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 :

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.2022.1102370

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 (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.

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

Chaque année, nous publions un bulletin d'information présentant les résultats issus de nos récentes recherches. Tous nos généreux participants reçoivent une copie électronique.

Voici quelques-unes de nos récentes infolettres : 


​Vol 33 - juin 2024. Full Text

Vol 32 - mai 2023. Full Text

Vol 31 - juin 2022. Full Text

Vol 29 - mai 2021. Full Text

Vol 28 - mai 2020. Full Text