Mélanie Perron

Mélanie Perron

Associate Professor

Department of Psychology
Arts
A-241, Arts Building Sudbury Campus

Education

  • Stage postdoctoral en psychologie, Université du Québec en Outaouais
  • Ph.D. en psychologie expérimentale, Université d'Ottawa
  • BA en psychologie, Université d'Ottawa

Academic Appointments

  
  • 2014-présent  Professeure agrégée, département de psychologie, Université Laurentienne
  • 2007-2014      Professeure adjointe, département de psychologie, Université Laurentienne

On The Web

Awards

  • Teaching

    PSYC 1105 Initiation à la psychologie

    PSYC 2005 Développement humain

    PSYC 2006 Développement de l’enfant

    PSYC 2706 Affectivité

    PSYC 3156 Practicum de recherche en psychologie

    PSYC 4115 Mémoire de recherche en psychologie

    Publications

    Laforge, C., Perron, M., Roy-Charland, A., Roy, E. M., & Carignan, I. (2018). Contributing to Children's Early Comprehension of Emotions: A Picture Book Approach. Canadian Journal of Education, 41, 301-328.

    Perron, M., Roy-Charland, A., Dickinson, J., Laforge, C., Ryan, R. J., & Pelot, A.  (2017) The Use of the Duchenne Marker and Symmetry of the Expression in the Judgment of Smiles in Schizophrenia, Psychiatry Research, 252: 126-133.

    Chamberland, J., Roy-Charland, A., Perron, M., & Dickinson, J. (2016). Distinction between fear and surprise: An interpretation-independent test of the perceptual-attentional limitation hypothesis. Social Neuroscience, http://www.tandfonline.com/doi/full/10.1080/17470919.2016.1251964.

    Perron, M., Roy-Charland, A., Chamberland, J. A., & Bleach, C. (2016). Differences between traces of negative emotions in smile judgment. Motivation and Emotion, 40, 478-488.

    Roy-Charland, A., Perron, M., Turgeon, K., Hoffman, N., & Chamberland, J (2016). The link between text difficulty, reading speed and exploration of printed text exploration during shared book reading. Reading and Writing, 29, 731-743.

    Roy-Charland, A., Perron, M., Young, C., Boulard, J., & Chamberland, J. A. (2015). The confusion of fear and surprise: A developmental study of the perceptual-attentional limitation hypothesis using eye movements. Journal of Genetic Psychology,176, 281-298.

    Roy-Charland, A., Perron, M., Boulard, J., Chamberland, J. A., & Hoffman, N. (2015). “If I point, do they look?”: The impact of attention orientation strategies on text exploration during shared book reading. Reading & Writing, 28, 1285-1305.

    Roy-Charland, A., Perron, M., Beaudry, O., & Eady, K. (2014). Confusion of fear and surprise: A test of the perceptual-attentional limitation hypothesis with eye movement monitoring. Cognition and Emotion, 28, 1214-1222. 

    Beaudry, O., Roy-Charland, A., Perron, M., Cormier, I., & Tapp, R. (2014). Featural processing in recognition of emotional facial expressions. Cognition and Emotion, 28416-432.

    Perron, M., & Roy-Charland, A. (2013). Analysis of visual processes in the judgment of the authenticity of smiles. Frontiers in Emotion Science, 4, 1-11.

    Gosselin, P., Massarani, R. Younger, A., & Perron, M. (2011). Children’s deliberate control of facial action units involved in sadness and joy expressions. Journal of Nonverbal Behavior, 35, 225-242.

    Gosselin, P., Perron, M., & Maassarani, R. (2010). Children's ability to distinguish between enjoyment and nonenjoyment smiles. Infant and Child Development, 19, 297-312.

    Gosselin, P., Perron, M., & Beaupré, M. (2010). The voluntary control of facial muscular actions in adults. Emotion, 10, 266-271.

    Perron, M. & Gosselin, P. (2009). Difficulté des jeunes enfants à comprendre la dissimulation des émotions. Revue Canadienne de Psychologie expérimentale, 63, 276-286.

    Perron, M., & Gosselin, P. (2007).  Évolution de la compréhension de la distinction entre les émotions réelles et apparentes chez les enfants d’âge scolaire.  Enfance, 2 , 109-126.

    Perron, M., & Gosselin, P.  (2004).  Le développement de la simulation des émotions: Une étude de la vraisemblance des expressions faciales produites par les enfants. Enfance, 2, 133-147.

    Gosselin, P., Perron, M., Legault, M., & Campanella, P.  (2002). Children’s and adults’ knowledge of the facial features distinguishing genuine from simulated smiles.  Journal of Nonverbal Behavior, 26(2), 83-108.