Parce que j'aime
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Diane POULIN-DUBOIS

Université Concordia
7141 rue Sherbrooke Ouest Montréal H4B 1R6
diane.poulindubois@concordia.ca

Diane POULIN-DUBOIS

Université Concordia
7141 rue Sherbrooke Ouest Montréal H4B 1R6
diane.poulindubois@concordia.ca
Que se passe-t-il dans le cerveau des jeunes enfants? Voilà une vaste question, qui pousse encore et toujours les chercheurs à se pencher au-dessus des berceaux. Dans le domaine de la psychologie du développement, l’étude du processus d’acquisition des facultés cognitives a donné lieu ces dernières années à des avancées saisissantes. La lauréate y a grandement contribué, notamment grâce à ses travaux sur le développement cognitif et verbal du très jeune enfant unilingue et bilingue. Elle apporte ainsi, depuis plus de trente ans, une contribution exceptionnelle à ce champ de recherche.

Mes intérêts de recherche

  • Sciences cognitives
  • Psychologie du développement
  • Psycholinguistique

Scolarité

  • B.Sc. Psychology Université de Montréal 1977 M.Sc. Psychology Université de Montréal 1979 Ph.D. Psychology Université de Montréal 1983 Stage Postdoctoral, Université McGill 1984 Stage Postdoctoral, Harvard University 1985

Mes contributions « Science et société »

Consulter mon site web pour plus de détails :http://crdh.concordia.ca/dpdlab/Accueil.html

 

Nos travaux sur les avantages du bilinguisme précoce ont fait l’objet d’un reportage de l’émission de vulgarisation scientifique Découverte de Radio-Canada (lien) en mars 2016.

o La Dre Diane Poulin-Dubois a été interviewée dans le journal La Presse pour un article paru en septembre 2014 sur les avantages potentiels de l’enseignement du langage des signes aux nourrissons qui entendent. Cliquez ici pour obtenir plus d’informations.

o Ancienne étudiante au doctorat dans le laboratoire, Rachel Baker a été choisie par Concordia comme vedette de l’actualité de la semaine en août 2014 pour le reportage médiatique de ses recherches concernant la notion de l’animéité chez les nourrissons. Cliquez ici pour obtenir plus d’informations. 

o Étudiante aux cycles supérieurs dans le laboratoire, Sabrina Chiarella a reçu le prix de « Concordia Graduate Research Communicator » de l’année, en juin 2014. Ses recherches concernent la capacité des enfants à détecter quelles personnes expriment des émotions auxquelles ils ne peuvent pas se fier. Cliquez ici pour obtenir plus d’informations.

o Nos recherches concernant l’apprentissage sélectif ont été présentées dans le journal Le Devoir en avril 2014. (PDF)

o Entrevue avec Sabrina Chiarella : « Watch Your Baby Spot a Faker » (lien) – Psychology Today.

o Les nourrissons préfèrent imiter un modèle fiable (lien) – British Psychological Society Research Digest. Juin 2011.

o Entrevues à la radio concernant le bilinguisme et la cognition chez les enfants – TBS eFM's This Morning in Seoul, South Korea; 98.5 Montreal; Radio-Canada, Winnipeg; CJFO-FM, Ottawa; The World Today Weekend avec Sean Leslie, CKNW, Vancouver, 2011.

o  Les enfants bilingues sont plus précoces (lien) – La Recherche. Mai 2011.

o Les enfants de Babel- Agence Science-Presse. April 2011. Click here for more information. 

o Les enfants de Babel (lien) – Agence Science-Presse. Le 1er avril 2011. 

o Apprendre une deuxième langue est bon pour les tout-petits (lien) – The Times of India. Le 17 mars 2011.

o Las ventajas cognitivas de ser bilingüe son ya evidentes en niños de 2 años (lien) –Europa Press. Janvier 2011.

o Les enfants bilingues ont une supériorité de cognition comparativement aux enfants unilingues. La Recherche (lien) – CTV News Montreal, le 19 janvier 2011. 

o Une deuxième langue est avantageuse pour les enfants (lien) – Concordia NOW Magazine. Le 19 janvier 2011.

Mes publications

DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (in press). The Language Exposure Assessment Tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research.  

