Corps professoral

Ginette Dionne, professeure titulaire

Ph. D. en psychologie, Université Laval
Professeure titulaire, 2010
Enseignement et recherche : psychologie du développement (enfance)

École de psychologie
Pavillon Félix-Antoine-Savard
2325, rue des Bibliothèques
Université Laval
Québec (Québec)  G1V 0A6
Bureau : FAS-1222
Téléphone : 418 656-2131, poste 4049
Télécopieur : 418 656-3646
Courriel : Ginette.Dionne@psy.ulaval.ca

 
Biographie

Madame Dionne est chercheure au Groupe de recherche sur l’inadaptation psychosociale chez l’enfant (GRIP). Après des études postdoctorales au Social Genetic Developmental Psychology Research Centre (SGDP) du London Institute of Psychiatry (UK), elle se spécialise en psychologie du développement dans le but d’étudier les transactions entre les influences génétiques et environnementales en cours de développement. Avec des collègues du GRIP, elle codirige l’Étude des jumeaux nouveau-nés du Québec, une cohorte suivie depuis 20 ans pour documenter plusieurs aspects du développement normal et pathologique. Elle s’y intéresse plus spécifiquement aux déterminants du développement du langage, de la lecture et de l’écriture, mais aussi des difficultés comportementales, émotionnelles, sociales et scolaires, de la petite enfance à l’adolescence. Elle détient une expertise en méthodes quantitatives appliquées aux études longitudinales et génétiquement informatives.

 
Intérêts de recherche

Développement de l’enfant à la petite enfance et durant l’enfance. Développement du langage, multilinguisme, lecture et écriture. Difficultés comportementales et sociales à l’enfance, lien avec la maîtrise du langage. Bases physiologiques du tempérament. Génétique du comportement, études de jumeaux, études longitudinales.

 
Projets de recherche subventionnés

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Publications récentes

Battaglia, M., Touchette, É., Garon‐Carrier, G., Dionne, G., Côté, S. M., Vitaro, F., Tremblay, R. E., & Boivin, M. (in press). Distinct trajectories of separation anxiety in the preschool years: persistence at school entry and early‐life associated factors. Journal of Child Psychology and Psychiatry.

Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2015). Gene-environment correlation linking aggression and peer victimization: Do classroom behavioral norms matter? Journal of Abnormal Child Psychology, 43, 19-31.

Dirghangi, S., Kahn, G., Laursen, B., Brendgen, M., Vitaro, F., Dionne, G., & Boivin, M. (2015). Co-rumination cultivates anxiety: A genetically informed study of friend influence during early adolescence. Developmental Psychology 51(4), 564-571.

Guimond, F. A., Brendgen, M., Vitaro, F., Dionne, G., & Boivin, M. (2015). Peer Victimization and Anxiety in Genetically Vulnerable Youth: The Protective Roles of Teachers’ Self-Efficacy and Anti-Bullying Classroom Rules. Journal of Abnormal Child Psychology, 1-12.

Kovas, Y., Garon-Carrier, G., Boivin, M., Petrill, S. A., Plomin, R., Malykh, S. B., Dionne, G., & al. (2015). Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Personality and Individual Differences, 80, 51-63.

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, 163-181.

Plourde, V., Boivin, M., Forget-Dubois, N., Brendgen, M., Vitaro, F., Marino, C., Tremblay, R. T., & Dionne, G. (2015). Phenotypic and genetic associations between reading comprehension, decoding skills and ADHD dimensions: evidence from two population-based studies. Journal of Child Psychology and Psychiatry, doi: 10.1111/jcpp.12394.

Poirier, C. S., Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2015). Friendship Experiences and Anxiety Among Children: A Genetically Informed Study. Journal of Clinical Child & Adolescent Psychology, 1-13.

Salazar, S., Boivin, M., Vitaro, F., Cantin, S., Forget-Dubois, N., Brendgen, M., Dionne, G., & Tremblay, R. (2015). Friendships and deviancy training in young children. Journal of Aggression, Conflict and Peace Research, 7(2), 112-123.

Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2014). The Dark Side of Friends: A Genetically Informed Study of Victimization Within Early Adolescents’ Friendships. Journal of Clinical Child & Adolescent Psychology (ahead-of-print), 1-15.

Brendgen, M., Girard, A., Vitaro, F., Dionne, G., Tremblay, R. E., Pérusse, D., & Boivin, M. (2014). Gene-environment processes linking peer victimization and physical health problems: a longitudinal twin study. Journal of Pediatric Psychology, 30(5), 96-108, doi: 10.1093/jpepsy/jst078.

Girard, L. C., Pingault, J. B., Falissard, B., Boivin, M., Dionne, G., & Tremblay, R. E. (2014). Physical aggression and language ability from 17 to 72 months: cross-lagged effects in a population sample. PLoS One, 9(11), e112185.

Lacourse, E., Boivin, M., Brendgen, M., Petitclerc, A., Girard, A., Vitaro, F., Paquin, S., Ouellet-Morin, I., Dionne, G., & Tremblay, R. E. (2014). A longitudinal twin study of physical aggression during early childhood: evidence for a developmentally dynamic genome. Psychological medicine, 1-11.

Levesque, M., Ismaylova, E, Marble, K., Verner, M.-P., Casey, K., Brendgen, M., Dionne, G., Vitaro, F., Boivin, M., Tremblay, R., & Booij, L. (2014). In utero environment and function of fronto-limbic regions in adolescence: A study in a longitudinal sample of monozygotic twins. International Journal of Neuropsychopharmacology, 17, 163.

Plourde, V., Boivin, M., Brendgen, M., Vitaro, F., & Dionne, G. (2014). Adolescent Readers: Neuropsychological Profile and ADHD Symptoms in Childhood. Archives of Clinical Neuropsychology, 29(6), 546, doi: 10.1093/arclin/acu038.115.

Poliakova, N., Dionne, G., Dubreuil, E., Ditto, B., Pihl, R. O., Pérusse, D., Tremblay, R. E., & Boivin, M. (2014). A methodological comparison of the Porges algorithm, fast Fourier transform, and autoregressive spectral analysis for the estimation of heart rate variability in 5‐month‐old infants. Psychophysiology, 51(6), 579-583.

Rivizzigno, A. S., Brendgen, M., Feng, B., Vitaro, F., Dionne, G., Tremblay, R. E., & Boivin, M. (2014). Gene–Environment Interplay Between Number of Friends and Prosocial Leadership Behavior in Children. Merrill-Palmer Quarterly, 60(2), 110-141.

Salvas, M.-C., Vitaro, F., Brendgen, M., Dionne, G., Tremblay, R. E., & Boivin, M. (2014). Friendship Conflict and the Development of Generalized Physical Aggression in the Early School Years: A Genetically Informed Study of Potential Moderators. Developmental Psychology, 50(6), 1794-1807.

Vitaro, F., Hartl, A. C., Brendgen, M., Laursen, B., Dionne, G., & Boivin, M. (2014). Genetic and Environmental Influences on Gambling and Substance Use in Early Adolescence. Behavior Genetics, 44(4), 347-355.

Vitaro, F., Hartl, A. C., Laursen, B., Brendgen, M., Dionne, G., & Boivin, M. (2014). Reciprocal Longitudinal Associations Between Adolescent Twin Gambling and Delinquency. Journal of Gambling Studies, e1-e13.

Arbuckle, T. E., Fraser, W. D., Fisher, M., Davis, K., Liang, C. L., Lupien, N., . . . Dionne, G., & al. (2013). Cohort Profile: The Maternal‐Infant Research on Environmental Chemicals Research Platform. Paediatric and Perinatal Epidemiology, 27(4), 415-425.

Boivin, M., Brendgen, M., Dionne, G., Dubois, L., Pérusse, D., Robaey, P., & al. (2013). The Quebec Newborn Twin Study into adolescence: 15 years later. Twin Research and Human Genetics, 16(01), 64-69.

