Catherine Mimeau is a professor of psychology at Université TÉLUQ since 2021. Before that, she has been a research associate and a 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 and 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 the individual differences in children’s learning ability.
Education
PhD in psychology, Université Laval
BA in psychology, Université Laval
Research Interests
- Child development
- Psycholinguistics
- Language
- Cognition
Teaching
Research
Mimeau, Catherine (Principal Investigator). (2025-2027). Développement et validation d'un test pour mesurer les capacités d’apprentissage syntaxique des enfants francophones (Pier-Olivier Caron & Anna Joan Casademont, Co-Investigators; Myriam Michaud, Collaborator). Insight Development Grant, Social Sciences and Humanities Research Council of Canada.
Mimeau, Catherine (Principal Investigator). (2025-2026). Les facteurs cognitifs et environnementaux impliqués dans l’apprentissage syntaxique à l'enfance : une revue de la littérature. Fonds d’aide institutionnel à la recherche du CRSH, Université TÉLUQ.
Mimeau, Catherine (Principal Investigator). (2024-2025). Développement d’un test pour mesurer les capacités d’apprentissage syntaxique des enfants francophones : un projet pilote. Fonds d’aide à la recherche – Subvention de soutien au développement de la recherche, Université TÉLUQ.
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)
Mimeau, Catherine, Ricketts, Jessie et Deacon, S. Hélène (2025). Learning spellings and meanings: Longitudinal relations to reading. Journal of Research in Reading. 10.1111/1467-9817.12477
Deacon, S. Hélène, Mimeau, Catherine, Levesque, Kyle et Ricketts, Jessie (2024). Testing mechanisms underlying children’s reading development: The power of learning lexical representations. Developmental Psychology, 60 (7), 1343-1356. 10.1037/dev0001749
Gagnon, Eloi, Boivin, Michel, Mimeau, Catherine, Feng, Bei, Morneau‐Vaillancourt, Genevieve, Aubé, Sophie, Brendgen, Mara, Vitaro, Frank et Dionne, Ginette (2024). The intensity of formal child‐care attendance decreases the shared environment contribution to school readiness: A twin study. Child Psychiatry and Human Development, 55 (4), 882-892. 10.1007/s10578-022-01440-6
Galilee, Alena, Beck, Lisa J., Lownie, Clara J., Veinot, Jennika, Mimeau, Catherine, Dempster, Tammy, Elliott, Laura, Deacon, S. Hélène et Newman, Aaron J. (2024). Ortho-semantic learning of novel words: An event-related potential study of Grade 3 children. Frontiers in Developmental Psychology, 2, 1340383. 10.3389/fdpys.2024.1340383
Robertson, Erin K., Mimeau, Catherine et Deacon, S. Hélène (2024). Do children with developmental dyslexia have syntactic awareness problems once phonological processing and memory are controlled?. Frontiers in Language Sciences, 3, 1388964. 10.3389/flang.2024.1388964
Zhou, Mei, Zhang, Puyuan, Mimeau, Catherine et Tong, Shelley Xiuli (2024). Unravelling the complex interplay between statistical learning and working memory in Chinese children with and without dyslexia across different ages. Child Development, 95 (5), e338-e351. 10.1111/cdev.14121
Aubé, Sophie, Mimeau, Catherine, Gagnon, Eloi, Remon, Alexandra, Brendgen, Mara, Vitaro, Frank, Ouellet-Morin, Isabelle, Tremblay, Richard E., Boivin, Michel et Dionne, Ginette (2022). From preschool language skills to writing in adolescence: Evidence of genetic continuity. Developmental Psychology, 58 (7), 1318-1330. 10.1037/dev0001338
Sorenson Duncan, Tamara, Mimeau, Catherine, Crowell, Nikita et 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. 10.1037/edu0000545
Matte-Landry, Alexandra, Boivin, Michel, Tanguay-Garneau, Laurence, Mimeau, Catherine, Brendgen, Mara, Vitaro, Frank, Tremblay, Richard E. et 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. 10.1044/2020_JSLHR-20-00230
Mimeau, Catherine, Cantin, Édith, Tremblay, Richard E., Boivin, Michel et Dionne, Ginette (2020). The bidirectional association between maternal speech and child characteristics. Journal of Child Language, 47 (2), 435-456. 10.1017/S0305000919000539
Deacon, S. Hélène, Mimeau, Catherine, Chung, Sheila Cira et Chen, Xi (2019). Young readers’ skill in learning spellings and meanings of words during independent reading. Journal of Experimental Child Psychology, 181, 56-74. 10.1016/j.jecp.2018.12.007
Mimeau, Catherine, Laroche, Annie et 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. 10.1111/1467-9817.12260
Burchell, Diana, Mimeau, Catherine, Deacon, Hélène, Koh, Poh Wee et 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. et 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. 10.1080/15475441.2018.1427589
Mimeau, Catherine, Ricketts, Jessie et 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. 10.1080/10888438.2018.1464575
Mimeau, Catherine, Coleman, Mike et Donlan, Chris (2016). The role of procedural memory in grammar and numeracy skills. Journal of Cognitive Psychology, 28 (8), 899-908. 10.1080/20445911.2016.1223082
Mimeau, Catherine, Plourde, Vickie, Ouellet, Andrée-Anne et Dionne, Ginette (2015). Comparison of measures of morphosyntactic complexity in French-speaking school-aged children. First Language, 35 (2), 163-181. 10.1177/0142723715577320
Book chapters
Deacon, S. Hélène, Tong, Xiuli et 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. 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. et Dionne, Ginette (2021). The influence of delinquent peers on academic achievement: Direct effects or genetic predispositions?. Abstract published in Behavior Genetics, 51 (6), 696. 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. et Dionne, Ginette (2021). Influence des amis délinquants sur la réussite scolaire : effets directs ou prédispositions génétiques?. Psycause, 11 (2), 12-14. 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. 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.