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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:Toddlers' attention to intentions-in-action in learning novel action words.
Authors:Poulin-Dubois D,  Forbes JN
Link:https://www.ncbi.nlm.nih.gov/pubmed/11806694?dopt=Abstract
Category:Dev Psychol
PMID:11806694
Dept Affiliation: PSYCHOLOGY
1 Centre for Research in Human Development/Department of Psychology, Concordia University, Montreal, Quebec, Canada. dpoulin@vax2.concordia.ca

Description:

Toddlers' attention to intentions-in-action in learning novel action words.

Dev Psychol. 2002 Jan;38(1):104-14

Authors: Poulin-Dubois D, Forbes JN

Abstract

Toddlers' ability to use cues such as eye gaze and gestures to infer the meaning of novel action words was examined. In Experiment 1, 21- and 27-month-olds were taught labels for pairs of videotaped actions that were either similar or dissimilar in appearance. Similar actions differed mainly in the presence of behavioral cues related to the agents' intentions (e.g., extended arms). Only the older children were able to learn the labels for the similar actions. In Experiment 2, 3 new pairs of labels (2 similar, 1 dissimilar) were taught to children in the same age range. Eye gaze and gestures were the main features distinguishing the similar events. The same developmental effect was observed, with only the older children showing learning of both types of verbs and the younger children being impeded by the appearance of the actions. The results show that by the middle of the 2nd year, children begin to consider intentions-in-action when acquiring the meaning of novel action verbs.

PMID: 11806694 [PubMed - indexed for MEDLINE]