Keyword search (3,448 papers available)


Naïve Theories of Biology, Physics, and Psychology in Children with ASD.

Author(s): Poulin-Dubois D, Dutemple E, Burnside K

Theory of mind is defined as the understanding that mental states predict and explain people's behaviors. It develops around the age of 4 but seems to remain deficient in people with ASD, whereas other forms of naïve understanding remain intact. This st...

Article GUID: 33385282
Infants Generalize Beliefs Across Individuals.

Author(s): Burnside K, Neumann C, Poulin-Dubois D

It has been argued that infants possess a rich, sophisticated theory of mind (ToM) that is only revealed with tasks based on spontaneous responses. A mature (ToM) implies the understanding that mental states are person specific. Previous studies on infants&...

Article GUID: 33071864
Theory of mind development: State of the science and future directions.

Author(s): Poulin-Dubois D

This chapter offers a brief overview of how research on theory of mind development has developed over the recent years, with a focus on current research and theoretical accounts of theory of mind during the infancy period. The topics covered include the fac...

Article GUID: 32859285
Concurrent Validity of the Modified Checklist for Autism in Toddlers (M-CHAT): Socio-cognitive and Verbal Skills in 18-Month-Old Infants.

Author(s): Ruel A, Chiarella SS, Crivello C, Poulin-Dubois D

J Autism Dev Disord. 2020 Feb 04;: Authors: Ruel A, Chiarella SS, Crivello C, Poulin-Dubois D

Article GUID: 32020422
Selective social learning in infancy: looking for mechanisms.

Author(s): Crivello C, Phillips S, Poulin-Dubois D

Dev Sci. 2018 05;21(3):e12592 Authors: Crivello C, Phillips S, Poulin-Dubois D

Article GUID: 28856760
Probing the depth of infants' theory of mind: disunity in performance across paradigms.

Author(s): Poulin-Dubois D, Yott J

Dev Sci. 2018 Jul;21(4):e12600 Authors: Poulin-Dubois D, Yott J

Article GUID: 28952180
Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning.

Author(s): Kuzyk O, Grossman S, Poulin-Dubois D

Dev Sci. 2019 Sep 13;:e12904 Authors: Kuzyk O, Grossman S, Poulin-Dubois D

Article GUID: 31519037
Social orienting predicts implicit false belief understanding in preschoolers.

Author(s): Burnside K, Wright K, Poulin-Dubois D

J Exp Child Psychol. 2018 11;175:67-79 Authors: Burnside K, Wright K, Poulin-Dubois D

Article GUID: 30025256
Toddlers' attention to intentions-in-action in learning novel action words.

Author(s): Poulin-Dubois D, Forbes JN

Dev Psychol. 2002 Jan;38(1):104-14 Authors: Poulin-Dubois D, Forbes JN

Article GUID: 11806694
The developmental origins of naïve psychology in infancy.

Author(s): Poulin-Dubois D, Brooker I, Chow V

Adv Child Dev Behav. 2009;37:55-104 Authors: Poulin-Dubois D, Brooker I, Chow V

Article GUID: 19673160
The effects of bilingualism on toddlers' executive functioning.

Author(s): Poulin-Dubois D, Blaye A, Coutya J, Bialystok E

J Exp Child Psychol. 2011 Mar;108(3):567-79 Authors: Poulin-Dubois D, Blaye A, Coutya J, Bialystok E

Article GUID: 21122877
Biological motion primes the animate/inanimate distinction in infancy.

Author(s): Poulin-Dubois D, Crivello C, Wright K

PLoS One. 2015;10(2):e0116910 Authors: Poulin-Dubois D, Crivello C, Wright K

Article GUID: 25659077
The eyes know it: Toddlers' visual scanning of sad faces is predicted by their theory of mind skills.

Author(s): Poulin-Dubois D, Hastings PD, Chiarella SS, Geangu E, Hauf P, Ruel A, Johnson A

PLoS One. 2018;13(12):e0208524 Authors: Poulin-Dubois D, Hastings PD, Chiarella SS, Geangu E, Hauf P, Ruel A, Johnson A

Article GUID: 30521593
Title:Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning.
Authors:Kuzyk O,  Grossman S,  Poulin-Dubois D
Link:https://www.ncbi.nlm.nih.gov/pubmed/31519037?dopt=Abstract
DOI:10.1111/desc.12904
Category:Dev Sci
PMID:31519037
Dept Affiliation: CONCORDIA
1 Concordia University, Montréal, Québec, Canada.

Description:

Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning.

Dev Sci. 2019 Sep 13;:e12904

Authors: Kuzyk O, Grossman S, Poulin-Dubois D

Abstract

Given the widespread interest in the development of children's selective social learning, there is mounting evidence suggesting that infants prefer to learn from competent informants (Poulin-Dubois & Brosseau-Liard, 2016). However, little research has been dedicated to understanding how this selectivity develops. The present study investigated whether causal learning and precursor metacognitive abilities govern discriminant learning in a classic word-learning paradigm. Infants were exposed to a speaker who accurately (reliable condition) or inaccurately (unreliable condition) labeled familiar objects and were subsequently tested on their ability to learn a novel word from the informant. The predictive power of causal learning skills and precursor metacognition (as measured through decision confidence) on infants' word learning was examined across both reliable and unreliable conditions. Results suggest that infants are more inclined to accept an unreliable speaker's testimony on a word learning task when they also lack confidence in their own knowledge on a task measuring their metacognitive ability. Additionally, when uncertain, infants draw on causal learning abilities to better learn the association between a label and a novel toy. This study is the first to shed light on the role of causal learning and precursor metacognitive judgments in infants' abilities to engage in selective trust.

PMID: 31519037 [PubMed - as supplied by publisher]