I received a B.A. in Psychology from Boston University, where I worked as the Head Research Assistant for the Developing Minds Lab. I’m interested in the influence children’s relationships have on their social and emotional development. I’m excited to explore this through a more cognitive lens in the Laboratory for Child Development!
Faced with ordinary ambiguities or puzzling events we generate hypotheses and take advantage of their logical relations as a compass to navigate through them. In my research, I investigate the developmental foundation of the human capacity for logical reasoning. Can infants engage in early forms of logical deduction? What role does the acquisition of logical words, ubiquitous in our language, play in the development of logical reasoning? Do logical concepts help infants and kids face the outstanding learning challenge of becoming an adult?
I’m interested in how the primary cognitive systems that we are born with and are shared among different species enable us to acquire the complicated symbolic knowledge that no other animals enjoy. My approach to this question is to ask two more specific questions: What role does our intuitive sense of number play in our symbolic mathematics? How does the developing concept of object interact with acquisition of corresponding language expressions?
I am interested in the kinds of early hypotheses infants form about an object’s behavior within and outside of a prescribed spatial context. Moreover, I’d like to learn how these early hypotheses change throughout development to allow children and adults to form accurate and flexible representations of more complex object interactions.
I’m interested in how young children develop numerical, logical, and linguistic skills. I am specifically interested in how innate numerical intuitions interact facilitate the development of symbolic mathematics. I am also curious about the ways that we teach children about number and what that can tell us about numerical representations.
How do children accomplish so much even though they experience so little? What are the fundamental representations and computations children have to support their effective information processing? My research interests lie in the realm of cognitive development, focusing on how young children develop representations of number and probability. Moreover, I’m interested in how children and adults utilize quantitative information to make inferences and solve problems.