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. 


Current Ongoing Projects


Math Interactions and Neurocognition Project

Early numerical skills are foundational for later school success. In this line of projects, we examine the relations between preschoolers' early numerical skills and later emerging mathematical abilities. We seek to identify factors that contribute to individual differences in early numerical skills. To address these questions, we combine naturalistic, experimental and neuroimaging measures.

Preterm Birth Project

Each year in the United States, 1 in 10 babies is born prematurely. Long-term academic outcomes for children born preterm vary. In this line of projects, we focus on numerical and spatial development of children with premature birth and seek to identify the sources of individual variability in their developmental trajectories in the first years of life.

Books and Stories Project

In this line of projects, we focus children's exposure to books and oral stories and examine relations to reading development. We develop a measure of visualization skill, and ask how visualization skills are influenced by interactions with books and stories, and are in turn related to children's storytelling, reading skills as well as reading habits in school-age children.