- Candise Lin, doctoral candidate in the Human Development program has received a National Science Foundation Doctoral Dissertation Research Award. November 2012
- The following HDQM Faculty received recognition for their outstanding achievements: Patricia A. Alexander (Regents Faculty Award for Mentoring); Ann A. Battle (COE Distinguished Outreach Award); Gregory Hancock (COE Distinguished Scholarship Award); Melanie Killen (Director of Graduate Studies of the Year Award); Andre Rupp (AERA Division D Significant Contribution to Research Methodology Award); and both Natasha Cabrera and Meredith Rowe (ADVANCE Award). Summer 2012
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Geetha B. Ramani
Influence of social interactions on young children’s cognitive development; Learning through cooperative play and activities; Early mathematics and problem-solving skills; Development and correlates of peer cooperation
Ramani, G. B., Brownell, C. A., & Campbell, S. A. (In press). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. Journal of Genetic Psychology.
Siegler, R. S. & Ramani, G. B. (2009). Playing linear number board games but not circular ones improves low-income preschoolers’ numerical understanding. Journal of Educational Psychology, 101, 545-560.
Ramani, G. B. & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375-394.
Siegler, R. S. & Ramani, G. B. (2008). Playing board games promotes low-income children’s numerical development. Developmental Science, 11(5), 655-661.
Brownell, C. A., Zerwas, S., & Ramani, G. B. (2007). “So big”: The development of body self- awareness in toddlers. Child Development, 78(5), 1426-1440.
Brownell, C. A., Ramani, G. B., & Zerwas, S. (2006). Becoming a social partner with peers: Cooperation and social understanding in one- and two-year-olds. Child Development, 77(4), 803-821.
Early Childhood Interaction Lab