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On October 21st, researchers from the Cognitive Development Lab presented at the New England Psychological Association (NEPA) in Boston. Current Yellow lab members Meghana Kandlur, Joanna Paul, Praise Owoyemi, and Jamie Hom presented their work entitled “Partition Dependence in Financial Aid Allocations”.

NEPA Poster

This research was done in collaboration with Elizabeth Shackney (’17) with support from Faculty members Professor Hilary Barth and Post-doc Chenmu (Julia) Xing, and former lab coordinator Alexandra Zax.

Congratulations to the students for their impressive work!

The Cognitive Development Labs presented two posters at Cognitive Development Society’s Biennial Meeting in Portland, Oregon. The conference was held from October 12th – 14th. The Cognitive Development Labs were represented by former lab coordinator, Alexandra Zax, current lab coordinators, Katie Williams and Sona Kumar, BA/MA student Natalie May, and Faculty members Hilary Barth, Anna Shusterman, and Chenmu (Julia) Xing.

Ali CDS Poster 2017

Former lab coordinator Alexandra Zax (above) presented  “Digit identity strongly influences numerical estimates in adults and children” with Professor Hilary Barth. This work was done in collaboration with Maxine Lai (’17).

Julia CDS Poster 2017

Post-doc Chenmu (Julia) Xing presented “Proportion Estimation Strategy in Number line Estimation and Non-Verbal Numerical Acuity Correlate with Math Ability in 6- to 8-Year-Olds”. This work was done in collaboration with former lab coordinators, Alexandra Zax, llona Bass, and Jessica Taggart, Wesleyan alum Emilie George, and Professors Andrea Patalano and Hilary Barth.

Blue Lab Director Anna Shusterman gave a talk as part of a symposium on the development of spatial reorientation. Her talk was titled “Children’s use of asymmetry and illusory depth as cues for reorientation”

Many other presentations at the conference were authored by up-and-coming scientists who are former members of the Wesleyan Cognitive Development Labs, too! Here is a sample of the work these alums (in bold) are doing now:

“Exploring links among subjective social status, prefrontal cortex structure and cognitive skills in children”
Pooja Desai (Columbia U), Xiaofu he (Columbia U), Elaine Maskus ’15 (Columbia U), Emily Merz (Columbia U), Kimberly Noble (Columbia U)

“Children’s use of asymmetry and illusory depth as cues for reorientation”
John Pacheco (Wesleyan U), Andrew Ribner ’14 (NYU), Anna Shusterman (Wesleyan U), Julian Waddell (Wesleyan U)

“Executive function facilitates learning from math instruction”  Clancy Blair (NYC), Andrew Ribner ’14 (NYU), Michael Willoughby (RTI)

“Children use labels, but not discrete boundaries or stability over time, as cues to essentialize a novel category”
Rebecca Lange ’13 (Tufts U), Paul Muentener (Tufts U)

“‘Because it’s a girl thing’: Four-year-old children offer situational explanations for gender-stereotypical behavior”
Rebecca Lange ’13 (Tufts U), Paul Muentener (Tufts U)

“The roles of visuospatial memory and arithmetic strategy choice on arithmetic accuracy”
David Geary (U Missouri), Elida Laski (Boston College), Joanna Schiffman ’11 (Boston College)

“How an understanding of layers unfolds: A new mental folding task for young children”
Jacob Butts (U Chicago), Alana Foley (U Chicago), Susan Levine (U Chicago), Joanna Schiffman ’11 (Boston College)

“Preschoolers rationally deploy effort in social learning and collaborative contexts”
Mary DePascale (MIT), Max Kleinman-Weiner (MIT), Julia Leonard ’11 (MIT), Rachel Magid (MIT), Laura Schulz (MIT), Josh Tenenbaum (MIT)

“Children rely on hand configuration rather than number when labeling number gestures”
Talia Berkowitz (U Chicago), Jacob Butts (U Chicago), Dominic Gibson ’10 (U Chicago), Susan Goldin-Meadow (U Chicago), Susan Levine (U Chicago)

“Is math anxiety associated with math achievement over and above number line estimation in early elementary school?”
Sian Beilock (U Chicago), Talia Berkowitz (U Chicago), Susan Levine (U Chicago), Nancy Pantoja (U Chicago), Chris Rozek (U Chicago), Marjorie Schaeffer (U Chicago)