 

De Anda 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

 

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(4), 760-783. doi: 10.1017/S0305000915000252

 

         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 Disorders25, 1-11. doi:10.1016/j.rasd.2016.01.005

 

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

 

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. Advance online publication. doi: 10.1017/S1366728916000833

 

              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. Advance online publication. doi:10.1017/S0305000916000295       

 

 

Byers‐Heinlein, K., Behrend, D. A., Said, L. M., Girgis, H., & Poulin‐Dubois, D. (2016). Monolingual and bilingual children's social preferences for monolingual and bilingual speakers. Developmental Science. Advance online publication. doi: 10.1111/desc.12392

 

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, Advance online publication. doi:10.1080/15248372.2015.1086771

 

            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 Disorders25, 1-11. doi:10.1016/j.rasd.2016.01.005


 

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

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, 141, 121-32. doi: 10.1016/j.jecp.2010.10.009 

 

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.

 

 

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, 464-475.

 

Poulin-Dubois, D., Crivello, C., & Wright, K. (2015). Biological Motion Primes the Animate/Inanimate Distinction in Infancy. PLoS ONE10(2), e0116910. doi:10.1371/journal.pone.0116910.

 

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.

 

Wright, K., Poulin-Dubois, D. and Kelley, E. (2015). The animate–inanimate distinction in preschool children. British Journal of Developmental Psychology, 33(73–91). doi: 10.1111/bjdp.12068

 

Hendrickson, K., Mitsven, S., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2015). You Can Look but Don’t Touch: Extant approaches reveal guardedness in early word knowledge. Developmental Science, 18 (5), 723-735.  doi: 10.1111/desc.12250

 

Trauble, B., Pauen, S., & Poulin-Dubois, D. (2014) Speed and direction changes induce the perception of animacy in 7-month-old infants. Front. Psychol. 5(11-41). doi: 10.3389/fpsyg.2014.01141

 

Brosseau-Liard, P.E., Poulin-Dubois, D. (2014). Sensitivity to Confidence Cues Increases during the Second Year of Life. Infancy, 19(5), 461-475.

 

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.

 

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.org/10.1155/2014/575142

 

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

 

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

 

Souza, A.L., Byers-Heinlein, K., & Poulin-Dubois, D. (2013). Bilingual and monolingual children prefer native-accented speakers. Frontiers in Psychology, 4:953. doi:10.3389/fpsyg.2013.00953

 

               Chiarella, S.S. & Poulin-Dubois, D. (2013). Crybabies and pollyannas: infants can detect unjustified emotional reactions. Infancy, 18: E81–E96. doi: 10.1111/infa.12028

 

Brooker, I. & Poulin-Dubois. D. (2013). Is parental emotional reliability predictive of toddlers' learning and helping? Infant Behavior and Development, 36(3), 403–418. doi:10.1016/j.bbr.2011.03.031

 

Brooker, I., & Poulin-Dubois, D. (2013). Is a bird an apple? The effect of speaker labeling accuracy on infants’ word learning, imitation, and helping behaviours. Infancy, 18: E46–E68. doi: 10.1111/infa.12027

 

Chiarella, S.S, Kristen, S., Poulin-Dubois, D., & Sodian, B. (2013) Concurrent Relations Between Perspective-Taking Skills, Desire Understanding, and Internal State Vocabulary. Journal of Cognition and Development, 14:3, 480-498. doi: 10.1080/15248372.2012.689390

 

Poulin-Dubois, D., Polonia, A., & Yott, J. (2013). Is false belief skin-deep? The agent’s visual access influences infants’ reasoning in belief-inducing situations. Journal of Cognition and Development, 14, 87-99. doi: 10.1080/15248372.2011.608198

Kristen, S, Sodian, B., Licata, M. Thoermer, C. & Poulin-Dubois, D. (2012). The development of internal state language during the third year of life: A longitudinal parent report study. Infant and Child Development. 21(6), 634-645. doi: 10.1002/icd.1767

             Poulin-Dubois, D., Bialystok, E., Blaye, A., Polonia, A., & Yott, J. (2012). Lexical access

and vocabulary development in very young bilinguals. International Journal of Bilingualism, 17(6). doi: 10.1177/1367006911431198

        

          Yott, J., Poulin-Dubois, D. (2012). Breaking the rules: Do infants have a true understanding of

false beliefs? British Journal of Developmental Psychology, 30, 156-171.

 

Rostad, K., Yott, J., & Poulin-Dubois, D. (2012). Development of Categorization in Infancy: Advancing Forward to the Animate/Inanimate Level. Infant Behavior and Development, 35, 584-595.

