Susan Carey

Susan Carey

Professor

Susan Carey's Page
Phone: 617-495-3896
Fax: 617-384-7944

Nancy Soja Cropped

Nancy Soja

Lab Manager

Phone: 617-384-7918

Debbie Zaitchik-Samet

Debbie Zaitchik-Samet

Research Fellow

Many patients with Alzheimer’s disease – and even some healthy elderly – demonstrate conceptual errors that are characteristic of healthy preschool children (saying, for example, that the sun or the wind is alive). At Massachusetts General Hospital (Psychiatry/Gerontology), I investigate the mechanisms underlying these phenomena in adults, while running parallel studies with young children at Harvard. In both sets of studies, I focus on the effect of individual differences in Executive Function on the acquisition and loss of conceptual understanding.

Peggy Li

Peggy Li

Research Fellow

I study the relationship between language and conceptual development by comparing children with different language backgrounds.

Jonatha Kominsky

Jonathan Kominsky

Postdoc

https://sites.google.com/site/jfkominsky/home

The broad aim of my research program is to understand the varieties of causal reasoning in the human mind. I use methods from cognitive psychology, developmental psychology, and vision science. Causality, in different forms, is a topic of interest in all of these domains, and I hope to bridge some of the gaps between them and connect findings from different fields in a more cohesive understanding of the concept of causality.

narges

Narges Afshordi

Graduate Student

I am primarily interested in how infants and young children conceptualize and recognize the relationships between others as third-party observers. What do they understand about different relationships at different ages? What kinds of cues do young children rely on to infer relationships? Do they expect a relationship between two individuals to be stable across different situations? Such questions are important because understanding relationships helps babies and children to view others' social behaviors in context, and to predict their behaviors in the future. My research attempts to answer some of these questions by focusing on friendship and dominance, two canonical relationships that are important to children's own lives.

alex_was

Alexandra Was

Graduate Student

was(at)g(dot)harvard(dot)edu
Website: www.alexandrawas.com

One of humans' greatest sources of information is each other. Humans' propensity for social learning not only enables the preservation of information across generations, but it allows for improvement - the creation of new knowledge and technology. This process of cumulative culture comprises three major stages: social learning, innovation, and teaching. This is a complex process, and is supported by a suite of cognitive abilities, theorized to be both species-specific and species-universal. The abilities underlying all three stages have roots in early childhood. My work explores how young children participate in this transmission of cultural knowledge, focusing specifically on their roles as learner and teacher.

Paul Haward

Paul Haward

Graduate Student

Human beings are alone in the animal kingdom in developing an extraordinary repertoire of intricate kind representations during the earliest stages of development—representations for kinds of things like dogs, watches, cities, and mountains. A normally developing young child takes as input experience with particular things she encounters, sometimes only one or two particular things, and outputs a representation of an entire category that can then, in principle, apply to indefinitely many novel instances. In my research, I study the structure of these representations, with a particular focus on the formal aspects of representational structure: those aspects of representational structure that are unique to kind representations, originating from a dedicated kind system. Questions I look to address in this research program include: i) What innate constraints are there on the structure of kind representations? ii) All kind representations (e.g., dog) are organized into kinds of kinds, or domains (e.g., animal); which domains are children sensitive to, and why are they sensitive to these domains and not others? iii) The human cognitive system is invested with kinds that emerge early in development and across a variety of cultures and natural languages, but humans also construct scientific kinds (e.g., particle); what are the similarities and differences in early emerging and scientific kind representations? Are they supported by the same mechanisms, or different ones? iv) Kind representations, encoded as count nouns, interface with the combinatorial syntax and semantics of natural language; what format is required for kinds to be used in this manner? I answer these questions by using methods that assess the child’s explanations, normative expectations, and generalizations over known and novel kinds.

 

Ivan Kroupin

Ivan Kroupin

Graduate Student

Broadly speaking I’m interested in tracing the development of how our cognitive capacities shape our experience, from rich innate expectations of the world and its contents to the complex and varied ways in which adult minds interpret and engage with the world and each other.
Currently I aim to make a start by looking at how representations of and competence with abstract ideas (e.g. ’sameness’ and ‘difference’) and social concepts (e.g. ‘friend’ and ‘dominant’) emerge, develop and interact in early life.