“Spatial language promotes cross-magnitude associations in early childhood”
Mahesh Srinivasan (UC Berkley), Ariel Starr ’07 (UC Berkley)

“Do Re Metaphor: Spatial metaphor provides an advantage for learning pitch words”
Alagia Cirolia (UC Berkley), Mahesh Srinivasan (UC Berkley), Ariel Starr ’07 (UC Berkley)

“The Real Thing: Preschoolers prefer actual activities to pretend ones”
Megan Heise (U Virginia), Angeline Lillard (U Virginia), Jessica Taggart (U Virginia)

“Emotion Regulation in Preschoolers: Comparing pretend play to another activity”
Gabrielle Cardwell (U Virginia), Megan Heise (U Virginia), Angeline Lillard (U Virginia), Jessica Taggart (U Virginia)

WesReunion

A big thank you to Andrew Ribner for organizing a reunion at CDS for former and current members of the Wesleyan Cognitive Development Labs!

 

On July 11th, the Cognitive Development Labs hosted the annual Small Liberal Arts Conference, a gathering of small developmental psychology labs across the Northeast. Special thanks to the labs at Amherst College, Barnard College, Smith College, Wellesley College, and College of the Holy Cross for joining us and sharing their research!

On April 27th, Wesleyan University’s Psychology Department held its annual poster session. Students presented their work from the past year. The Cognitive Development Labs were represented by nineteen lab members and presented a total of ten posters.

Jordan, Sarah, Ilana Poster Session 2017

Jordan Feingold-Link ’18 , Sarah Corner ’17 , and Ilana Ladis ’17 speak with an interested visitor about their poster, “Demand Characteristics in Child Minimal Group Paradigm.”

Jamie, Praise, Meghana, Joanna Poster Session '17

Jamie Hom ‘17, Praise Owoyemi ’18 , Meghana Kandlur ‘18, and Joanna Paul ‘18 present their poster, “Partition Dependence in Financial Aid Allocations.”

Maxine Poster Session '17

Maxine Lai ’17 presents, “Do Holistic Number Representations Form Adults’ and Children’s Numerical Estimates?” with Lab Coordinator Alexandra Zax and Hilary Barth.

Sheri Poster Session '17

BA/MA student Sheri Reichelson presents work done in collaboration with current lab coordinator Alexandra Zax, former lab coordinator Lonnie Bass, and Professors Andrea Patalano and Hilary Barth entitled “Partition Dependence in Children’s and Adults’ Decision-Making.” This is Reichelson’s masters project.

Julia Poster Session '17

Post-doc Julia Xing presents, “Links Between Numerical Competence and Math Ability at Ages 6-8” with Lab Coordinator Alexandra Zax and Hilary Barth.

Gabby, Emily, Joy Poster Session '17

Gaby Montinola ‘17, Emily Kaplan-Levenson ‘17, and Joy Adedokun ‘19 present their poster, “The Development of Children’s Number Words: Learning ‘Two’.”

Sifona and Natalie Poster Session '17

Sifona Sohail ‘18 and Natalie May ‘17 present their poster, “1, 2, 3, 5! Children’s Acquisition of Counting.”

Megan and Sara Poster Session '17

Megan Dolan ‘17 and Sara Dean ‘17 present their poster, “The Development of a New Socioemotional Measure for Preschoolers.”

Mary Poster Session '17

Mary Toomey ‘17 presents her poster, “The Wesleyan Preschool-Math Curriculum.”

Lab Photo Spring '17

Thanks to all of the undergraduate research assistants for their hard work this year and congratulations to those graduating!

The Cognitive Development Labs presented five posters at the 2017 SRCD Biennial Meeting. The conference was held from April 6th – 8th in Austin, Texas.

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BA/MA student Sheri Reichelson presented work done in collaboration with current lab coordinator Alexandra Zax, former lab coordinator Lonnie Bass, and Professors Andrea Patalano and Hilary Barth entitled “Partition Dependence in Children’s and Adults’ Decision-Making.” This is Reichelson’s masters project.

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Maxine Lai ’17 presented her work, “Do Holistic Number Representations Form Adults’ and Children’s Numerical Estimates?” with Lab Coordinator Alexandra Zax and Hilary Barth.

