Catherine Mimeau
Je suis présentement professeure à l'Université TÉLUQ. Mes travaux portent principalement sur le développement langagier et cognitif de l'enfant.
Mes liens avec l'Acfas
ResponsablePrincipal secteur de recherche ou d'activité
Mes intérêts de recherche
Psychologie Linguistique Orthophonie et audiologie PsychopédagogieMa formation
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2017 - 2019Université LavalPostdoctorat | PsychologieCanada
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2014 - 2017Dalhousie UniversityPostdoctorat | PsychologieCanada
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2009 - 2015Université LavalDoctorat | PsychologieCanada
Mes contributions « Science et société »
Mes travaux permettent de mieux comprendre comment les enfants apprennent le langage. Ils servent donc de base à l'élaboration de programmes d'intervention visant à aider les enfants aux prises avec des difficultés langagières.
Mes publications
Gagnon, É., Boivin, M., Mimeau, C., Feng, B., Morneau-Vaillancourt, G., Aubé, S., Brendgen, M., Vitaro, F., & Dionne, G. (2022). The intensity of formal child-care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry & Human Development. Publication en ligne anticipée. https://doi.org/10.1007/s10578-022-01440-6
Aubé, S., Mimeau, C., Gagnon, É., Remon, A., Boivin, M., Brendgen, M., Vitaro, F., Ouellet-Morin, I., Tremblay, R. E., & Dionne, G. (2022). From preschool language skills to writing in adolescence: Evidence of genetic continuity. Developmental Psychology, 58(7), 1318–1330. https://doi.org/10.1037/dev0001338
Bouillon, A., Couture, K., Pleau, J., Aubé, S., Mimeau, C., Boivin, M., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2021). The influence of delinquent peers on academic achievement: Direct effects or genetic predispositions? Behavior Genetics, 51(6), 696. https://doi.org/10.1007/s10519-021-10087-3
Bouillon, A., Couture, K., Pleau, J., Aubé, S., Mimeau, C., Boivin, M., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2021). Influence des amis délinquants sur la réussite scolaire : Effets directs ou prédispositions génétiques? Psycause, 11(2), 12–14. https://doi.org/10.51656/psycause.v11i2.51363
Sorenson Duncan, T., Mimeau, C., Crowell, N., & Deacon, S. H. (2021). Not all sentences are created equal: Evaluating the relation between children’s understanding of basic and difficult sentences and their reading comprehension. Journal of Educational Psychology, 113(2), 268–278. https://doi.org/10.1037/edu0000545
Matte-Landry, A., Boivin, M., Tanguay-Garneau, L., Mimeau, C., Brendgen, M., Vitaro, F., Tremblay, R. E., & Dionne, G. (2020). Children with persistent versus transient early language delay: Language, academic and psychosocial outcomes in elementary school. Journal of Speech, Language, and Hearing Research, 63(11), 3760–3774. https://doi.org/10.1044/2020_JSLHR-20-00230
Mimeau, C., Cantin, É., Tremblay, R. E., Boivin, M., & Dionne, G. (2020). The bidirectional association between maternal speech and child characteristics. Journal of Child Language, 47(2), 435–456. https://doi.org/10.1017/S0305000919000539
Deacon, S. H., Tong, X., & Mimeau, C. (2019). Morphological and semantic processing in developmental dyslexia. Dans L. Verhoeven, C. Perfetti, & K. Pugh (Éds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge University Press.
Deacon, S. H., Mimeau, C., Chung, S. C., & Chen, X. (2019). Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology, 181, 56–74. https://doi.org/10.1016/j.jecp.2018.12.007
Mimeau, C., Laroche, A., & Deacon, S. H. (2019). The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics? Journal of Research in Reading, 42(1), 178–192. https://doi.org/10.1111/1467-9817.12260
Burchell, D., Mimeau, C., Deacon, H., Koh, P. W., & Chen, X. (2018). Le transfert inter-langue dans le programme d’immersion français : la conscience syntaxique. OISE GSRC Journal, 1(1), 59–65. https://1e222839-ef72-4e9a-b2c6-0ae8e40de7f9.filesusr.com/ugd/94f94f_a1a4fcbf82384609b3213bd12a4241bd.pdf
Mimeau, C., Ricketts, J., & Deacon, S. H. (2018). The role of orthographic and semantic learning in word reading and reading comprehension. Scientific Studies of Reading, 22(5), 384–400. https://doi.org/10.1080/10888438.2018.1464575
Mimeau, C., Dionne, G., Feng, B., Brendgen, M., Vitaro, F., Tremblay, R. E., & Boivin, M. (2018). The genetic and environmental etiology of the association between vocabulary and syntax in first grade. Language Learning and Development, 14(2), 149–166. https://doi.org/10.1080/15475441.2018.1427589
Mimeau, C., Coleman, M., & Donlan, C. (2016). The role of procedural memory in grammar and numeracy skills. Journal of Cognitive Psychology, 28(8), 899–908. https://doi.org/10.1080/20445911.2016.1223082
Mimeau, C. (2015). La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage. Intellectica, 63, 163–177. https://doi.org/10.3406/intel.2015.1030
Mimeau, C., Plourde, V., Ouellet, A.-A., & Dionne, G. (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35(2), 163–181. https://doi.org/10.1177/0142723715577320
Dionne, G., Mimeau, C., & Mathieu, E. (2013). The role of oral language development in promoting school readiness. Dans M. Boivin & K. Bierman (Éds.), Promoting school readiness and early learning: Implications of developmental research for practice (pp. 105–132). Guilford Press.
Mes prix et distinctions
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2015
Bourse de recherche postdoctorale (FRQSC)
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2012
Supplément pour études à l’étranger Michael-Smith (CRSH)
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2010
Bourse de doctorat du Programme de bourses d’études supérieures du Canada Joseph-Armand-Bombardier (CRSH)
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2009
Bourse de maitrise en recherche (FRQSC)
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2008
Bourse de recherche de 1er cycle (CRSNG)
Mes affiliations
- Département Sciences humaines, Lettres et Communication, Université TÉLUQ