Cognition & Learning Lab
Scroll down to learn more about the research we do in the our lab!
Research
About
Research Projects
Our lab typically is engaged in a variety of research projects focused on children at various ages, ranging from early childhood (i.e., Pre-K and Kindergarten aged) up to adolescence (i.e., Middle/High School aged). In addition, we also engage in research projects with undergraduate students.
Research projects may differ in terms of their set-up, but in-lab studies have typically consisted of one or two sessions involving the completion of questionnaires and then either playing some games and/or completing some tasks with a researcher. Our studies are fairly short, typically lasting no more than 60 minutes per visit.
Focus Questions
Our research projects commonly center on understanding questions such as:
- “How do spatial and numerical magnitude understanding develop and how can we improve them?”
- “How do children think about their math and reading ability?”
Current Projects
NSF ECR-2201964
Early numeracy skills are critical for children learning more advanced mathematical knowledge. However, to develop effective interventions, we must understand what conceptual resources children use to build their early numeracy skills. There are two brain systems thought to relate to infants’ numeracy skills. The Analog Magnitude System (AMS) is associated with approximate magnitude representations, while the Object Tracking System (OTS) is associated with precise representations for small sets. The current project seeks to uncover which of these systems is used when children learn their first number words. Using a collaborative, multi-lab approach involving 100+ labs, it will also attempt to characterize variability in early numerical development across cultures and languages. These studies will help us to understand the cognitive mechanisms underlying early numerical development and the linguistic and cultural factors related to numeracy skills, which may help future studies to develop more tailored and inclusive interventions.
(NSF ECR-2301008 and James S McDonnell Foundation #220020546) with Mary Wagner
For very young children, understanding the difference between number and size is a major challenge. For example, children need to understand that ten mice are larger in number than two elephants, even though they are smaller in size. We call this skill flexible attention to magnitudes (FAM). FAM skill in children has been shown to improve with instruction and to relate to executive functioning and future math performance. In a series of studies featuring book-reading interventions, the current project seeks to identify causal mechanisms underlying FAM skill, as well as FAM skill’s causal impact on other measures. It also attempts to uncover individual differences that may lead to different responses to the book-reading interventions. These studies will build a theoretical model of how FAM develops and impacts other skills, while simultaneously laying the foundation for larger-scale interventions aimed at improving children’s mathematics skills.
Active Research Support
National Science Foundation (NSF)
EXTERNAL
"Collaborative Research: A Multi-Lab Investigation of the Conceptual Foundations of Early Number Development"
NSF ECR-2405548
Co-PI
2022 - Present
National Science Foundation (NSF)
EXTERNAL
"Improving Flexible Attention to Numerical and Spatial Magnitudes in Young Children"
NSF ECR-2410889
PI
2023 - Present
James S. McDonnell Foundation (JSMF)
EXTERNAL
"Developing Mathematical Skills and Motivation"
JSMF #220020546
PI
2018 - Present