Professor, Concordia University Research Chair in Developmental Cybernetics, Psychology
PhD (Université de Montréal)
Postdoctoral Fellow (McGill; Harvard University)
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
PSYC 431 Infancy
PSYC 364 Fundamentals of Cognition
PSYC 714 Central Topics, Graduate Seminar
PSYC 725 Current Issues in Developmental Science,Graduate Seminar
Schuwerk,T., Kampis,D., Baillargeon,R., Biro, S., Bohn, M., Byers-Heinlein,K., ..., Poulin-Dubois, D., M. C., Rakoczy,H.(accepted pending data collection). Actionanticipation based on an agent's epistemic state intoddlers and adults. ChildDevelopment
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. Journalof 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 HearingResearch.
Kehoe,M., Friend, M., & Poulin-Dubois, D. (2021). Relations between phonologicalproduction, grammar and the lexicon in bilingual French-English children. InternationalJournal of Bilingualism, 136700692110319. doi.org/10.1177/13670069211031987
Resendes, T., Benchimol-Elkaim, B., Delisle, C., René, J-L., &Poulin-Dubois, D. (2021). What Iknow 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). NaïveTheories of Biology, Physics, and Psychology in Children with ASD. Journalof Autism and Developmental Disorders, 1-10. doi:10.1007/s10803-020-04813-9.
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