Carey Lab Members

Susan Carey

Susan Carey

Professor

Harvard University
Department of Psychology
33 Kirkland St.
Cambridge, MA 02138
scarey(at)wjh(dot)harvard(dot)edu
Phone: 617-495-3896
Fax: 617-384-7944

Rebecca Zhu

Rebecca Zhu

Lab Manager
rebeccazhu(at)fas(dot)harvard(dot)edu
617-384-7918

Research Fellows

Igor Bascandziev

Igor Bascandziev

Postdoc

igb078(at)mail(dot)harvard(dot)edu
Website

The aim of my research program is to specify the cognitive architecture that allows children to construct new naïve theories about the world and to revise their existing theories. More specifically, the focus of my research is: a) children’s ability to learn from other people and b) the importance of domain general mechanisms – such as executive function – for children’s construction and revision of naïve theories.

Peggy Li

Peggy Li

Research Fellow

pegs(at)wjh(dot)harvard(dot)edu

I study the relationship between language and conceptual development by comparing children with different language backgrounds.

Debbie Zaitchik-Samet

Debbie Zaitchik-Samet

Research Fellow

dzaitchiksamet(at)partners(dot)org

Many patients with Alzheimer’s disease – and even some healthy elderly – demonstrate conceptual errors that are characteristic of healthy preschool children (saying, for example, that the sun or the wind is alive). At Massachusetts General Hospital (Psychiatry/Gerontology), I investigate the mechanisms underlying these phenomena in adults, while running parallel studies with young children at Harvard. In both sets of studies, I focus on the effect of individual differences in Executive Function on the acquisition and loss of conceptual understanding.

Jonathan Kominsky

Jonatha Kominsky

Postdoc

jonothan(dot)kominsky(at)yale(dot)edu
https://sites.google.com/site/jfkominsky/home

The broad aim of my research program is to understand the varieties of causal reasoning in the human mind. I use methods from cognitive psychology, developmental psychology, and vision science. Causality, in different forms, is a topic of interest in all of these domains, and I hope to bridge some of the gaps between them and connect findings from different fields in a more cohesive understanding of the concept of causality.

Current Students

Ivan Kroupin

Ivan Kroupin

Graduate Student

Broadly speaking I’m interested in tracing the development of how our cognitive capacities shape our experience, from rich innate expectations of the world and its contents to the complex and varied ways in which adult minds interpret and engage with the world and each other.
Currently I aim to make a start by looking at how representations of and competence with abstract ideas (e.g. ’sameness’ and ‘difference’) and social concepts (e.g. ‘friend’ and ‘dominant’) emerge, develop and interact in early life.

Paul Haward

Paul Haward

Graduate Student

Human beings are alone in the animal kingdom in developing an extraordinary repertoire of intricate kind representations during the earliest stages of development—representations for kinds of things like dogs, watches, cities, and mountains. A normally developing young child takes as input experience with particular things she encounters, sometimes only one or two particular things, and outputs a representation of an entire category that can then, in principle, apply to indefinitely many novel instances (Carey and Bartlett, 1978; Lyons, 1977; Macnamara, 1986). In my research, I study the structure of these categories, with a particular focus on the formal aspects of representational structure: those aspects of representational structure that are unique to kind representations, and which are used across all content domains. Questions I look to address in this research program include: i) What innate constraints are there on the structure of kind representations? ii) All kind representations (e.g., dog) are organized into kinds of kinds, or domains (e.g., animal); which domains are children sensitive to, and why are they sensitive to these domains and not others? iii) The human cognitive system is invested with kinds that emerge early in development and across a variety of cultures and natural languages, but humans also construct scientific kinds (e.g., particle); what are the similarities and differences in early emerging and scientific kind representations? Are they supported by the same mechanisms, or different ones? Are they subject to the same constraints? iv) Kind representations, encoded as count nouns, interface with the combinatorial syntax and semantics of natural language; what format is required for kinds to be used in this manner? I answer these questions by using methods that assess the child’s explanations, normative expectations, and generalizations over known and novel kinds.

Bria Long

Bria Long

Graduate Student

How does experience shape perception ? Under the guidance of Susan Carey and George Alvarez, I study how infants and children perceive their visual world. How do children form broad categories of objects (e.g., all animate things vs. all inanimate things)? How do children infer the category membership of novel objects ? In general, I’m interested in asking how conceptual information, or the high-level knowledge children acquire about objects, interacts with perceptual information, or the way that objects look.

Shilpa Mody

Shilpa Mody

Graduate Student

shilpa(at)wjh(dot)harvard(dot)edu

I’m interested in the developmental and evolutionary origins of logical reasoning, and its relationship with language. Logical representations like “or” and “not” can be combined with information from a variety of domains, regardless of that information’s content. For example, given the premises “A or B” and “not A”, the conclusion “therefore B” always applies, no matter what A and B are. This kind of reasoning seems intuitive and automatic to adults, but it requires combining information with very abstract operations to form more complex thoughts.

