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 2500H-A FA Durham/OSH: Child Development
PSYC 3530H-A FA Durham/OSH: Atypical Development
PSYC 1030H-A WI Durham/OSH: Introduction to Psychology Part 2: Social and Personality Perspectives
PSYC 4570H-A WI Durham/OSH: Language Impairments
Im-Bolter, N., Johnson, J., Ling, D., & Pascual-Leone, J. (in press). Inhibition: Mental control process or
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 America (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.