neumann, C., Masoud, S.,& Gazith, A. (2021). Effect of bilingualism on infants’ cognitive flexibility. Bilingualism: Language and Cognition, 1-14.

Ruel, A., Chiarella, S. S.,Crivello, C., & Poulin-Dubois, D. (2021). 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 Disorders51(3), 933-949.

Crivello, C., Grossman, S., & Poulin-Dubois, D. (2021). Specifying links between infants’ theory of mind, associative learning, and selective trust. Infancy, 26(5), 664-685.

Kehoe, M., Poulin-Dubois, D. & Friend, M (in press). Within- and cross-language relationsbetween phonological memory, vocabulary, and grammar in bilingual children. Journal of Speech, Language, and Hearing Research.

Kehoe,M., Friend, M., & Poulin-Dubois, D. (2021). Relations between phonological production, grammar and the lexicon in bilingual French-English children. International Journal of Bilingualism, 136700692110319.

Resendes, T., Benchimol-Elkaim, B., Delisle, C., René, J-L., & Poulin-Dubois, D. (2021). What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning. Cognitive Development, 60, 101117.

Smolak, E., Hendrickson, K., Zesiger, P., Poulin-Dubois, D., & Friend, M. (2021). Visual and haptic responses as measures of word comprehension and speed ofprocessing in toddlers: Relative predictive utility. Journal of Experimental Child Psychology203, 1-19. doi:10.1016/j.jecp.2020.105032.

Poulin-Dubois, D., Dutemple, E., & Burnside, K. (2021). Naïve Theories of Biology, Physics, and Psychology in Children with ASD. Journalof Autism and Developmental Disorders, 1-10. doi:10.1007/s10803-020-04813-9.

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. Full Text

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​. Full Text

Poulin-Dubois, D., Rakoczy, H., Burnside, K., Crivello, C., Dörrenberg, S., Edwards, K., … Ruffman, T. (2018). Do infants understand false beliefs? We don’t know yet – A commentary on Baillargeon, Buttelmann and Southgate’s commentary. Cognitive Development48, 302–315. doi:10.1016/j.cogdev.2018.09.005​. Full Text

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

Burnside, K., Ruel, A., Azar, N., & Poulin-Dubois, D. (2018). Implicit false belief across the lifespan: Non-replication of an anticipatory looking task. Cognitive Development46, 4–11. doi:10.1016/j.cogdev.2017.08.006. Full Text

Burnside, K., Wright, K., & Poulin-Dubois, D. (2018). Social orienting predicts implicit false belief in preschoolers. Journal of Experimental Child Psychology175, 67–79. doi:10.1016/j.jecp.2018.05.015. Full Text

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

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

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

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

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

Burnside, K., Wright, K., & Poulin-Dubois, D. (2017). Social motivation and implicit theory of mind in children with Autism Spectrum Disorder. Autism Research, 10, 1834–1844. doi:10.1002/aur.1836. Full Text

Byers-Heinlein, K., Behrend, D. A., Said, L. M., Girgis, H., & Poulin-Dubois, D. (2017). Monolingual and bilingual children's social preferences for monolingual and bilingual speakers. Developmental Science20(4), e12392. doi:10.1111/desc.12392. Full Text 

Crivello, C., Phillips, S., & Poulin-Dubois, D. (2017). Selective social learning in infancy: Looking for mechanisms. Developmental Science21(3), e12592. doi:10.1111/desc.12592. Full Text

Crivello, C., & Poulin-Dubois, D. (2017). Infants’ false belief understanding: A non-replication of the helping task. Cognitive Development46, 51–57. doi:10.1016/j.cogdev.2017.10.003. Full Text

Friend, M., DeAnda, S., Arias-Trejo, N., Poulin-Dubois, D., & Zesiger, P. (2017). Developmental changes in maternal education and minimal exposure effects on vocabulary in English- and Spanish-learning toddlers. Journal of Experimental Child Psychology, 164, 250–259. doi:10.1016/j.jecp.2017.07.003. Full Text

