Nancie Im-Bolter
Associate Professor and Chair
B.Sc. (UofT), M.A., Ph.D. (York University)
Phone: 905-435-5102 ext. 5033
Email: nimbolter@trentu.ca
Webpage: https://sites.google.com/trentu.ca/laclab
Research interests:
My research program is in two broad areas: (1) the intersection between language and cognition across the lifespan with a special interest in social cognition, and (2) community-based projects in partnership with different organizations (e.g., Autism Home Base) that are driven by their goals and incorporate inclusive participatory design, lived experience, and community expertise. My projects involve a diverse population of children, adolescents, and adults with both typical and atypical development (e.g., language disorder, autism). I am currently focused on: (a) social anxiety, (b) language, executive function, and different aspects of social cognition, in particular theory of mind, (c) higher order language (nonliteral or figurative language), and (d) autism.
Teaching:
- PSYC 2018H-A: Critical Thinking and Research Methods in Psychology
- PSYC 4010Y/4020D: Honours Thesis Seminar
- PSYC 4150H-A: Atypical Development
- PSYC 4570H-A : Language Impairments
- PSYC 4860H-A: Applied Psychological Placement in Mental Health
***Open to taking on practicum students (summer 2025) and practicum/reading, honours thesis, and graduate students (2026-2027)
Selected publications:
- Im-Bolter, N., Pascoe. P., & Hunt, M. (in press). Peers, props, and play: A preliminary examination of child-initiated pretend play and early academic skills. Journal of Research in Childhood Education.
- de la Roche, L., & Im-Bolter, N. (2024). Social support systems for parents of Autistic children: A qualitative analysis of parent perceptions. Discover Psychology, 4, 173.
- Im-Bolter, N., & de la Roche, L. (2023). What parents want: A qualitative analysis of a parent implemented intervention for Autistic children. Autism and Developmental Language Impairments, 8, 1-14.
- Bailey, K., & Im-Bolter, N. (2020). My way or your way? Perspective taking during social problem-solving. Journal of Applied Developmental Psychology, 66(Jan-Feb), 101087.
- Lobban-Shymko, J., Im-Bolter, N., & Freeman, N. (2017). Social communicative factors as predictors ofsymptom severity in autism spectrum disorders. Autism and Developmental Language Impairments, 2, 1-11.
- Im-Bolter, N., Agostino, A., & Owens-Jaffray, K. (2016). Theory of mind in middle childhood and early adolescence: Different from before? Journal of Experimental Child Psychology, Special Issue: Theory of Mind in Middle Childhood and Adolescence, 149, 98-115.
- 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., Johnson, J., & Pascual-Leone, J. (2006) Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77(6), 1822-1841.