Boivin, M., Brendgen, M., Vitaro, F., Dionne, G., Girard, A., Pérusse, D., & Tremblay, R. E. (2013). Strong genetic contribution to peer relationship difficulties at school entry: Findings from a longitudinal twin study. Child Development, 84(3), 1098-1114.

Boivin, M., Brendgen, M., Vitaro, F., Forget-Dubois, N., Feng, B., Tremblay, R. E., & Dionne, G. (2013). Evidence of gene–environment correlation for peer difficulties: Disruptive behaviors predict early peer relation difficulties in school through genetic effects. Development and Psychopathology, 25(01), 79-92.

Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2013). Do peer group norms moderate the expression of genetic risk for aggression? Journal of Criminal Justice, 41(5), 324-330.

Brendgen, M., Girard, A., Vitaro, F., Dionne, G., & Boivin, M. (2013). Gene-environment correlation linking aggression and peer victimization: Do classroom behavioral norms matter? Journal of Abnormal Child Psychology, 1-13.

Brendgen, M., Vitaro, F., Barker, E. D., Girard, A., Dionne, G., Tremblay, R. E., & Boivin, M. (2013). Do other people's plights matter? A genetically informed twin study of the role of social context in the link between peer victimization and children's aggression and depression symptoms. Developmental Psychology, 49(2), 327.

Brendgen, M., Vitaro, F., Bukowski, W. M., Dionne, G., Tremblay, R. E., & Boivin, M. (2013). Can friends protect genetically vulnerable children from depression? Development and Psychopathology, 25(2), 277-289.

Guimond, F.-A., Brendgen, M., Vitaro, F., Forget-Dubois, N., Dionne, G., Tremblay, R. E., & Boivin, M. (2013). Gene–Environment Interplay in the Link of Friends’ and Nonfriends’ Behaviors With Children’s Social Reticence in a Competitive Situation. Journal of Child Psychology and Psychiatry, 50(8), 1009-1017.

Touchette, E., Dionne, G., Forget-Dubois, N., Petit, D., Pérusse, D., Falissard, B., & al. (2013). Genetic and environmental influences on daytime and nighttime sleep duration in early childhood. Pediatrics, 131(6), e1874-e1880.

Wettstein, A., Brendgen, M., Vitaro, F., Guimond, F.-A., Forget-Dubois, N., Cantin, S., Dionne, G., & Boivin, M. (2013). The Additive and Interactive Roles of Aggression, Prosocial Behavior, and Social Preference in Predicting Resource Control in Young Children. Journal of Aggression, Conflict and Peace Research, 5(3), 7-7.

Boivin, M., Brendgen, M., Vitaro, F., Dionne, G., Girard, A., Pérusse, D., & Tremblay, R. E. (2012). Strong Genetic Contribution to Peer Relationship Difficulties at School Entry: Findings From a Longitudinal Twin Study. Child Development, 84(3), 1098-1414.

Guimond, F.-A., Brendgen, M., Forget-Dubois, N., Dionne, G., Vitaro, F., Tremblay, R. E., & Boivin, M. (2012). Associations of Mother’s and Father’s Parenting Practices with Children’s Observed Social Reticence in a Competitive Situation: A Monozygotic Twin Difference Study. Journal of Abnormal Child Psychology, 40(3), 391-402.

Malenfant, N., Grondin, S., Boivin, M., Forget‐Dubois, N., Robaey, P., & Dionne, G. (2012). Contribution of Temporal Processing Skills to Reading Comprehension in 8‐Year‐Olds: Evidence for a Mediation Effect of Phonological Awareness. Child Development, 83(4), 1332-1346.

Vitaro, F., Boivin, M., Brendgen, M., Girard, A., & Dionne, G. (2012). Social experiences in kindergarten and academic achievement in grade 1: A monozygotic twin difference study. Journal of Educational Psychology, 104(2), 366.