Child Development Faculty

BA, Clark University. PhD, University of Rochester. Special interest in the child’s developing ability to reason about the social world, as well as the relation between children’s social thinking and social behavior; articles and chapters on children’s perspective-taking, person perception, interpersonal problem solving, and the ability to infer carelessness in others; past member, Board of Consulting Editors, Developmental Psychology; principal investigator, grant from the National Institute of Child Health and Human Development. SLC, 1988–

BA, Temple University. MA, PhD, University of Michigan. A generalist in psychology with special interests in the creative process, psychological theory, and children’s literature. Articles written on the creative process in art, the fiction-writing episode, facilitating creativity in children, and the definition of psychology. Books include Explorations in Psychology (a textbook) and seven picture books for children: Hello Baby, Freddie’s Spaghetti, Where’s Bunny’s Mommy?, You Can’t Catch Me, Twins!, Supermarket!, and The Bouncing Dancing Galloping ABC. SLC, 1966–

BA, Radcliffe College. PhD, New York University. Clinical and developmental psychologist with teaching and research interests in the areas of developmental and educational theory, child development, parent guidance, clinical assessment and therapy with children and adolescents, and the development of imaginative play and other symbolic processes in early childhood and their impact on later development. Professional writings have centered on various forms of early symbolization in development and in clinical work with children. SLC, 1972–

BA, Knox College. MA, PhD, Cornell University. Special interests include cultural-ecological approaches to infant and child development, children at risk (children in poverty, HIV/AIDS orphans, children in foster care and institutionalized care), health and cognitive development, and development in African contexts. Areas of academic specialization include infant categorization development and the influences of the task, the stimuli used, and infants’ culture, language, and socioeconomic status on their performance; infant face processing in African and American contexts; and relationships between the quality of southern African orphan care contexts and child outcomes. SLC, 2007–

MA, St. Andrew’s University, Scotland. DPhil, Oxford University. Special interests in human perception of three-dimensional shape, binocular vision, and the perception of depth from motion; author of articles and book chapters on shape perception from stereopsis, sensorimotor integration, and combining depth information from different sources. SLC, 1992–

BA, Manhattanville College. MA, PhD, City University of New York. MS, Columbia University. Special interests in the effects of culture and social context on conceptualization of health and illness, multicultural aspects of genetic counseling, the negotiation of HIV within families, and the development of sexuality in ethnic minority adolescents and adults. Recipient of a MacArthur postdoctoral fellowship and an NIH-NRSA research fellowship. SLC, 1997–

BA, Sarah Lawrence College. MA, PhD, Teachers College, Columbia University. Developmental psychologist with special interest in cultural psychology, developmental theories, and language and development; author and researcher on cultural issues in development and metaphoric thinking in children. SLC, 1985–

BA, Sarah Lawrence College. MSEd, EdM, Bank Street College of Education. Former early childhood and public elementary school teacher; keynote speaker and workshop leader for seminars and conferences on early childhood education; member, editorial advisory board, Child magazine; contributor to Scholastic, Inc. publications; author, Tough Topics: How to Use Books in Talking with Children About Life Issues and Problems, What You Need to Know When Your Child Is Learning to Read, and Nurturing Young Children’s Disposition to Learn. Roy E. Larsen Chair in Psychology (2001-2006). SLC, 1982–