{"id":232,"date":"2023-07-07T15:46:59","date_gmt":"2023-07-07T22:46:59","guid":{"rendered":"https:\/\/dornsife.usc.edu\/mid-la\/?page_id=232"},"modified":"2025-01-30T09:17:06","modified_gmt":"2025-01-30T17:17:06","slug":"research","status":"publish","type":"page","link":"https:\/\/dornsife.usc.edu\/mid-la\/research\/","title":{"rendered":"Research"},"content":{"rendered":"\n \n \n \n\n\n\n\n\n\n\n
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\n Research Topics We Currently Investigate:\n <\/h2>\n\n\n<\/div>\n \n \n
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The general idea guiding our research is that humans have a unique form of sociality that is absent in other animals. For example, only humans share experiences, ideas, and knowledge (e.g., by teaching) with one another. This unique way of engaging with other persons shapes humans\u2019 cognition from the start.<\/p>\n

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Perspective-Taking<\/h3>\n \n We study how young children develop the ability to understand objects or events from someone else’s viewpoint. This area of study examines the progression in which children learn to discern others’ beliefs, desires, and emotions. It sheds light on the cognitive and social milestones involved in recognizing and interpreting the diverse perspectives that shape human interactions.\r\n<\/span>\n \n <\/span>\n <\/div>\n \n
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Pedagogical Cognition<\/h3>\n \n In this line of research, we investigate what children teach others and how they modify their instruction depending on the learner. How does the nature of the information, such as its generality and veracity, impact children\u2019s teaching? Do children modify their teaching based on the learner\u2019s biological or cognitive maturity? This research advances our understanding of how young children conceptualize teaching and the propagation of knowledge.<\/span>\n \n <\/span>\n <\/div>\n \n
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Help-Seeking<\/h3>\n \n This research investigates preschoolers\u2019 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.\r\n<\/span>\n \n <\/span>\n <\/div>\n \n
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Counterfactual Thinking<\/h3>\n \n We investigate how children develop the ability to think about alternatives to past events or actions \u2014 essentially, asking \u201cwhat if\u201d 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.\r\n\r\n<\/span>\n \n <\/span>\n <\/div>\n <\/div>\n \n\n <\/div><\/div>\n\n\n\n \n \n \n\n\n\n\n\n\n\n
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\n\n \n \n \n\n Donate to the Lab! \n <\/svg>\n<\/a>\n\n\n<\/div>\n <\/div>\n <\/div>\n\n\n\n <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":781,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-232","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nResearch - Minds in Development Lab<\/title>\n\n\n\n\n\n\n\n\n\n