 

         Wright, K. & Poulin-Dubois, D. (2012). Modified Checklist for Autism in

Toddlers (MCHAT) screening at 18 months of age predicts concurrent understanding of desires, word learning and expressive vocabulary. Research in Autism Spectrum Disorders, 6, 184-192.

                                                                                                                                                           

Katerelos, M. & Poulin-Dubois. D. (2011). A longitudinal study of word learning: Interrelations between word-event association, fast mapping, and vocabulary.  Enfance, 3, 345-362.

Katerelos, M., Poulin-Dubois, & Oshima-Takane, Y. (2011). A Cross-Linguistic Study of Word-Mapping in 18- to 20-Month Old Infants. Infancy, 16, 508-534.

 

Oshima-Takane, Y., Ariyama, J., Kobayashi, T., Katerelos, M., & Poulin-Dubois, D. (2011). Early verb learning in 20-month-old Japanese-speaking children, Journal of Child Language, 38, 455-484.

 

Poulin-Dubois, D., Blaye, A., Coutya, J, & Bialystok, E. (2011). The effects of bilingualism on toddlers’ executive functioning. Journal of Experimental Child Psychology, 108, 567-579.

 

Poulin-Dubois, D., Brooker, I., & Polonia, A. (2011). Infants prefer to imitate a reliable person. Infant Behavior and Development, 34, 303-309.

 

Poulin-Dubois, D. (2011). Review of the book The Cambridge Companion to Piaget. Canadian Psychology, 52, 66-67.

 

Poulin-Dubois, D. (2011). How to build a baby: a new toolkit. Commentary on Susan Carey The Origin of Concepts. Behavioral and Brain Sciences, 34, 144-145.

 

            Bialystok, E., Barac, R., Blaye, A., & Poulin-Dubois, D. (2010). Word mapping and executive functioning in young monolingual and bilingual children. Journal of Cognition and Development, 11 (4), 485-508.

 

            Chow, V., & Poulin-Dubois, D. (2009). The effect of a looker’s past reliability on infants’ reasoning about beliefs.  Developmental Psychology, 45, 1576-1582.

 

            Poulin-Dubois, D., Chiarella, S. S., Polonia, A. (2009). Toddler’s vocabulary about the mind: A cross-linguistic study using the internal state language questionnaire. Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistics, IX, 35-46.

 

Olineck, K, & Poulin-Dubois, D. (2009). Infants’ understanding of intention from 10 to 14 months: Interrelations among visual attention and imitation tasks. Infant Behavior and Development, 32, 404-415.

 

O’Connell, L., Poulin-Dubois, D., Demke, T., & Guay, A. (2009). Do infants use gaze direction to infer the referential intent of a nonhuman speaker?  Infancy, 14, 414-438.

 

         Forbes, J.N., Poulin-Dubois, D., Rivero, M.D., & Sera, M.D. (2008). Grammatical Gender Affects Bilinguals’ Conceptual Gender: Implications for Linguistic Relativity and Decision Making. The Open Applied Linguistics Journal, 1, 69-77.

 

Chow, V., Poulin-Dubois, D., & Lewis, J. (2008). To see or not to see: Infants prefer to follow the gaze of a reliable looker. Developmental Science, 11, 761-770

 

Poulin-Dubois, D., Sodian, B., Tilden, J., Metz, U., & Schoepper, B. (2007) Out of sight is not out of mind: Developmental changes in infants’ understanding of visual perception during the second year. Journal of Cognition and Development, 8, 401-425.

 

Boudreault, M.C, Cabirol, E.A., Trudeau, N., Poulin-Dubois, D. & Sutton, A. (2007). Les Inventaires MacArthur du développement de la communication: validité et données normative préliminaires. Journal of Speech-Language Pathology and Audiology, 31(1), 27-37

 

            Olineck, K., & Poulin-Dubois, D. (2007). Imitation of intentional actions and internal state language in infancy predict preschool theory of mind skills. European Journal of Developmental Psychology, 4, 14-30.

 

            Poulin-Dubois,D. (2006). Le développement du concept de “genre”: au-delà du débat inné/acquis. Enfance, 3, 213-215.

           

Poulin-Dubois, D., & Serbin, L.A. (2006). La connaissance des catégories de genre et des stéréotypes sexués chez le jeune enfant. Enfance, 3, 283-310.