My research asks when in development these domain-general and abstract logical computations emerge, and whether they depend on language. I’m currently working on a series of studies looking at the early logical reasoning abilities of infants and toddlers. using the disjunctive syllogism as a case study for logical reasoning more broadly. We’re also looking at toddlers’ earliest comprehension of logical words like “and”, “or”, and “not”.

Most Recent Alumni

Roman Feiman

Roman Feiman

Website

I am interested in those cognitive functions that allow us to link and combine different types of concepts with each other to form thoughts significantly more complex than their component pieces. While language is one clear example of a mechanism that allows us to do this, logic is another candidate vehicle for the combination of individual concepts into complex propositional thoughts.

To look at how language, logic and complex conceptual thought are interrelated, I use psycholinguistic methods to study how adult semantic representations involve logical elements and how children acquire a language that employs such elements. I also study infants to look for hints of cognitive abilities that use logical operators in the absence of the relevant language. The broad and ambitious goal of all of these projects is to chart out the structure and the course of development of domain-general, propositional and combinatorial functions of thought.

Amy Skerry

Amy Skerry

I’m interested in how representational systems present in early development support the acquisition of abstract knowledge, and structure and constrain later developing flexible reasoning abilities. I focus particularly on causal reasoning and goal inference.

Sophia Sanborn

Sophia Sanborn

Lab Manager

Kate Hobbs

Kate Hobbs

Graduate Student
khobbs(at)fas(dot)harvard(dot)edu

I’m interested in how babies and young children come to understand the inner workings of others. What are their earliest representations of others’ internal states like, what are infants able to do with those representations, and how do children’s theories of mind develop? I’m also curious about when and how language plays a role in various aspects of social cognition and its development.

Amy Geojo

Amy Geojo

Graduate Student

I am interested in how we perceive events in the world, how this may change over the course of development and how it interacts with the acquisition of language. How do infants understand the relationship between cause and effect and how does this influences their ability to make novel inferences? How does early event perception influence how novel verbs are interpreted? In turn, how do the grammatical structures of the language the child is learning influence how she comes to interpret actions and events? Currently, I am investigating how perception of causal events influences novel verb learning.

Arin Tuerk

Arin Tuerk

Graduate Student

My research centers around questions of how infants and young children learn about the world around them. How does the structure of our underlying cognitive representations allow us to parse the world into meaningful components and encode the relationships among them? My current studies with infants explore what types of prior knowledge and hypotheses we are endowed with from the earliest stages of life that allow us to quickly encode statistical regularities and draw causal inferences. I am also working with young children, studying how the capacity limits of working memory and our abilities to advantageously reorganize information develops over the lifespan.

Rebecca Distefano

Rebecca Distefano

Lab Manager

Nathan Tardiff

Nathan Tardiff

Research Assistant

I am studying the relationship between executive function and conceptual development. In children, we ask how mechanisms such as working memory and shifting might play a role in children’s ability to construct and express conceptual understandings, such as what it means to be alive. In elderly adults and patients with Alzheimer’s disease, we ask how the loss of executive function might affect their ability to express or maintain conceptual understanding.

Lindsey Powell

Lindsey Powell

Postdoc

ljpowell@mit.edu

My research focuses on two topics. First, I’m interested in how infants and children think about social group membership and conventional behavior, and how their understanding of these topics might guide their own adherence to conventions. Second, I’m interested in the role that executive functions play in the big leaps in learning that children make as they get older. Studies in this area focus on how executive functions may help children from 18 months on to both construct and express new concepts and theories about the world.

Jean-Remy Hochmann

Jean-Remy Hochmann

Postdoctoral fellow

jr(dot)hochmann(at)gmail(dot)com

Website

I study speech processing in infancy and how it relates to other domains of cognition. How do infants represent speech? How are these representations related to linguistic representations? Can infants use speech properties to individuate people? What are the consequences of learning words on memory and cognitive computations? By answering some of these questions, I hope to better understand what makes the human mind so unique.

Mariko Moher

Mariko Moher

Postdoctoral fellow

mariko(dot)moher(at)gmail(dot)com

I am broadly interested in early working memory development. How do infants keep track of multiple items or events at once, and what can they remember about these items? Once they have these items in memory, what sorts of manipulations or transformations can be performed?Currently, I am pursuing projects that examine how infants represent causal relationships in working memory.

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