AV¾ãÀÖ²¿

Education

BA (McGill University)
MA (University of Toronto)
PhD (University of Toronto)
PDF (Université de Montréal)

Research Interests

Professor Jacques’ research interests include the development of three aspects of self-control, namely, cognitive control, behavioural control, and emotion regulation. Her work uses multiple methods with typically developing preschool and school-aged children, as well as children at risk. She does both targeted cross-sectional experimental research and large-scale longitudinal intervention-based research.

Selected Publications

• Campbell, C. A., Russo, N., Landry, O., Jankowska, A. M., Stubbert, E., Jacques, S., & Burack, J.A. (2017). Nonverbal, rather than verbal, functioning may predict cognitive flexibility among persons with autism spectrum disorder: A preliminary study. Research in Autism Spectrum Disorders, 38, 19–25.
• MacLeod, A. A. N., Castellanos-Ryan, N., Parent, S., Jacques, S., & Séguin, J. R. (2017). Modelling vocabulary development among multilingual children prior to and following the transition to school entry. International Journal of Bilingual Education and Bilingualism.
• Hudson, A., & Jacques, S. (2014). Put on a happy face! Inhibitory control and socioemotional knowledge predict emotion regulation in 5-to 7-year-olds. Journal of Experimental Child Psychology, 123, 36-52.
• Hudson, A., Jacques, S., & Stewart, S. H. (2013). Selective attention to emotional pictures as a function of gambling motives in problem and nonproblem gamblers. Psychology of Addictive Behaviors, 27, 1079-1091.
• Campbell, C., Landry, O., Russo, N., Flores, H., Jacques, S., & Burack, J. A. (2013). Cognitive flexibility among individuals with Down syndrome: Assessing the influence of verbal and nonverbal abilities. American Journal on Intellectual and Developmental Disabilities, 118(3), 193-200.
• Jacques, S., & Marcovitch, S. (2010). Development of executive function across the lifespan. In W. F. Overton (Ed.), Cognition, Biology, and Methods across the Lifespan: Volume 1 of the Handbook of life-span development (pp. 431-466), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
• Blaye, A., & Jacques, S. (2009). Categorical flexibility in preschoolers: Contributions of conceptual knowledge and executive control. Developmental Science, 12(6), 863-873.

Awards and Honours

•Public Health Agency of Canada: Innovation Strategy (Phase II funding: $2,762,308), Socially and Emotionally Aware Kids (SEAK). (Jean Hughes, Project Lead Researcher & Sophie Jacques, Associate Project Lead Researcher) in partnership with Canadian Mental Health Association, Nova Scotia (CMHA NS).
•Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant 2003-2012, The Role of Language in the Development of Cognitive Flexibility
•Natural Sciences and Engineering Research Council of Canada (NSERC) Postdoctoral Fellowship, 2001-2003
•American Psychological Association (APA) Div. 7 Dissertation Award 2002

Memberships

•Society for Research in Child Development
•Cognitive Development Society

Teaching

•Methods in Developmental Psychology Laboratory
•Psychology Honours Thesis Instructor & Advisor
•Advance Seminar on the Development of Self-Control 

Service and Activity

Chair, AV¾ãÀÖ²¿ Hearing Committee