 

Poulin-Dubois, D., Frenkiel-Fishman, S., Nayer, S., & Johnson, S. (2006). Infants’ inductive generalization of motion and sensory properties to animals and people. Journal of Cognition and Development, 7, 431-453.

 

Poulin-Dubois, D. (2005) From Action to InterAction: Apes, Infants, and the last Rubicon. Behavioral and Brain Sciences, 28, 711-712.

 

Olineck, K., & Poulin-Dubois, D. (2005). Infants' ability to distinguish between intentional and accidental actions and its relation to internal state language. Infancy, 8, 91-100.

 

Poulin-Dubois. (2005). Review of the book Representation, Memory, and Development. International Journal of Behavioral Development, 29, 462-463.

 

Eichstedt, J., Serbin, L.A., Poulin-Dubois, D. & Sen, M.G. (2002). Of bears and men:

Infants’ knowledge of conventional and metaphorical gender stereotypes. Infant Behavior and Development, 25, 296-310.

 

Frank, I., & Poulin-Dubois, D. (2002). Young monolingual and bilingual children’s responses to violation of the mutual exclusivity principle. International Journal of Bilingualism, 6, 125-146.

                                   

Poulin-Dubois, D., & Forbes, J.N. (2002). Toddlers’ attention to “intentions-in-action” in learning novel action words. Developmental Psychology, 38, 104-114.

 

Poulin-Dubois, D., Serbin, L.A., Eichstedt, J.A., Sen, M.G. & Beissel, C. (2002). Men don’t put on make-up: Toddlers’ knowledge of the gender stereotyping of household activities. Social Development, 11, 166-181.

 

Poulin-Dubois, D., & Sissons, M.E. (2002). Is this still called a dog? 18-Month-olds’generalization of familiar object labels to unusual objects. Infant and

Child Development, 11, 57-67.

 

Rakison D. H., & Poulin-Dubois, D. (2002). You go this way and I’ll go that way: Developmental changes in infants’ detection of correlations among static and dynamic features in motion events. Child Development, 73, 682-699.

 

Sera, M., Elieff, C., Forbes, J., Burch, M.C., Rodriguez, W., & Poulin-Dubois, D. (2002).

When language affects cognition and when it does not: An analysis of grammatical gender and classification.  Status: Revise/ resubmit to Journal of Experimental Psychology: General, 131, 377-397.

 

Serbin, L.A., Poulin-Dubois, D., Eichstedt, J.A. (2002). Infants’ responses to gender-inconsistent events. Infancy, 3, 531-542.

 

Poulin-Dubois, D. (2001). Of rabbits and children. Review of P. Bloom. How children learn the meanings of words. Trends in Cognitive Sciences, 5, 90-91.

 

Rakison, D.H., & Poulin-Dubois, D. (2001). The developmental origin of the animate-inanimate distinction. Psychological Bulletin., 127, 209-228.

 

Serbin, L.A., Poulin-Dubois, D., & Colburne, K.A. (2001). Gender stereotyping in infancy:  Visual Preferences and association of toys with gender in the second year.  International Journal of  Behavioural Development., 25, 7-15.

 

Poulin-Dubois, D. (2000). Review of M.D. Barrett. The development of language. Child Development Abstracts and Bibliography, 74, 99-100. (non-refereed)

 

Trudeau, N., Poulin-Dubois, D., & Joanette, Y. (2000). Language development following brain injury in early childhood: a longitudinal case study. International Journal of Language and Communication Disorders, 35, 227-249.

 

Poulin-Dubois, D., & Tilden, J. (2000). Le développement de la distinction animé-inanimé: l’effet de l’apparence sur l’attribution de propriétés biologiques et mentales. Psychologie Francaise, 45, 141-146.

 

Poulin-Dubois, D., & Rakison, D.H. (1999) A developmental theory of implicit and explicit knowledge? Commentary on Dienes, Z., & Perner, J. Behavioral and Brain Sciences, 22 (5), 782.

 

Poulin-Dubois, D. (1999). Les précurseurs d’une théorie de l’esprit dans la première enfance: mythes et réalités. Enfance, 51, 322-326.

 

Poulin-Dubois, D., Frank, I., Graham, S., & Elkin, A. (1999).  The role of shape in toddlers’ lexical extensions. British Journal of Developmental Psychology, 17, 21-36.