Hendrickson, K., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2017). Assessing a continuum of lexical-semantic knowledge in the 2nd year: A multimodal approach. Journal of Experimental Child Psychology158, 95–111. doi:10.1016/j.jecp.2017.01.003. Full Text 

Poulin-Dubois, D., Kuzyk, O., Legacy, J., Zesiger, P., & Friend, M. (2017). Translation equivalents facilitate lexical access in very young bilinguals. Bilingualism: Language and Cognition21, 856–866. doi:10.1017/S136672891700065. Full Text

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The Language Exposure Assessment Tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research59(6), 1346–1356. doi:10.1044/2016_JSLHR-L-15-0234. Full Text

DeAnda, S, Arias-Trejo, N., Poulin-Dubois, D., Zesiger, P., Friend, M. (2016). Minimal second language exposure, SES, and early word comprehension: New evidence from a direct assessment. Bilingualism: Language and Cognition, 19(1), 162–180. doi:10.1017/S1366728914000820. Full Text

DeAnda, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). Lexical Processing and Organization in Bilingual First Language Acquisition: Guiding Future Research. Psychological Bulletin, 142, 655–667. doi:10.1037/bul0000042.  Full Text

Poulin-Dubois, D. & Brosseau-Liard, P. (2016). The Developmental Origins of Selective Social Learning. Current Directions in Psychological Science, 25, 60–64. doi:10.1177/09637214 15613962. Full Text

Poulin-Dubois, D. (2016). Rattling the developmental psychologist's cage? Developmental Science. 20(2). doi:10.1111/desc.12414. Full Text

Wright, K., Kelley, E., & Poulin-Dubois, D. (2016). Biological motion and the animate–inanimate distinction in children with high-functioning Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 25, 1–11. doi:10.1016/j.rasd.2016.01.005. Full Text

Yott, J., & Poulin-Dubois, D. (2016). Are infants’ theory of mind abilities well integrated? Implicit understanding of intentions, desires, and beliefs. Journal of Cognition and Development, 17(5), 683–698. doi:10.1080/15248372.2015.1086771. Full Text

Crivello, C., Kuzyk, O., Rodrigues, M., Friend, M., Zesiger, P. & Poulin-Dubois, D. (2016). The cognitive benefits of growing up bilingual: A longitudinal study. Journal of Experimental Child Psychology. doi:10.1016/j.jecp.2010.10.009. Full text 

Legacy, J., Reider, J., Crivello, C., Kuzyk, O., Friend, M., Zesiger, P., & Poulin-Dubois, D. (2016). Dog or chien? Translation equivalents in the receptive and expressive vocabularies of young French–English bilinguals. Journal of Child Language. 1–24. doi:10.1017/S030500091 6000295. Full Text

Legacy, J., Zesiger, P., Friend, M, & Poulin-Dubois, D. (2016). Vocabulary size and speed of word recognition in very young French-English bilinguals: a longitudinal study. Bilingualism, Language and Cognition. 1–13. doi:10.1017/S1366728916000833. Full Text

Legacy, J., Zesiger, P., Friend, M., Poulin-Dubois, D. (2016). Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals. Journal of Child Language, 43(04), 760–783. doi:10.1017/S03050009 15000252. Full text

Brosseau-Liard, P., Penney, D., Poulin-Dubois, D. (2015). Theory of mind selectively predicts preschoolers’ knowledge-based selective learning. British Journal of Developmental Psychology, 33(4), 464–475. doi:10.1111/bjdp. 12107. Full text

Hendrickson, K., Mitsven, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2015). Looking and touching: what extant approaches reveal about the structure of early word knowledge. Developmental Science, 18(5), 723–735. doi: 10.1111/desc.12250. Full Text

Poulin-Dubois, D., Crivello, C., & Wright, K. (2015). Biological Motion Primes the Animate/Inanimate Distinction in Infancy. PLoS ONE, 10(2), e0116910. doi:10.1371/ journal.pone.0116910. Full Text

Chiarella, S. & Poulin-Dubois, D. (2015). ‘Aren’t you supposed to be sad?’ Infants do not treat a stoic person as an unreliable emoter. Infant Behavior and Development, 38(57-66). doi:10.1016/j.infbeh.2014.12.007. Full Text

