Nancie Im-Bolter Profile
M.A., Ph.D. (York University)
Office: Oshawa 171
Phone: 905-435-5102 ext. 5033
My research focuses on language and cognition and involves a diverse population of children and adolescents, which includes both typical and atypical development (e.g., psychopathology, language, impairment, reading disability, ADHD, autism). I am currently focused on: 1) the relation between language and numeracy in early childhood; 2) investigating the contribution of language to different aspects of social cognition, in particular theory of mind, in typical and atypical development; 3) the relation between language and reading, 4) measurement of executive function (i.e., inhibition, working memory, mental flexibility); and 5) higher order language skills in children and adolescents. Although most of my research involves children my interest in the relationship between language and cognition is across the life span. I also specialize in investigating and evaluating assessment techniques and tools for children, adolescents, and adults. Areas of focus include psychological, emotional, social and executive function skills.
PSYC 3530H-A FA OSH: Atypical Development
PSYC 4570H-A FA OSH: Language Impairments
Im-Bolter, N., Johnson, J., Ling, D., & Pascual-Leone, J. (in press). Inhibition: Mental control process of mental resource? Journal of Cognition and Development.
Im-Bolter, N., Cohen, N.J., & Farnia, F. (2013). I thought we were good: Social cognition, figurative language, and psychopathology. Journal of Child Psychology and Psychiatry, 54(7), 724-732.
Cohen, N.J., Farnia, F., & Im-Bolter, N. (2013). Higher order language competence and adolescent mental health. Journal of Child Psychology and Psychiatry, 54(7), 733-744.
Im-Bolter, N., & Cohen, N.J. (2007). Language impairment and psychiatric co-morbidities. Pediatric Clinics of North American (Language, Communication, and Literacy: A Pediatric Primer on Pathologies and Treatment), 54(3), 525-542.
Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77, 1822-1841.