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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.

Postdoctoral Fellows

Barbieri, Christina
Dore, Rebecca
Lewis, Mark
Rajan, Vinaya
Resnick, Ilyse


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. doi:10.1007/978–3–319–29986–0_5

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. doi:10.1016/j.lindif.2016.04.001 Full text

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. doi:10.1177/2372732215601691 Full text

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. doi:10.1002/dev.21307

Dore, R. A., Amendum, S. J., Golinkoff, R. M., and Hirsh-Pasek, K. (2018). Theory of Mind: a Hidden Factor in Reading Comprehension?. Educational Psychology Review, 1–23.

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. doi:10.3389/fpsyg.2015.01559 Full text

Dore, R. A., Smith, E. D., and Lillard, A. S. (2017). Children Adopt the Traits of Characters in a Narrative. Child Development Research,  2017, Article ID 6838079. Full text

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. doi:10.1111/cogs.12229

Jordan, N. C., Resnick, I., Rodrigues, J., Hansen, N., and Dyson, N. (2017). Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties. Journal of Learning Disabilities, 50(6), 621–630. Full text

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

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. doi:10.1016/j.cedpsych.2016.03.003

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. doi:10.1016/j.dcn.2014.10.001

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. doi:10.1080/15248372.2013.763809

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. doi:10.1007/s10648–016–9371–5 Full text

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. doi:10.1037/dev0000102 Full text

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. doi:10.1111/cogs.12388

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. doi:10.1016/j.ecresq.2016.01.007 Full text


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).