Perspective-Taking
We study how young children develop the ability to understand objects or events from someone else’s viewpoint. This area of study examines the gradual progression through which children learn to attribute beliefs, desires, and emotions to others, different from their own. It sheds light on the cognitive and social milestones involved in recognizing and interpreting the diverse perspectives that shape human interactions.
Pedagogical Cognition
In this line of research, we investigate what children deem worthy of teaching others and how they modify their instruction depending on the learner. How does the nature of the information, such as generality and veracity, impact children’s teaching decisions? Do children modify their teaching based on the learner’s biological maturity or cognitive capacity? This research advances our understanding of how young children conceptualize teaching and the propagation of knowledge.
Help-Seeking
This research investigates preschoolers’ help-seeking behaviors in problem-solving and learning contexts. We explore when and from whom young children seek assistance and whether they understand the importance of learning from others. The findings of this research aim to illuminate key aspects of early cognitive and social development, highlighting how children begin to navigate and use others to progress their learning.
Counterfactual Thinking
We investigate how children develop the ability to think about alternatives to past events or actions — essentially, asking “what if” questions. This area of study is crucial for understanding how children learn to evaluate past decisions, imagine different outcomes, and apply this knowledge to future problem-solving. Additionally, we explore the potential connection between counterfactual reasoning and Piaget’s theory of conservation, as well as children’s curiosity about what could have been.