Wright, K., Poulin-Dubois, D. and Kelley, E. (2015). The animate–inanimate distinction in preschool children. British Journal of Developmental Psychology, 33(1), 73–91. doi:10.1111/ bjdp.12068. Full text
Trauble, B., Pauen, S., & Poulin-Dubois, D. (2014). Speed and direction changes induce the perception of animacy in 7-month-old infants. Frontiers in Psychology, 5, 11–41. doi:10.3389/ fpsyg.2014.01141. Full Text 

Brosseau-Liard, P.E., Poulin-Dubois, D. (2014). Sensitivity to Confidence Cues Increases during the Second Year of Life. Infancy, 19(5), 461–475. doi: 10.1111/infa.12056. Full text

Wright, K, Kelley, E. & Poulin-Dubois, D. (2014). Schematic and realistic biological motion identification in children with high-functioning Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 8, 1394–1404. doi:1016/j.rasd.2014.07.005. Full text

Kristen, S., Chiarella, S., Sodian,B., Aureli, T., Genco, M. & Poulin-Dubois, D. (2014). Crosslinguistic Developmental Consistency in the Composition of Toddlers’ Internal State Vocabulary: Evidence from Four Languages. Child Development Research, 2014, Article ID 575142. doi:10.1155/2014/575142. Full text

Baker, R.K., Pettigrew, T.L., & Poulin-Dubois, D. (2014). Infants’ ability to associate motion paths with object kinds. Infant Behavior and Development, 37, 119–129. doi:10.1016/j.infbeh.2013.12.005. Full text

Poulin-Dubois, D & Yott, J. (2014). Fonctions exécutives et théorie de l’esprit chez le jeune enfant: une relation réciproque? Psychologie Francaise, 59, 59–69. doi:10.1016/j.psfr.2013.11.002. Full text​

Chapters in Edited Books

Poulin-Dubois, D. (2020). Theory of mind development: State of the Science and Future Directions. In S. Hunnius & M. Mayer (Eds.), New Perspectives on Early Social-cognitive Development, Progress in Brain Research (Vol. 254). Elsevier. doi:10.1016/bs.pbr.2020.05.021

Poulin-Dubois, D. (in press). Goal Detection. In Todd K. Shackelford and Viviana A. Weekes-Shackelford (Eds), Encyclopedia of Evolutionary Psychological Science (pp. 1–4). Springer. doi:10.1007/978-3-319-16999-6_3337-2

Poulin-Dubois, D. (2018). Animism. In M. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (pp. 126–129). Thousand Oaks, CA: Sage.

Poulin-Dubois, D. (in press) Bilingualism. In M. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (pp. 245–247). Thousand Oaks, CA: Sage.

Poulin-Dubois, D. & Pauen, S. (2017). The development of object categories: What, when, and how? In. H. Cohen & C. Lefebvre (Eds.), Handbook of Categorization in Cognitive Science (2nd Ed., pp. 653–708). Elsevier. doi:10.1016/b978-0-08-101107-2.00027-0

Wright, K., & Poulin-Dubois, D. (2014). Modified Checklist for Autism in Toddlers (MCHAT): Validation and Correlates in Infancy. In V.B. Patel, V.R. Preedy, & C.R. Martin (Eds), The Comprehensive Guide to Autism. (pp. 2813–2833). New York: Springer. 

Poulin-Dubois, D., Brooker, I., & Chow, V. (2009). The developmental origins of naïve psychology in infancy. In P. J. Bauer (Ed.), Advances in Child Development and Behavior (Vol. 37, pp. 55–104). San Diego, CA: Elsevier Academic Press.


Twice a year, we publish a newsletter presenting our recent findings. All our generous participants receive a printed copy.

Here are some of our most recent newsletters:

Vol 28 - May 2020. Full Text

Vol 27 - September 2019. Full Text                                                                                       

Vol 26 - February 2019. Full Text​

Vol 25 - June 2018. Full Text

​Vol 24 - October 2017. Full Text

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