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Lab Coordinator Alexandra Zax presenting “Quantitative Models of Proportion Estimation Explain Numerical Estimation With and Without Anchors ” with Emily Slusser (post-doc, ’10-’12) and Hilary Barth.

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Post-doc Pierina Cheung presents “Re-assessing the Give-A-Number Task as a Measure of Cardinal Principle Knowledge.” She also presented a poster entitled, “Counting and the acquisition of cardinality.”

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Lab Directors Hilary Barth and Anna Shusterman each gave talks at the Spatial Cognition across development & the Malleability of Spontaneous Focus on Numerosity and its relation with specific mathematics skills, respectively. Hilary Barth’s talk was entitled, “Do Bayesian cognitive processes create our biased estimates?” and Anna Shusterman’s talk was entitled, “Acquisition of cardinality supports children’s attention to numerosity.”

Many presentations at the conference were authored by up-and-coming scientists who did undergraduate work in the Wesleyan Cognitive Development Labs, too! Here’s a sample of the work these alums (in bold) are doing now:

“Executive Function Predicts Intercept in Math, but Predicts Negative Slope”
Andrew Ribner ’14 (NYU), Eric Finegood (NYU), Michael Sulik (NYU), Clancy Blair (NYU)

“Executive Function Mediates the Negative Relation Between Television Viewing and Academic Skills in Early Childhood”
Andrew Riber ’14 (NYU), Caroline Fitzpatrick (Université Sainte-Anne), Clancy Blair (NYU)

“Extending the O-P Framework to Explain Kindergarten Math and Reading Achievements for Canadian Children”
Caroline Fitzpatrick (Université Sainte-Anne), Andrew Ribner ’14 (NYU), Caroline Fitzpatrick (Université Sainte-Anne), Clancy Blair (NYU)

“Behavioral Self-Regulation Mediates the Relation Between Background TV and Literacy Skills”
Deborah Linebarger (Purdue U), Andrew Ribner ’14 (NYU), Rachel Barr (Georgetown U), Matthew Lapierre (U of Arizona), Jessica Piotrowski (U of Amsterdam)

“Is it Scary or is She a Scaredy-Cat? The Development of Social Causal Attribution”
Rebecca Lange ’13 (Tufts U), Paul Muentener (Tufts U)

“Teacher stress in the early childhood workforce: Examining the unique contribution of workplace experiences”
Samantha Melvin ’13 (Columbia U), Kelsey Repka (Columbia U), Maria Castaner (Columbia U), Kimberly Noble (Columbia U), Helena Duch (Columbia U)

“An Integrated school readiness intervention: feasibility, fidelity, and implications for child outcomes”
Maria Castaner (Columbia U), Samantha Melvin ’13 (Columbia U), Kimberly Noble (Columbia U), Helena Duch (Columbia U)

“Teacher Stress and Curriculum Fidelity: Adherence to an Integrated School Readiness Intervention in Head Start Classrooms”
Kelsey Repka (Columbia U), Maria Castaner (Columbia U), Samantha Melvin ’13 (Columbia U), Kimberly Noble (Columbia U), Helena Duch (Columbia U)

“Representing magnitude to support arithmetic learning: Can linear cues of magnitude help?”
Joanna Schiffman ’11 (Boston College), Elida Laski (Boston College)

“Developmental Change in Magnitude Knowledge due to Familiarity with Numbers, Not Understanding of Scale”
Elida Laski (Boston College), Joanna Schiffman ’11 (Boston College)

“Exploratory Play in Preschoolers: Relating Play to Socioeconomic-Status, Cognition, and Neural Connectivity”
Julia Leonard ’11 (MIT), Rachel Romeo (Harvard U), Allyson Mackey (UPenn), Megumi Takada (MIT), Sydney Robinson (MIT), John Gabrieli (MIT), Laura Schulz (MIT)

“Cognitive and Neural Correlates of Mathematical Reasoning Differ by Math Proficiency”
Megumi Takada (MIT), Julia Leonard ’11 (MIT), Rachel Romeo (Harvard U), Sydney Robinson (MIT), Allyson Mackey (UPenn), John Gabrieli (MIT)

