Karissa Leduc joined the Talwar Research Team in 2011 and is currently a PhD student in the Human Development program at McGill University. She has a B.A. in Psychology from McGill University and an M.A. in Learning Sciences from Université de Sherbrooke. Karissa’s research focuses on children’s and adolescents’ moral development and behaviors. Her current studies explore youth’s perceptions of bystander behaviors in cyberbullying and the promotion of prosocial behaviors on-line.


Joseph-Armand Bombardier Canada Graduate Scholarship, SSHRC Doctoral Research Program (2017-2020)

Joseph-Armand Bombardier Canada Graduate Scholarship, SSHRC Master’s Research Program (2016-2017)


Talwar, V., Yachison, S., Leduc, K., & Nagar, P. M. (2017). Practice makes perfect? The impact of coaching and moral stories on children’s lie-telling. International Journal of Behavioral Development, early view online, 1-9. doi: 10.1177/0165025417728583

Lavoie, J., Leduc, K., Arruda, C., Crossman, A.M., & Talwar, V. (2017). Developmental profiles of children’s spontaneous lie-telling behavior: A latent class regression. Cognitive Development, 41, 33-45. doi: 10.1016/j.cogdev.2016.12.002

Leduc, K., Williams, S., Gomez-Garibello, C., & Talwar, V. (2016). The contributions of mental state understanding and executive functioning to preschool-aged children’s emerging lie-telling. British Journal of Developmental Psychology, 35, 288-302. doi: 10.1111/bjdp.12163

Williams, S., Leduc, K., Crossman, A.M., & Talwar, V. (2016). Young deceivers: The identification of lying, executive functions and antisocial lies in preschool aged children. Infant and Child Development, 26, 1-17. doi: 10.1002/icd.1956

Talwar, V., Yachison, S., & Leduc, K. (2015). Promoting honesty: The influence of stories on children’s lie-telling behaviors and their moral understanding. Infant and Child Development, 25, 484-501. doi: 10.1002/icd.1949

Lavoie, J., Leduc, K., Crossman, A. M., & Talwar, V. (2015). Do as I say and not as I think: Parent socialization of lie-telling behaviour. Children & Society, 30, 253-264. doi: 10.1111/chso.12139