Catherine Mimeau
Biographic Data
| ID | 1716358 |
|---|---|
| NAME | Catherine Mimeau |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Mimeau |
| SIGNATURE | MIMEAU C |
| AFFILIATIONS | Université TÉLUQ |
| ORCID | 0000-0001-6497-2392 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Learning spellings and meanings
Background Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier lea…
Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages
The relation between statistical learning and working memory in children with developmental dyslexia (DD) remains unclear. This study employed a distributional and a conditional statistical learning experiment and a working memory task to examine this relation in 651 Chinese 6- to 12-year-olds with and without DD (NDD = 199, 101 females; NwoDD = 452, 227 females; participated 2014–2019). Results showed working memory positively associated with re…
Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled
Introduction Syntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when p…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness
The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and…
From preschool language skills to writing in adolescence
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The second aim was to explore the extent to which genetic and environmental factors explained these pote…
Not all sentences are created equal
The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children’s reading comprehension. Accordingly, we examined the relation between children’s reading comprehension and their understanding of two types of sentences: one we label as basic sentences, which a…
The bidirectional association between maternal speech and child characteristics
Our aim was to assess whether infants influence the quantity and quality of their mothers’ speech to them and, in turn, whether this maternal speech influences children's later language. As 189 mothers interacted with each of their twins at age 0;5, we calculated the number of utterances, the proportion of sensitive utterances, and the proportion of self-repeated utterances they produced. We later assessed the twins’ language comprehension and pr…
Comparison of measures of morphosyntactic complexity in French-speaking school-aged children
This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a narration task. Mean length of utterance (MLU), clause density and MSCS global score, average frequen…
La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage
Selon la théorie des vagues qui se chevauchent, formulée par Siegler en réponse aux critiques émises à l’égard des théories développementales traditionnelles, un même enfant aurait à sa disposition, tout au long de son développement, plusieurs stratégies différentes pour résoudre des problèmes. Au fil du temps, l’enfant en viendrait à utiliser certaines de ces stratégies plus ou moins fréquemment, à en découvrir de nouvelles et à en éliminer d’au…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Comparison of measures of morphosyntactic complexity in French-speaking school-aged children
This study examined the validity and reliability of different measures of morphosyntactic complexity, including the Morphosyntactic Complexity Scale (MSCS), a novel adaptation of the Developmental Sentence Scoring, in French-speaking school-aged children. Seventy-three Quebec children from kindergarten to Grade 3 completed a definition task and a narration task. Mean length of utterance (MLU), clause density and MSCS global score, average frequen…
La théorie des vagues qui se chevauchent de Siegler appliquée au développement du langage
Selon la théorie des vagues qui se chevauchent, formulée par Siegler en réponse aux critiques émises à l’égard des théories développementales traditionnelles, un même enfant aurait à sa disposition, tout au long de son développement, plusieurs stratégies différentes pour résoudre des problèmes. Au fil du temps, l’enfant en viendrait à utiliser certaines de ces stratégies plus ou moins fréquemment, à en découvrir de nouvelles et à en éliminer d’au…
The bidirectional association between maternal speech and child characteristics
Our aim was to assess whether infants influence the quantity and quality of their mothers’ speech to them and, in turn, whether this maternal speech influences children's later language. As 189 mothers interacted with each of their twins at age 0;5, we calculated the number of utterances, the proportion of sensitive utterances, and the proportion of self-repeated utterances they produced. We later assessed the twins’ language comprehension and pr…
Not all sentences are created equal
The sentences in texts are far more complex and diverse than those that children commonly encounter in oral language. This raises interesting questions as to whether the understanding of some sentence types might be more important than others in children’s reading comprehension. Accordingly, we examined the relation between children’s reading comprehension and their understanding of two types of sentences: one we label as basic sentences, which a…
The Intensity of Formal Child-Care Attendance Decreases the Shared Environment Contribution to School Readiness
The purpose of this study was to explore if child-care intensity (hours/weeks) and age of onset could moderate genetic and environmental contributions to school readiness. A sample of 648 (85% Whites; 50% Females) pairs of twins was used to compute a GxE, CxE and ExE interaction analyses. The moderation model showed that shared environment explains 48% of individual differences in school readiness for children not attending formal child-care, and…
From preschool language skills to writing in adolescence
Given the importance of writing for academic achievement, this study aimed to understand how early oral language contributes to later writing skills. The first objective was to determine if preschool language skills were associated with high school writing, and if so, whether they contributed directly or indirectly through school age language. The second aim was to explore the extent to which genetic and environmental factors explained these pote…
Unraveling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages
The relation between statistical learning and working memory in children with developmental dyslexia (DD) remains unclear. This study employed a distributional and a conditional statistical learning experiment and a working memory task to examine this relation in 651 Chinese 6- to 12-year-olds with and without DD (NDD = 199, 101 females; NwoDD = 452, 227 females; participated 2014–2019). Results showed working memory positively associated with re…
Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled
Introduction Syntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when p…
Testing mechanisms underlying children’s reading development
Prominent theories of reading development have separately emphasized the relevance of children's skill in learning (Share, 2008) and lexical representations (Perfetti & Hart, 2002). Integrating these ideas, we examined whether skill in learning lexical representations is a mechanism that might explain children's reading development. To do so we conducted a longitudinal study, following 139 children from Grades 3 to 5. In Grade 3, children complet…
Learning spellings and meanings
Background Prominent theories of reading make the prediction that individual differences in children's word learning capacity determine the pace of their acquisition of reading skill. Despite the developmental nature of some of these theories, most empirical research to date has explored the relation between word learning capacity and reading at a single time point. The present study extends this research base by investigating whether earlier lea…
Psychology (9 works) · Linguistics (8 works) · Developmental psychology (7 works) · Reading and Literacy Development (6 works) · Cognitive psychology (4 works) · Language development (4 works) · Language Development and Disorders (4 works) · Cognition (3 works) · Medicine (3 works) · Child and Animal Learning Development (2 works)