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IES Grant

Title: Postdoctoral Training in Children's Mathematics Language and Cognition
Center: NCER Year: 2013
Principal Investigator: Jordan, Nancy Awardee: University of Delaware
Program: Postdoctoral Research Training Program in the Education Sciences      [Program Details]
Award Period: 4 years (7/01/2013-6/30/2017) Award Amount: $645,744
Goal: Training Award Number: R305B130012

Co-Principal Investigators: Roberta Golinkoff and Henry May

The focus of this training program is to prepare postdoctoral fellows to apply cognitive science principles to crucial issues in education, especially in mathematics, language development, and early learning. Fellows will receive training in methods and statistics to strengthen their ability to conduct rigorous research that supports causal inferences using experimental and quasi-experimental designs. The training program will focus on four essential areas: content in education and cognitive science; advanced research methods; practical research skills, including those needed to build collaborative and sustainable partnerships with schools; and outreach and dissemination of research findings.

Four fellows will be trained for 2 years each. Each fellow will create an individualized mentoring plan with their mentors. These plans will identify topics of inquiry and set milestones for designing and conducting studies, analyzing data, authoring and co-authoring articles for technical and non-technical audiences, presenting at conferences, and preparing grant applications.


Book chapter

Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K.N., Chang, B., Miller-Cotto, D., Young, L.K., and Davenport, J.L. (2017). Evidence for Cognitive Science Principles that Impact Learning in Mathematics. In D. Geary, D.B. Berch, R. Ochsendorf and K. Koepke (Eds.), Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297–325). Academic Press.

Toub, T.S., Rajan, V., Golinkoff, R.M., and Hirsh-Pasek, K. (2016). Guided Play: A Solution to the Play Versus Discovery Learning Dichotomy. In D.C. Geary, and D.B. Berch (Eds.), Evolutionary Perspectives on Child Development and Education (pp. 117–141). Switzerland: Springer International Publishing.

Journal article, monograph, or newsletter

Barbieri, C., and Booth, J.L. (2016). Support for Struggling Students in Algebra: Contributions of Incorrect Worked Examples. Learning and Individual Differences, 48: 36–44.

Booth, J.L., McGinn, K.M., Young, L.K., and Barbieri, C. (2015). Simple Practice Doesn't Always Make Perfect Evidence From the Worked Example Effect. Policy Insights From the Behavioral and Brain Sciences, 2(1): 24–32.

Cuevas, K., Rajan, V., Morasch, K.C., and Bell, M.A. (2015). Episodic Memory and Future Thinking During Early Childhood: Linking the Past and Future. Developmental Psychobiology, 57(5): 552–565.

Dore. R.A., Smith, E.D., and Lillard, A.S. (2015). How is Theory of Mind Useful? Perhaps to Enable Social Pretend Play. Frontiers in Psychology: Cognitive Science, 6: 1559.

Gagnier, K.M., Shipley, T.F., Atit, K., Ormand, C., Resnick, I., Garnier, B., and Tikoff, B. (under review). Training Spatial Skills in Geosciences: Why and How.

Holden, M., Newcombe, N., Resnick, I., and Shipley, T.F. (2016). Seeing Like a Geologist: Bayesian Use of Expert Categories in Location Memory. Cognitive Science, 40(2): 440–454.

Mahajan, N., Song, L., Stuehling, A., Resnick, I., Golinkoff, R.M., Hirsh-Pasek, K., anc Moynihan, N. (in press). Is the Learning That Occurs in Children's Museum Exhibits Apparent to Parents and Experts?. Journal of Applied Developmental Psychology.

McClelland, M. M., Tominey, S. L., Schmitt, S. A., and Duncan, R. (2017). SEL Interventions in Early Childhood. The Future of Children, 33–47.

O'Shea, A., Booth, J.L., Barbieri, C., McGinn, K.M., Young, L.K., and Oyer, M.H. (2017). Algebra Performance and Motivation Differences for Students With Learning Disabilities and Students of Varying Achievement Levels. Contemporary Educational Psychology.

Rajan, V, Tran, A., Hoffman, J., Golinkoff, R.M., and McClelland, M. (under review). The Science of Self-Regulation and Academic Achievement: An Integrated View.

Rajan, V., and Bell, M.A. (2015). Developmental Changes in Fact and Source Recall: Contributions From Executive Function and Brain Electrical Activity. Developmental Cognitive Neuroscience, 12: 1–11.

Rajan, V., Cuevas, K., and Bell, M.A. (2014). The Contribution of Executive Function to Source Memory Development in Early Childhood. Journal of Cognition and Development, 15(2): 304–324.

Rajan, V., Golinkoff, R.M., and Hirsh-Pasek, K. (2014). Self-Regulation: Just as Important as Learning Your ABCs and 123s. Huffington Post.

Resnick, I., Davatzes, A., Newcombe, N., and Shipley, T. (under review). Examination of Hierarchical and Progressive Alignment in Analogical Reasoning About Large Magnitudes.

Resnick, I., Davatzes, A., Newcombe, N., and Shipley, T. (under review). How can we Improve Students' Reasoning About Large Magnitudes.

Resnick, I., Davatzes, A., Newcombe, N.S., and Shipley, T.F. (2017). Using Relational Reasoning to Learn About Scientific Phenomena at Unfamiliar Scales. Educational Psychology Review.

Resnick, I., Jordan, N.C., Hansen, N., Rajan, V., Rodrigues, J., Siegler, R.S., and Fuchs, L.S. (2016). Developmental Growth Trajectories in Understanding of Fraction Magnitude From Fourth through Sixth Grade. Developmental Psychology, 52(5): 746–757.

Resnick, I., Newcombe, N., and Shipley, T.F. (under review). Representation of Large Temporal and Spatial Magnitudes.

Resnick, I., Newcombe, N.S., and Shipley, T.F. (2016). Dealing With Big Numbers: Representation and Understanding of Magnitudes Outside of Human Experience. Cognitive Science.

Resnick, I., Verdine, B.N., Golinkoff, R., and Hirsh-Pasek, K. (2016). Geometric Toys in the Attic? A Corpus Analysis of Early Exposure to Geometric Shapes. Early Childhood Research Quarterly, 36(3): 358–365.


Corbet, N., Booth, J.L., Barbieri, C., and Young, L.K. (2016). Exploring the Relationship Between Adolescents' Interest in Algebra and Procedural Declines. In Proceedings of the 38th Annual Conference of the Cognitive Science Society (pp. 592–595).