Picture of Catherine Mimeau

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.


PhD in psychology, Université Laval

Research Interests

  • Child development
  • Psycholinguistics
  • Language
  • Cognition


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

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.