Reschke, Walle & Dukes (2020) provides experimental support for our earlier paper on the link between emotion and social cognition (2017).

Clément & Dukes (2017) was the paper in which Fabrice Clément and I introduced the concept of Affective Social Learning.

Dukes & Clément (Eds., 2019) is  where social, cultural & comparative psychologists give their cross-disciplinary takes on ASL.

Clément, F., & Dukes, D. (2020). Affective Social Learning serves as a quick and flexible complement to TTOM. Behavioral and Brain Sciences, 43. https://doi.org/10.1017/S0140525X19002784

Reschke, P. Walle, E., & Dukes, D. (2020). Did you mean to do that? Infants use emotional communication to infer and re-enact others’ intended actions. Cognition & Emotion. https://doi.org/10.1080/02699931.2020.1745760

Samson, A., Van den Bedem, N.P., Dukes, D., & Rieffe, C. (2020). Positive Aspects of Emotional Competences in Preventing Internalizing Symptoms in Children with and without Developmental Language Disorder: A Longitudinal Approach. Journal of Autism and Developmental Disorders, 50(4), 1159-1171.
https://doi.org/10.1007/s10803-019-04336-y

Dukes, D. (2018). Apprentissage social affectif et appréciation de l’émotion : structuration des interactions socio-émotionnelles [Affective social learning and emotional appreciation: Structuring socio-emotional interactions]. Travaux Neuchâtelois de Linguistique (TRaNeL), 68, 79-86. https://doc.rero.ch/record/322617        

Mortillaro, M., & Dukes, D. (2018). Jumping for joy: The importance of the body and of dynamics in the expression and recognition of positive emotions. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00763

Clément, F., & Dukes, D. (2017). Social appraisal and social referencing: Two components of affective social learning. Emotion Review, 9(3), 253-261. https://doi.org/10.1177/1754073916661634

Dukes, D., & Clément, F. (2017). Author reply: Clarifying the importance of ostensive communication in life-long, affective social learning. Emotion Review, 9(3), 267-269. https://doi.org/10.1177/1754073916679006

Dukes, D., Clément, F., Audrin, C., & Mortillaro, M. (2017). Looking beyond the static face in emotion recognition: the informative case of interest. Visual Cognition, 25(4-6), 575-588. https://doi.org/10.1080/13506285.2017.1341441

Reschke, P. J., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11(3), 178-183. https://doi.org/10.1111/cdep.12230

Clément, F.,* & Dukes, D.* (2013). The role of interest in the transmission of social values. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00349

Schaer, M., Ottet, M. C., Scariati, E., Dukes, D., Franchini, M., Eliez, S., & Glaser, B. (2013). Decreased frontal gyrification correlates with altered connectivity in children with autism. Frontiers in Human Neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00750

Glaser, B., Lothe, A., Chabloz, M., Dukes, D., Pasca, C., Redoute, J., & Eliez, S. (2012). Candidate socioemotional remediation program for individuals with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(5), 368-383. https://doi.org/10.1352/1944-7558-117.5.368