If you would like to read any of the articles below, please contact us by phone (519-888-4567 ext.38542) or email (childresearch@uwaterloo.ca) and we would be happy to send you a copy.


White, K. S., Nilsen, E. S., Riemersma, T., & Silva, J. (in press). That’s thee, uuh blicket! What do children learn from disfluent speakers? First Language. 

Varghese, A. & Nilsen, E. S., (in press). Is that how you should talk to her? Using appropriate prosody for listeners affects adults’, but not children’s, judgments of communicators’ competence. Journal of Language and Social Psychology.

Mewhort-Buist, T. A., Nilsen, E. S., & Bowman-Smith, C., (in press). Children’s decisions about what to say to others is influenced by gender, temperament and peer experiences. Merrill-Palmer Quarterly.

Gillis, R. L., Nilsen, E. S., & Gevaux, N. S. (2019). Children accept information from incongruent speakers when the context explains the communicative incongruence. Cognitive Development52, 100813. DOI:  10.1016/j.cogdev.2019.100813. CLICK HERE.

Mewhort-Buist, T. A., & Nilsen, E. S., (2019). Shy children’s understanding of irony: Better comprehension does not always mean better outcomes. Infant and Child Development, e2131. DOI: 10.1002/icd.2131. CLICK HERE.

Nilsen, E. S., & Valcke, A., (2018). Children’s sharing with collaborators versus competitors: Relations with executive functioning and mentalizing ability. Journal of Applied Developmental Psychology, 58, 38 - 48. DOI: 10.1016/j.appdev.2018.08.001. CLICK HERE.

Lenton-Brym, A., Moscovitch, D., Vidovic, V., Nilsen, E. S., & Friedman, O. (2018). Theory of mind ability in high socially anxious individuals. Anxiety, Stress and Coping, 31, 487 - 499. DOI: 10.1080/10615806.2018.1483021. CLICK HERE.

Bacso, S. & Nilsen, E. S., (2017). What’s that you’re saying? Children with better executive functioning are more able to successfully produce and repair referential statements. Journal of Cognition and Development, 18(4), 441-464. DOI: 10.1080/15248372.2017.1336438. CLICK HERE.

Huyder, V., Nilsen, E., & Bacso, S. (2017). The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school-age. Infant and Child Development, 26(6), e2027DOI: 10.1002/icd.2027. CLICK HERE.

Mewhort-Buist, T. A., & Nilsen, E. S. (2017). Shy individuals’ interpretations of counterfactual verbal irony. Metaphor and Symbol32(4), 262-275. DOI: 10.1080/10926488.2017.1384275. CLICK HERE.

Nilsen, E. S., & Bacso, S. (2017). The cognitive and behavioural predictors of adolescents’ communicative perspective-taking and social competence. Adolescence, 56, 52-63. DOI: 10.1016/j.adolescence.2017.01.004. CLICK HERE.

Nilsen, E. S., Rints, A., Ethier, N., & Moroz, S. (2016).  Mother-child communication style: The influence of executive functioning and ADHD symptomatology on paralinguistic style. Frontiers in Psychology7, Article 1203. DOI: 10.3389/fpsyg.2016.01203. CLICK HERE.

Nilsen, E. S., Huyder, V., McAuley, T., & Liebermann, D. (2016). Ratings of Everyday Executive Functioning: A parent-report measure of preschoolers’ executive functioning skills. Psychological Assessment, 29(1), 50. DOI: 10.1037/pas0000308. CLICK HERE.

Varghese, A., & Nilsen, E. S., (2016). Guess who? Children use prosody to infer intended listeners. British Journal of Developmental Psychology, 34, 306 – 312. DOI: 10.111/bjdp.12135. DOI: 10.1111/bjdp.12135. CLICK HERE.

Gillis, R., & Nilsen, E. S., (2017). Consistency between verbal and non-verbal affective cues: A clue to speaker credibility. Cognition and Emotion, 31(4), 645-65DOI: 10.1080/02699931.2016.1147422. CLICK HERE.

Nilsen, E. S., Varghese, A., Xu, Z., Fecica, A., (2015). Children with stronger executive functioning and fewer ADHD traits produce more effective referential statements. Cognitive Development, 36, 68-82. DOI: 10.1016/j.cogdev.2015.09.001. CLICK HERE.

Nilsen, E. S., Lizdek, I., & Ethier, N. (2015). Mother-child interpersonal dynamics: The influence of maternal and child ADHD symptoms. Journal of Experimental Psychopathology, 6(4), 313-329. DOI: 10.5127/jep.047015. CLICK HERE.

Rints, A., McAuley, T. A., & Nilsen, E. S. (2014). Social communication is predicted by inhibitory ability and ADHD traits in preschool-age children: A mediation model. Journal of Attention Disorders, 19(10), 901-911. DOI: 10.1177/1087054714558873. CLICK HERE.

Graham, S., Nilsen, E. S., Mah, J., Morison, S., MacLean, K., & Fisher, L., Brooks, B., Ames, E. (2014). Communicative interactions between children from Romanian orphanages and their adoptive mothers.Canadian Journal of Behavioural Science, 46, 9-19. DOI: 10.1037/a0033916. CLICK HERE.

