PUBLICATIONS

Veuillez noter que les fichiers électroniques des articles et résumés (fichiers PDF) peuvent prendre quelques instants à télécharger, après avoir sélectionné le lien. Ces fichiers sont fournis à des fins éducatives seulement, pour assurer la circulation appropriée du travail universitaire et à des fins individuelles et non commerciales. Les droits d’auteur et tous les droits inhérents appartiennent aux détenteurs des droits d’auteur respectifs, comme l’indique chaque manuscrit.

Voici quelques-unes de nos publications récentes : 

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. https://doi.org/10.1017/s1366728921000912

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 Disorders, 51(3), 933-949. https://doi.org/10.1007/s10803-020-04379-6

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. https://doi.org/10.1111/infa.12407.

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. doi.org/10.1177/13670069211031987

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. doi.org/10.1016/j.cogdev.2021.101117

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 Psychology, 203, 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. Texte

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​. Texte

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 Development, 48, 302–315. doi:10.1016/j.cogdev.2018.09.005​. Texte

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. Texte

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

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

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. Texte

Crivello, C., & Poulin-Dubois, D. (2018). Infants’ false belief understanding: A non-replication of the helping task. Cognitive Development, 46, 51–57. doi:10.1016/j.cogdev.2017.10.003. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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 Science, 20(4), e12392. doi:10.1111/desc.12392. Texte

Crivello, C., Phillips, S., & Poulin-Dubois, D. (2017). Selective social learning in infancy: Looking for mechanisms. Developmental Science. 21(3), e12592. doi:10.1111/desc.12592. Texte

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. Texte

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 Psychology. 158, 95–111. doi:10.1016/j.jecp.2017.01.003. Texte 

Poulin-Dubois, D., Kuzyk, O., Legacy, J., Zesiger, P., & Friend, M. (2017). Translation equivalents facilitate lexical access in very young bilinguals. Bilingualism: Language and Cognition, 21, 856–866. doi:10.1017/S136672891700065. Texte

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 Research. 59(6), 1346–1356. doi:10.1044/2016_JSLHR-L-15-0234. Texte

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. Texte

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.  Texte

Poulin-Dubois, D. & Brosseau-Liard, P. (2016). The Developmental Origins of Selective Social Learning. Current Directions in Psychological Science, 25, 60–64. doi:10.1177/0963721415613962. Texte

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

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. do:10.1016/j.rasd.2016.01.005. Texte
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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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte

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. Texte 

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. Texte

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. Texte

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. Texte

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. Texte

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.  Texte

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.

Infolettre

Nous publions deux fois par an un bulletin d'information présentant les résultats issus de nos récentes recherches. Tous nos généreux participants reçoivent une copie imprimée.

Voici quelques-unes de nos récentes infolettres : 


​Vol 28 - mai 2020. Full Text

Vol 27 - septembre 2019. Full Text 

 Vol 26 - février 2019. Full Text​

Vol 25 - juin 2018. Full Text

​Vol 24 - octobre 2017. Full Text