Adam Omary is a Ph.D. student in Psychology (Cognition, Brain, & Behavior) working in the Affective Neuroscience & Development Laboratory under the mentorship of Dr. Leah Somerville. Adam's research focuses on how environmental stressors and hormones...
Research in the Affective Neuroscience and Development Lab (PI: Leah Somerville) integrates psychological and neuroscientific approaches to inform how brain development through adolescence shapes psychological changes in cognitive, motivational, social...
Spelke’s laboratory focuses on the sources of uniquely human cognitive capacities, especially young children’s prodigious capacities for fast and flexible learning. She studies these capacities by investigating their origins and growth in human infants...
Tomer Ullman is a cognitive scientist interested in common-sense reasoning, and building computational models for explaining high-level cognitive processes and the acquisition of new knowledge by children and adults. In particular, he is focused on how...
Elizabeth Bonawitz is the David J. Vitale associate professor of Learning Sciences at Harvard University Graduate School of Education. Her work focuses on the basic science theories of learning with the broader goal of informing educational practice. Her...
“Any subject can be taught effectively in some intellectually honest form to any child at any stage of development.”
– from The Process of Education
Jerome Bruner was a leader of the Cognitive Revolution (pdf) that ended the reign of behaviorism in...
The human conceptual repertoire poses a formidable challenge to the cognitive sciences. Humans are the only species who can ponder orders of infinity, the causes and cure of global warming, or any of literally billions of propositions formulated over the...
My laboratory explores many facets of language development, comprehension, production and representation. We study typically developing children (from infancy into middle childhood), adults and a variety of special populations (e.g., children with...