Gillis, R., & Nilsen, E. S., (2014). The role of cognitive flexibility in children’s ability to detect communicative ambiguity. First Language, 34, 58 – 71. DOI: 10.1037/a0033916. CLICK HERE

Glenwright, M., Parackel, J., Cheung, K., & Nilsen, E. S., (2014). Intonation influences how children and adults interpret sarcasm. Journal of Child Language, 41(2), 472-484. DOI: 10.1017/S0305000912000773. CLICK HERE.

Varghese, A., & Nilsen, E. S., (2013). Incentives improve the clarity of school-age children’s referential statements. Cognitive Development, 28, 364 - 373. DOI: 10.1016/j.cogdev.2013.07.001. CLICK HERE.

Neath, K., Nilsen, E.S., Gittovitch, K., Itier, R.J. (2013). Attention orienting by gaze and facial expressions across development. Emotion, 13, 397 - 408. DOI: 10.1037/a0030463. CLICK HERE.

Nilsen, E. S., Mangal, L., & MacDonald, K. (2013). Referential communication in children with ADHD: The role of a listener. Journal of Speech, Language, and Hearing Research, 56, 590 - 603. DOI: 10.1044/1092-4388(2012/12-0013). CLICK HERE.

Nilsen, E. S., & Duong, D. (2013). Depressive symptoms and perspective-taking within a communicative context. Cognition & Emotion, 27, 335 - 344. DOI: 10.1080/02699931.2012.708648. CLICK HERE.

Gillis, R., & Nilsen, E. S., (2013). Children’s use of information quality to establish speaker preferences. Developmental Psychology. 49, 480 – 490. DOI: 10.1037/a0029479.  CLICK HERE.

Mewhort-Buist, T. A., & Nilsen, E. S., (2013). What are you reallysaying? Associations between shyness and verbal irony comprehension. Infant and Child Development, 22, 180 - 197. DOI: 10.1002/icd.1769. CLICK HERE.

Nilsen, E. S., Mewhort-Buist, T., Gillis, R., & Fugelsang, J. (2013). Communicative perspective-taking performance of adults with ADHDsymptoms. Journal of Attention Disorders, 17, 589 - 597. DOI: 10.1177/1087054711428947. CLICK HERE.

Huyder, V., & Nilsen, E., S., (2012). A dyadic data analysis of executive functioning and children’s socially competent behaviours. Journal of Applied Developmental Psychology, 33, 197 - 208. DOI: 10.1016/j.appdev.2012.05.002. CLICK HERE.

Nilsen, E. S., & Graham, S. A. (2012). The development of preschoolers’ appreciation of communicative ambiguity. Child Development, 83, 1400 – 1415. DOI: 10.1111/j.1467-8624.2012.01762. CLICK HERE.

Nilsen, E. S., & Mangal, L., (2012). Which is important for preschoolers’ production and repair of statements: What the listener knows or what the listener says? Journal of Child Language, 39, 1121-1134DOI: 10.1017/S0305000911000432. CLICK HERE.

Nilsen, E. S., & Fecica, A. (2011). A model of communicative perspective-taking for typical and atypical populations of children. Developmental Review, 31, 55 – 78. DOI: 10.1016/j.dr.2011.07.001. CLICK HERE.

Graham, S. A., Nilsen, E. S., Friesen, C. K., & Johnson, J. (2011). Examining the role of attention and intention in two-year-olds’ acquisition of novel words. Enfance, 3, 311 - 328. DOI: 10.4074/S0013754511003041. CLICK HERE.

Nilsen, E. S., Glenwright, M., & Huyder, V. (2011). Children and adults understand that verbal irony interpretation depends on listener knowledge. Journal of Cognition and Development, 12, 374 – 409. DOI:10.1080/15248372.2010.544693. CLICK HERE.

Graham, S., Nilsen, E. S., Collins, S., & Olineck, K. (2010). The role of gaze direction and mutual exclusivity in guiding 24-month-olds’ word learning. British Journal of Developmental Psychology, 28, 449-465. DOI: 10.1348/026151009X424565. CLICK HERE.

Nilsen, E. S., Graham, S., & Pettigrew, T. (2009). Preschoolers’ word mappings: The interplay between labelling context and quality of speaker attention.  Journal of Child Language, 36, 673-684. DOI: 10.1017/S0305000908009021. CLICK HERE.

Nilsen, E. S., & Graham, S. (2009). The relations between children’s communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220-249DOI: 10.1016/j.cogpsych.2008.07.002. CLICK HERE.

Nilsen, E. S., & Bourassa, D. (2008). Word learning performance in beginning readers. Canadian Journal of Experimental Psychology, 62:2, 110-116DOI: 10.1037/1196-1961.62.2.110. CLICK HERE.

Nilsen, E. S., Graham, S., Smith, S., & Chambers, C. (2008). Preschoolers’ sensitivity to referential ambiguity: Evidence for a dissociation between implicit understanding and explicit behavior.Developmental Science, 11:4, 556-562. DOI: 10.1111/j.1467-7687.2008.00701. CLICK HERE.

Current studies

We are currently running studies for children aged, 3.5 - 4.5 years and 8 - 10 years. View our current studies page for more information.

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