Professor II; Co-Director of Cognitive Science
Ph.D., University of California, 1967
Professional Summary/CV [.PDF]
Department of Psychology, School of Arts and Sciences, New Brunswick; Rutgers
Areas of Interest
Developmental cognitive science, theory of concepts, domain-relevant concept learning and conceptual change, causal principles, verbal and non-verbal representations and re-representations of arithmetic, representational tools; math and science literacy.
Memberships and Professional Service
Member of the National Academy of Sciences (USA), 2006; Visiting Scholar, Institute for Cognitive Neuroscience, University of London, England, 2005-2006; Visiting Scholar, Psychology, New York University, 2005-2006; Member, Ph.D. Faculty, Grad School of Education, Rutgers, 2005; Member, NSF Center for Learning and Teaching, Rutgers University, 2004; Co-Director Rutgers Center for Cognitive Science, 2002.
Grants, Honors, and Awards
Inaugural Fellow, Cognitive Science Society, 2002; Norman Anderson, Distinguished Speaker, Department of Psychology, UCSD 1999; Fellow, American Academy of Arts and Sciences, 1999; William James Fellow, American Psychological Society, 1998; Distinguished Scientific Contribution Award, American Psychological Association (APA), 1995.
Academic Interests and Plans
Ongoing research in my lab includes studies of both verbal and nonverbal representations of number and arithmetic. Various methods are brought to bear on these topics, including psychophysical and interview ones with adult and children; classification and inference designs for studying preschoolers’ knowledge about the animate-inanimate distinction and machines; the role of causal information on the interpretation of trajectories; and both brief and long training studies. As regards the latter, we are now involved in studying the effect of embedding a preschool science program into classrooms in the New Brunswick area.
I also have students and collaborators studying the development course of learning about quantifiers and numerals; counting systems in different culture; and the nature of inputs for learning verbs. Finally, a group of us are developing a research agenda for studying dyscalculia.