Joan Lucariello

Email

Campion Hall
Room 239E

617.552.4534

EDUCATION

Ph.D., City University of New York Graduate Center, Developmental Psychology

EXPERTISE/INTERESTS

Cognitive development, particularly social cognition in low-SES children; learning processes and environments; literacy development and developing a curriculum to teach reading comprehension to low-SES children; student algebraic reasoning, evidence-based instructional (teaching) practices for achieving learning; cultural psychology. 

HONORS/PUBLICATIONS/PROFESSIONAL ACTIVITIES

2008  Inaugural Fellow, American Education Research Association (AERA).

2007  Fellow, Association for Psychological Science (APS).

2000  Fellow, American Psychological Association (APA).

Editorial Board, Journal of Applied Developmental Psychology

Consulting Editorial Board, Child Development.

Member, APA Task Force "Applications of Psychological Science to Teaching & Learning".

Selected Publications

Edited Book

Lucariello, J., Hudson, J., Fivush, R., & Bauer, P. (Eds.), (2004). The development of the mediated mind: Sociocultural context and cognitive development. Mahwah, NJ: Erlbaum.

Articles and Chapters

Lucariello, J., & Butler, A. Interpretive theory of mind in 3rd grade children:  Emergence in social contexts and differentiation into Social and Intrapersonal forms.  Manuscript submitted for publication.

Lucariello, J. & Tine, M. (2008).  Algebraic Misconceptions:  A Teacher-Use Test for Diagnosing Student Misconceptions of the Variable.  In N. Stein (Ed.), Developmental science goes to school.  Mahwah, NJ: Erlbaum.

Lucariello, J., Durand, T., & Yarnell, L. (2007).  Social versus Intrapersonal theory of mind (ToM): Social ToM is a cognitive strength for low- and middle-SES children.  Journal of Applied Developmental Psychology, 28, 285-297.

Lucariello, J. (2007). Situational irony:  A concept of events gone awry (1994 article selected for reprint). In R. Gibbs & H. Colston (Eds.). Irony in language and thought:  A cognitive science reader (pp. 467-497).  Mahwah, NJ: Erlbaum.

Lucariello, J., Le Donne, M., Durand, T., & Yarnell, L. (2006). Social and intrapersonal theories of mind:  "I interact therefore I am".  In A. Antonietti, O. Liverta-Sempio, & A. Marchetti (Eds.), Theory of mind and language in developmental contexts (pp. 149-171). New York: Springer.

Lucariello, J. (2005). Cognitive development. In C. B. Fisher & R. M. Lerner (Eds.). Encyclopedia of applied developmental science (Vol. 1. pp. 263-269). Thousand Oaks, CA: Sage.

Lucariello, J. (2005). Culture and human development. In C. B. Fisher & R. M. Lerner (Eds). Encyclopedia of applied developmental science (Vol. 1. pp. 308-313). Thousand Oaks, CA: Sage.

Lucariello, J. (2004). New insights into the functions, development, and origins of theory of mind: The “Functional-Multilinear Socialization” (FMS) Model. In J. Lucariello, J. Hudson, R. Fivush, & P.  Bauer (Eds. ), The development of the mediated mind: Sociocultural context and cognitive development (pp. 33-57). Mahwah, NJ: Erlbaum.

Lucariello, J., & Mindolovich, C. (2002). The best laid plans...: Beyond scripts are counter-scripts. Journal of Cognition and Development, 3, 91-115.

Gelman, R., & Lucariello, J. (2002). Role of learning in cognitive development. In H. Pashler (Series Ed.) & C. R. Gallistel (Vol. Ed.), Stevens’ Handbook of Experimental Psychology: Vol. 3. Learning, motivation, and emo tion (3rd ed., pp. 395-443). New York: Wiley.