Development, Experience and Neurocognition Lab's research addresses the long-standing question of why some children, often from disadvantaged backgrounds, fall behind their peers in academic achievement while others thrive. Early childhood differences in academic achievement predict many social and economic outcomes in adulthood, including employment, life satisfaction and health.
Research at the D.E.N. takes several major approaches to address this broad question. We combine behavioral methods that illuminate children’s home experiences with neuroimaging measures that reveal the neurocognitive basis of children’s academic performance. Our research leverages naturalistic, longitudinal observations and experimental designs to examine how the early parental input in the home environment relates to children’s later literacy and arithmetic skills. We complement this approach with structural and functional neuroimaging measures to analyze how parental background and parental input relate to the neurocognitive basis of children’s literacy and arithmetic skills, and how these neurocognitive correlates, in turn, relate to children’s academic success.
Math Interactions and Neurocognition Project (MINI)
In this line of projects, we focus on preschoolers' foundational numerical skills. We ask how early numerical skills are related to children's emerging mathematical abilities and what factors contribute to individual differences in these skills.
Each year in the United States, 1 in 10 babies is born prematurely. In this line of projects, we focus on numerical and spatial development of babies with premature birth and seek to identify the sources of individual variability in their developmental trajectories in the first years of life.
Visualization and Storytelling Project (ViSo)
In this line of projects, we focus on children's visualization skills. We develop a measure of visualization skills in school-age children, and ask how visualization skills are related to children's storytelling and reading skills.