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My graduate training in experimental psychology and early childhood education focused on typical cognitive development, whereas during my postdoctoral training in developmental neuropsychology, I focused on the constraints learning disabilities impose on learning and academic achievement.
My research interests focus primarily on individual differences in cognition and how these differences affect the development and function of problem solving behaviors. I am particularly interested in the development of numeracy skills, how those and other cognitive skills interact to affect and predict long-term mathematics achievement outcomes, and how pathways to mathematical learning differ across students progressing at very different achievement levels. These interests extend to determining how these cognitive abilities or skills can be assessed in a meaningful way, and how numeracy skills can be optimized in formal and informal environments.
Currently, I am examining individual differences in early number concepts and how the nature of these concepts may reflect or shape numerical abilities or mathematical learning during the preschool to early school age years; whether children or adults’ individual differences in numeracy skills are specific or related to non-numerical problem solving; and different manifestations of automaticity in number processing throughout development. While pursuing new studies, I continue to analyze data from a long-term completed longitudinal study of students who I followed from kindergarten to high school, to evaluate the nature and consequences of their early mathematical learning difficulties. Finally, my work extends to identifying the role of learning materials on early mathematical thinking and learning, contextual influences on young children’s attention to numerical information in general, and the relation between language comprehension, executive function, and early number concept development.
I am also interested in the development of metacognition in childhood, particularly as it relates to dealing with lexical ambiguity, numeracy, and other problem solving behaviors.
My graduate training in experimental psychology and early childhood education focused on typical cognitive development, whereas during my postdoctoral training in developmental neuropsychology, I focused on the constraints learning disabilities impose on learning and academic achievement.
My research interests focus primarily on individual differences in cognition and how these differences affect the development and function of problem solving behaviors. I am particularly interested in the development of numeracy skills, how those and other cognitive skills interact to affect and predict long-term mathematics achievement outcomes, and how pathways to mathematical learning differ across students progressing at very different achievement levels. These interests extend to determining how these cognitive abilities or skills can be assessed in a meaningful way, and how numeracy skills can be optimized in formal and informal environments.
Currently, I am examining individual differences in early number concepts and how the nature of these concepts may reflect or shape numerical abilities or mathematical learning during the preschool to early school age years; whether children or adults’ individual differences in numeracy skills are specific or related to non-numerical problem solving; and different manifestations of automaticity in number processing throughout development. While pursuing new studies, I continue to analyze data from a long-term completed longitudinal study of students who I followed from kindergarten to high school, to evaluate the nature and consequences of their early mathematical learning difficulties. Finally, my work extends to identifying the role of learning materials on early mathematical thinking and learning, contextual influences on young children’s attention to numerical information in general, and the relation between language comprehension, executive function, and early number concept development.
I am also interested in the development of metacognition in childhood, particularly as it relates to dealing with lexical ambiguity, numeracy, and other problem solving behaviors.
研究兴趣
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Journal of experimental child psychology (2023): 105663-105663
Cognitive Development (2023): 101342-101342
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Methods in Psychology (2021): 100044
Healthy development in young children: Evidence-based interventions for early education.pp.105-129, (2020)
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