 

Graham, S.A., & Poulin-Dubois, D. (1999). Infants’ reliance on shape to generalise novel labels to animate and inanimate objects. Journal of Child Language, 26, 295-320.

 

Trudeau, N., Frank, I., & Poulin-Dubois, D. (1999). Une adaptation en francais québécois du McArthur Communicative Development Inventory. Revue d’orthophonie et d’audiologie, 22, 151-163.

 

Poulin-Dubois, D., Serbin, L.A., & Derbyshire, A. (1998). Toddlers’ Intermodal and Verbal Knowledge about Gender.  Merrill-Palmer Quarterly, 44, 338-354.

 

Poulin-Dubois, D. (1998). Sailing in Neurath’s boat with infants (and avoiding shipwreck).  Review of the book Words, Thoughts and TheoriesMind and Language, 13, 415-420. (non-refereed)

 

Graham, S.A., Poulin-Dubois, D., & Baker, R.K (1998). Infants’ disambiguation of novel object words. First Language, 18, 149-164.

 

Trudeau, N., Joannette, Y., & Poulin-Dubois, D. (1998). Habiletés langagières après un traumatisme cranio-encéphalique dans l’enfance. Revue d’orthophonie et d’audiologie, 22, 151-164. 

 

Graham, S.A., Baker, R. K., & Poulin-Dubois, D. (1998). Infants’ expectations about object label reference. Canadian Journal of Experimental Psychology, 52, 103-113.

 

Forbes, J.N. & Poulin-Dubois, D. (1997). Representational changes in infants' interpretation of familiar action word meaning.  Journal of Child Language, 24, 389-406.

 

Poulin-Dubois, D. (1997). Le développement lexical précoce: hypothèses cognitivistes, socio-pragmatiques et linguistiques. Enfance, 4, 501-519.

 

Poulin-Dubois, D., Lepage, A., & Ferland, D. (1996)  Infants' concept of animacy.  Cognitive Development, 11, 19-36.

 

Graham, S., & Poulin-Dubois, D. (1996). Speaking of language: thoughts on associations.  Behavioral and Brain Sciences, 19, 636.

 

Poulin-Dubois, D., Graham S., & Sippola, L. (1995). Parental labelling, categorization, and early lexical development.  Journal of Child Language, 22, 325-343.

 

Poulin-Dubois, D., Graham, S.A., & Riddle, A. (1995). Salient object parts and infants' acquisition of novel object words.  First Language, 15, 301-316.

 

Poulin-Dubois, D., Serbin, L., Kenyon, B., & Derbyshire, A. (1994). Infants' intermodal knowledge about gender.  Developmental Psychology, 30, 436-442.

 

Poulin-Dubois, D. & Héroux, G. (1994). Movement and children's attribution of life properties.  International Journal of Behavioral Development, 17, 329-347.

 

Poulin-Dubois, D. & Shultz, T.R. (1990). The Infant's concept of Agency:  the distinction between animate and inanimate objects.  Journal of Genetic Psychology, 151, 77-90.

 

Segalowitz, N. & Poulin-Dubois, D. (1990). The structure of categories:  typicality gradients, linguistic familiarity and cross-linguistic comparisons.  European Bulletin of Cognitive Psychology, 10, 491-512.

 

Poulin-Dubois, D., McGilly, C.A., & Shultz, T.R. (1989). Effect of learning LOGO on children's problem-solving skills.  Psychological Reports, 64, 1327-1337.

 

Poulin-Dubois, D. (1986). Origin of Mind:  Outside-in or Inside-out? Contemporary Psychology, 31, 529-530.

 

Poulin-Dubois, D. (1985). On developing a sense of humour.  Contemporary Psychology, 30, 239-240.

 

Gouin Décarie, T., Pouliot, T., & Poulin-Dubois, D. (1983)  Image spéculaire et genèse de la reconnaissance de soi: Une analyse hiérarchique.  Enfance, 1-2, 99-116.

 

Moessinger, P. & Poulin-Dubois, D. (1981). Piaget on Abstraction.  Human development, 24, 347-353.

Mes affiliations

  • Département de Psychologie Centre de Recherche en Développement Humain Université Concordia 7141 rue Sherbrooke Street, Ouest Montréal, Québec, Canada, H4B 1R6 Courriel: diane.poulindubois@concordia.ca