PUBLICATIONS

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:

Goldman, J. & Poulin-Dubois, D. (2024). Children’s anthropomorphism of inanimate agents. WIREs Cognitive Sciences. https://doi.org/10.1002/wcs.1676

Dutemple, E., Brokl, C., & Poulin-Dubois, D. (2024). I think therefore I learn: Metacognition is a better predictor of school readiness than executive functions. Frontiers in Developmental Psychology, 2. https://doi.org/10.3389/fdpys.2024.1332358

Baumann, A-E., Goldman, E. J., Cobos, M-G. C., & Poulin-Dubois, P. (2023) Do preschoolers trust a competent robot pointer? Journal of Experimental Child Psychology, 5(238), 105783. https://doi.org/10.1016/j.jecp.2023.105783

Poulin-Dubois, D. & Goldman, E. J. (2023). Is False Belief Understanding Stable from Infancy to Childhood? We don’t know yet. Cognitive Development, 66(5), 101309. https://doi.org/10.1016/j.cogdev.2023.101309

Poulin-Dubois, D., Goldman, E. J., Meltzer, A., & Psaradellis, E. (2023). Discontinuity from implicit to explicit theory of mind from infancy to preschool age. Cognitive Development, 65, 101273. https://doi.org/10.1016/j.cogdev.2022.101273

Dutemple, E., Hakimi, H. & Poulin-Dubois, D. (2023). Who knows best? Studying the link between children’s monitoring and control skills, theory of mind, and selective social learning. Journal of Experimental Child Psychology, 227. 105572. https://doi.org/10.1016/j.jecp.2022.105572

Goldman, E. J., Baumann, A. E. & Poulin-Dubois, D. (2023). Of children and social robots. Behavioral and Brain Sciences, 46, e35. https://doi.org/10.1017/S0140525X22001583

Dragon, M., & Poulin-Dubois, D. (2023). To copy or not to copy: A Comparison of Selective Trust and overimitation in young children. Cognitive Development, 66, 101316. https://doi.org/10.1016/j.cogdev.2023.101316

Goldman, E. J., Baumann, A.-E., & Poulin-Dubois, D. (2023). Preschoolers’ anthropomorphizing of robots: Do human-like properties matter? Frontiers in Psychology, 13, 1102370. https://doi.org/10.3389/fpsyg.2022.110237

Baumann, A-E., Goldman, E. J., Meltzer, A. & Poulin-Dubois, D. (2023). People Do Not Always Know Best: Preschoolers’ Trust in Social Robots. Journal of Cognition and Development, 24(4), 535-562. https://doi.org/10.1080/15248372.2023.2178435

Beaudin, K. & Poulin-Dubois, D. (2022). A test of the cognitive bilingual advantage in Toddlers with the Early Executive Functions Questionnaire. Languages, 7(2), 122. https://doi.org/10.3390/languages7020122

Beaudin, K., Poulin-Dubois, D. & Zesiger, P. (2022). Touching while listening: Does infants’ haptic word processing speed predict vocabulary development? Journal of Child Language, 1-19. https://doi.org/10.1017/S0305000922000423

Schuwerk, T., Kampis, D., Baillargeon, R., Biro, S., Bohn, M., Byers-Heinlein, K., ..., Poulin-Dubois, D., M. C., Rakoczy, H. (2021). Action anticipation based on an agent's epistemic state intoddlers and adults. Child Development. https://doi.org/10.31234/osf.io/x4jbm

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 (2021). Within- and cross-language relationsbetween phonological memory, vocabulary, and grammar in bilingual children. Journal of Speech, Language, and Hearing Research, 64(12), 4918-4948. https://doi.org/10.1044/2021_JSLHR-21-00176

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. https://doi.org/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. https://doi.org/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. https://doi.org/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

Poulin-Dubois, D. (2022). Bilingualism in Development: the good, the bad and the Unknown. In Grundy, J., Anderson, J.A. & Luk, G (eds). Studies in Bilingualism (pp.142-168). John Benjamins Publishers.

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 (pp. 141-166, Vol. 254). Elsevier. doi: 10.1016/bs.pbr.2020.05.021

Poulin-Dubois, D. (2019). 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. (2018) Bilingualism. In M. Bornstein (Ed.), The SAGE Encyclopedia of Lifespan Human Development (pp. 245–247). Thousand Oaks, CA: Sage.

Newsletter

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

Here are some of our most recent newsletters:

Vol 33 - June 2024. Full Text

Vol 32 - May 2023. Full Text

Vol 31 - June 2022. Full Text

Vol 29 - May 2021. Full Text

Vol 28 - May 2020. Full Text