Catherine Mimeau is professor of psychology at Université TÉLUQ since 2021. Before that, she has been research associate and postdoctoral fellow in the Groupe de recherche sur l'inadaptation psychosociale chez l'enfant at Université Laval. She has also completed a postdoctoral fellowship in the Language & Literacy Lab at Dalhousie University. She has taught courses in psychology at Université Laval, Université du Québec à Trois-Rivières, and Cégep Garneau.
Her research work mainly concerns the cognitive processes involved in language development. She is also interested in individual differences in children’s learning capacities.
Education
PhD in psychology, Université Laval
Research Interests
- Child development
- Psycholinguistics
- Language
- Cognition
Teaching
Research
Mimeau, Catherine (Principal Investigator). (2023-2024). Comment mesurer les capacités d’apprentissage du langage chez les enfants? Fonds d’aide institutionnel à la recherche du CRSH, Université TÉLUQ.
Publications & Presentations
Journal articles (refereed)
Aubé, Sophie; Mimeau, Catherine; Gagnon, Eloi; Remon, Alexandra; Brendgen, Mara; Vitaro, Frank; Ouellet-Morin, Isabelle; Tremblay, Richard E.; Boivin, Michel, & Dionne, Ginette (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
Gagnon, Eloi; Boivin, Michel; Mimeau, Catherine; Feng, Bei; Morneau‐Vaillancourt, Genevieve; Aubé, Sophie; Brendgen, Mara; Vitaro, Frank, & Dionne, Ginette (2022). The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry and Human Development. https://doi.org/10.1007/s10578-022-01440-6
Sorenson Duncan, Tamara; Mimeau, Catherine; Crowell, Nikita, & Deacon, S. Hélène (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, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Dionne, Ginette (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, Catherine; Cantin, Édith; Tremblay, Richard E.; Boivin, Michel, & Dionne, Ginette (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. Hélène; Mimeau, Catherine; Chung, Sheila Cira, & Chen, Xi (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, Catherine; Laroche, Annie, & Deacon, S. Hélène (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, Diana; Mimeau, Catherine; Deacon, Hélène; Koh, Poh Wee, & Chen, Xi (2018). Le transfert inter-langue dans le programme d’immersion français : la conscience syntaxique. OISE GSRC Journal, 1 (1), 59-65.
Mimeau, Catherine; Dionne, Ginette; Feng, Bei; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Boivin, Michel (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, Catherine; Ricketts, Jessie, & Deacon, S. Hélène (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, Catherine; Coleman, Mike, & Donlan, Chris (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, Catherine; Plourde, Vickie; Ouellet, Andrée-Anne, & Dionne, Ginette (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
Book chapters
Deacon, S. Hélène; Tong, Xiuli, & Mimeau, Catherine (2019). Morphological and semantic processing in developmental dyslexia. In Verhoeven, Ludo; Perfetti, Charles, & Pugh, Kenneth (Ed.), Developmental Dyslexia across Languages and Writing Systems (p. 327-349). Cambridge University Press. https://doi.org/10.1017/9781108553377.015
Papers in conference proceedings (refereed)
Bouillon, Alicia; Couture, Kathia; Pleau, Justine; Aubé, Sophie; Mimeau, Catherine; Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Dionne, Ginette (2021). The influence of delinquent peers on academic achievement: Direct effects or genetic predispositions?. Abstract published in Behavior Genetics, 51 (6), 696. https://doi.org/10.1007/s10519-021-10087-3
Journal articles (non refereed)
Bouillon, Alicia; Couture, Kathia; Pleau, Justine; Aubé, Sophie; Mimeau, Catherine; Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Dionne, Ginette (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
Mimeau, Catherine (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
Doctoral dissertations and master's theses
Mimeau, Catherine (2015). Mesure et étiologie des habiletés morphosyntaxiques des enfants francophones d’âge scolaire (thèse de doctorat en psychologie, Université Laval, Québec, Canada). Direction : Dionne, Ginette et Boivin, Michel.