“Children’s Language Exposure Predicts Neural Structure and Function During Language Processing, Independent of SES”
Rachel Romeo (Harvard U), Julia Leonard ’11 (MIT), Sydney Robinson (MIT), Joshua Segaran (MIT), Meredith Rowe (Harvard U), Allyson Mackey (UPenn), John Gabrieli (MIT)

“How do Young Children Learn the Meanings of Number Words? New Insights from Training Studies”
Dominic Gibson’10 (U Chicago), Talia Berkowitz (U Chicago), Susan Levine (U Chicago)

“Math Anxiety and Parents’ Use of Number Words With Their Children”
Talia Berkowitz (U Chicago), Dominic Gibston ’10 (U Chicago), Joseph Monahan (U Chicago), Susan Levine (U Chicago)

“Eye movements provide insight into the development of analogical reasoning”
Ariel Starr ’07(UC Berkeley), Michael Vendetti (UC Berkeley), Mahesh Srinivasan (UC Berkeley), Silvia Bunge (UC Berkeley)

Former Shusterman lab coordinators Talia Berkowitz and Jessica Taggart, and former postdocs Mariah Schug and Emily Slusser also presented work at the conference:

“When There’s a Will and a Way: Does Children’s Enjoyment of ‘Just Thinking’ Depend on Contextual Framing and Executive Function?”
Jessica Taggart (UVA), Erin Westgate (UVA), Angeline Lillard (UVA), Timothy Wilson (UVA)

“Home Television Viewing and Children’s Empathy and Social Skills”
Jessica Taggart (UVA), Sierra Eisen (UVA), Angeline Lillard (UVA)

“Experience and Spatial Cognition: Childhood Navigational Experience Predicts Scores on the Mental Rotation Task in Two Societies”
Mariah Schug (Widener University), Erica Barhorst (U of Utah), Helen Davis (U of Utah), Jeanine Stefanucci (U of Utah), Sarah Creem-Regehr (U of Utah), Anna Olsen (U of the France Islands), Elizabeth Cashdan (U of Utah)

“Children’s Early Understanding of Number Words in Novel Contests”
Emily Slusser (San Jose State U), Tawni Stoop ’15, Angela Lo (Tufts U), Anna Shusterman

The Cognitive Development Labs presented two posters at Psychonomic Society’s 57th Annual Meeting in Boston. The conference was held from November 17th – 20th. BA/MA student Sheri Reichelson (below) presented work done in collaboration with current lab coordinator Alexandra Zax, former lab coordinator Lonnie Bass, and Professors Andrea Patalano and Hilary Barth entitled “Does the Arbitrary Grouping of Physical Options influence Children’s and Adults’ Choices?” This is Reichelson’s masters project. Professor Hilary Barth (not pictured) also presented her poster, “Do biases in quantity judgments reveal optimal cognitive processing?”

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On July 28th, undergraduate researchers from the Cognitive Development Labs presented their summer projects at Wesleyan University’s Summer Undergraduate Research Poster Session.

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Ray Peters ’18, Lizzie Shackney ’17, Jamie Hom ’17, and Meghana Kandlur ’18 present their poster, “Partition Dependence in Hypothetical Financial Aid Allocations.”

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Blue Lab post-doc Pierina Cheung speaks with an interested visitor about Sifana Sohail’s ’17 (not pictured) poster, “Children’s Understanding of Counting Errors.”

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Kerry Brew ’18 presents her poster, “Demand Characteristics in Child Minimal Group Experiments.”

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Lab Coordinator Ali Zax and Maxine Lai ’17 present their poster, “Do number line estimates depend on numerical magnitude representations?”

Megan Summer Poster '16

Megan Dolan ’17 presents her poster, “Socioemotional Skills and the RULER at Kindergarten Kickstart.”

Dr. Hilary Barth and Dr. Andrea Patalano, faculty members in the Psychology Department, have received a major collaborative grant from the National Science Foundation to support a new collaborative research project. The grant will support behavioral research studies on childrens’ and adults’ judgments of number, space, time, and probability. The research project will be conducted in collaboration with Dr. Sara Cordes at Boston College.

Read more in the Wesleyan University newsletter: http://newsletter.blogs.wesleyan.edu/2016/05/25/barthpatalanonsfgrant/

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