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 bridge between socio-emotional development and cognition. Specifically, how does children’s understanding of others’ emotions and mental states effect their performance on tasks involving working memory, Theory of Mind, and object representations. I’m excited to explore these questions 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?
The foundation of my research is based on understanding how young learners hone in on what’s important to learn. More broadly, my research focuses on explanation, exploration and most recently, curiosity.
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.