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Eric Allard, Postdoctoral Fellow (Ph.D. Brandeis University)
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Ursula Anderson, Postdoctoral Fellow (Ph.D. Georgia Institute of Technology, 2011)—Ursula’s research explores the role that linguistic and nonlinguistic factors play in processing and conceptualizing the identity-nonidentity (e.g., the brown cube is identical to the brown cube), larger-smaller (e.g., the horse is bigger than the cat), and more-less (e.g., one quarter is less than two dimes) relations that stand between objects, quantities, and numerosities during the first two years of life. This research explores the influence of such factors as: infant receptive and productive vocabularies, labeling with nouns versus adjectives, natural versus artificial stimuli, and parental interactions. Because researchers believe that relational thinking is not innate, contributes to a child’s success in preschool, and forms the basis of higher-order cognitive skills (e.g., understanding mathematical operations and reasoning with analogies), this line of research may be especially important to parents and early child educators.
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Sindy Cole, Postdoctoral Fellow (Ph.D. University of New South Wales)
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Katherine Mickley Steinmetz (Ph.D. Boston College, 2011)—Katherine's primary area of research focuses on the understanding the role of emotional processing in memory. By combining behavioral testing, functional neuroimaging, and eye-tracking techniques, Katherine's research examines both the cognitive (thought-level) and neural (brain-level) processes that guide attention toward, and memory for, emotional information. She is also interested in how these processes may be influenced by factors such as age and anxiety. |
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Sherri Widen, Postdoctoral Fellow (Ph.D. Boston College, 2005)—Emotion and Development: Children’s understanding of emotion and how that understanding changes through the preschool years and beyond. Cue to emotion, label use, and category breadth each play a role in how children understand emotion. |
