ADVANCEMENT PROPOSAL (August 2008)

Study #1

Children's Partial Understanding of Number Words (doc) (pdf)
Children's Partial Understanding of Number Words Appendix (doc) (pdf)

Study #2

When do Young Children Understand that Number Words Refer to Discrete Quantification? (doc) (pdf)

Study #3 (abstract)

Children Know Number Words Refer to 'Things' NOT 'Stuff: No Singular/Plural Marking Necessary (doc) (pdf)

EDUCATION

University of California, Irvine (present)
Currently pursuing Ph.D. in Cognitive Sciences

University of California, Irvine (2003)
B.A. in Psychology
Education Minor

FELLOWSHIPS AND AWARDS

UC Irvine Social Science Fellowship (2005)
Phi Beta Kappa (2003)
Order of Merit Award (2003)
UC Irvine Undergraduate Research Fellowship (2002)

PERSONAL STATEMENT

CURRENT RESEARCH

GRADUATE RESEARCH PROPOSAL

STUDY 1 (CUPS) - When do young children connect number words to discrete quantification?

• Study Summary
• SRCD 2007 Abstract
• SRCD 2007 Poster (pdf) (ppt)
• SRCD 2007 Handout (pdf) (ppt)
  (print double sided as a trifold pamphlet)

STUDY 2 (MATCH TO SAMPLE) - Do young children connect number words to quantity or other characteristics?

• Study Summary
• SRCD 2009 Poster (pdf) (ppt)
• SRCD 2009 Handout (pdf) (ppt)
  
  STUDY 1 and 2 - Are number words exclusively reserved for number?

• Southern California Cognitive Development Conference Presentation (pdf) (ppt)

PREVIOUS RESEARCH

Description of Previous Research

Early Childhood Gender Differences Along Various Dimensions of Social Behavior

Presentations:

Southern California Conference of Undergraduate Research (Pasadena, 2002)
University of California Day (Sacramento, 2003)
Stanford Undergraduate Psychology Conference (Palo Alto, 2003)
University of California Irvine Undergraduate Research Symposium (Irvine, 2003)
University of Washington Undergradute Research Symposium (Seattle, 2003)