Tag Archive for Hilary Barth

Barth’s Research Published on Child Cognitive Development in Psychonomic Bulletin and Review

Hilary Barth

Hilary Barth

Hilary Barth, associate professor of psychology, is a co-author of a paper titled, “How feedback improves children’s numerical estimation,” published in the August 2016 issue of the journal Psychonomic Bulletin and Review. Barth’s co-authors are former members of her Cognitive Development Lab, which include Shipra Kanjlia ’11 and Jennifer Garcia ’10, former lab managers Jessica Taggart and Elizabeth Chase, and former postdoctoral fellow Emily Slusser, PhD.

The paper explores one theory of children’s cognitive development that there are fundamental developmental changes in the ways children think about numbers. This theory says numbers are arranged on a different mental scale for younger children. Changes in children’s estimates following corrective feedback have been interpreted as support for that theory.

Barth’s team tested this study and wrote about the results. “This study with second-grade children shows that the changes observed in estimation following corrective feedback are more consistent with a different theory of children’s numerical development,” said Barth. “Instead of thinking of numbers in a fundamentally different way with development, children are probably changing by gaining knowledge of numerical ordering and magnitude, and gaining facility with measurement processes.”

Read the full abstract here.

Barth, Lesser ’15 Co-Author Paper on Spatial Estimation

Hilary Barth

Hilary Barth

Hilary Barth, associate professor of psychology, is the co-author of an article titled “Spatial Estimation: A Non-Bayesian Alternative,” published in Developmental Science, Volume 18, pages 853-862, in 2015. The paper is co-authored by Ellen Lesser ’15, as well as former Cognitive Development Labs coordinator Jessica Taggart and former postdoctoral fellow Emily Slusser.

A large collection of estimation phenomena (for example, biases arising when adults or children estimate remembered locations of objects in bounded spaces) are commonly explained in terms of complex Bayesian models. Bayesian cognitive models seek to model human mental processes as approximations to ideal statistical inference.

In this study, Barth and her co-authors provide evidence that some of these phenomena may be modeled instead by a simpler non-Bayesian alternative.

Undergraduates and 9- to 10-year-olds completed a speeded linear position estimation task. Bias in both groups’ estimates, they suggest, could be explained in terms of a simple psychophysical model of proportion estimation.

Cognitive Development Labs Receive Grant for ‘Living Laboratory’ Work at Connecticut Science Center

Research Assistant Anna Schwab ’16 and Lab Coordinator Lonnie Bass represented the Cognitive Development Labs at the Connecticut Science Center. 

Research Assistant Anna Schwab ’16 and Lab Coordinator Lonnie Bass represented the Cognitive Development Labs at the Connecticut Science Center.

A partnership between Wesleyan’s Cognitive Development Labs and the Connecticut Science Center recently received a $3,000 Partner Stipend from the National Living Laboratory® Initiative, which receives support from the National Science Foundation. The Cognitive Development Labs received an additional $1,000 Educational Assistance stipend.

Hilary Barth, associate professor of psychology, oversees the Living Laboratory® site located at the Connecticut Science Center. Since 2013, researchers from Barth’s lab have been visiting the museum on Saturdays to collect data for current studies, speak with children and families about child developmental research, and guide visitors through hands-on activities that demonstrate important findings in developmental psychology.

The National Living Laboratory® Initiative Partner Stipend will support the ongoing collaboration between Barth’s lab and the Connecticut Science Center. It will support training sessions for Wesleyan students with museum educators, signage, and researcher travel expenses. The Educational Assistance stipend will support time spent by Wesleyan student researchers on Living Lab activities.

According to its website, The Living Laboratory® initiative aims to educate the public about child development by immersing museum visitors in the process of scientific discovery. In the Living Laboratory®’s educational model, scientists (in disciplines including developmental psychology, cognitive science, educational psychology, cognitive neuroscience, social psychology and related fields) recruit participants and conduct their studies within dynamic exhibits at a local museum. Families visiting the museum are invited to participate in on-going research projects and to engage in one-on-one conversations with the scientists.

Faculty, Students, Alumni Present Research at Society for Research in Child Development Meeting

Jessica Taggart, former lab coordinator, presenting work done with Jillian Roberts '15, current lab coordinator Lonnie Bass, and Associate Professor of Psychology Hilary Barth, titled, "Minimal group membership and children's ideas of equality." This project is Robert's thesis.

Jessica Taggart, former lab coordinator, presenting work done with Jillian Roberts ’15, current lab coordinator Lonnie Bass, and Associate Professor of Psychology Hilary Barth, titled, “Minimal group membership and children’s ideas of equality.” This project is Robert’s thesis.

Wesleyan was strongly represented by faculty, undergraduates and alumni at the Biennial Meeting of the Society for Research in Child Development, the major conference in the field. The meeting was held in Philadelphia, Pa. March 19-21.

Members of the Cognitive Development Labs, co-directed by Associate Professor of Psychology Anna Shusterman and Associate Professor of Psychology Hilary Barth, presented research at the conference. Former lab coordinator Jessica Taggart presented work done with Jillian Roberts ’15, current lab coordinator Lonnie Bass, and Barth titled, “Minimal group membership and children’s ideas of equality.” This is Roberts’ senior thesis project.

Andrew Ribner ’14 presented his senior thesis, “Preschool indicators of primary school math ability” with Shusterman and former postdoc Emily Slusser. And Barth presented “A non-Bayesian explanation of adults’ and children’s biased spatial estimates” with Ellen Lesser ’15, Sheri Reichelson ’16, Anna Schwab ’16, Taggart, Slusser and Bass.

In addition, numerous presentations were made at the conference by alumni who did undergraduate work in Wesleyan’s Cognitive Development Labs. They included: Christian Hoyos ’11, Julia Leonard ’11, Jessica Sullivan ’08, Ariel Starr ’07, Nick DeWind ’06, Joanna Schiffman ’11,  Margaret Gullick ’07, Elise Herrig ’10, Kyle MacDonald ’10, Dominic Gibson ’10 and Samantha Melvin ’13. Former Shusterman lab coordinator Talia Berkowitz and former postdoc Mariah Schug also presented work at the conference. Learn more about all these presentations, and what these individuals are doing now, in this post on the Cognitive Development Labs blog.

Barth, Alumni Co-Author Paper on Preschoolers’ Trust

Hilary Barth, associate professor of psychology, associate professor of neuroscience and behavior, is the co-author of of “Preschoolers trust novel members of accurate speakers’ groups and judge them favorably,” published in the Quarterly Journal of Experimental Psychology, Issue 67, pages 872-883, in 2014. The paper is based on work from BA ’08/MA ’09 student Keera Bhandari’s thesis, and research by former undergraduates Kyle MacDonald ’10 and Jenn Garcia ’10, and former lab manager Elizabeth Chase.

It is known that by age 3, children track a speaker’s record of past accuracy and use it as a cue to current reliability. Through two different experiments, the Wesleyan researchers explored whether preschoolers’ judgments about, and trust in, the accuracy of a previously reliable informant extend to other members of the informant’s group.

In Experiment 1, both 3- and 4-year-olds consistently judged an animated character who was associated with a previously accurate speaker more likely to be correct than a character associated with a previously inaccurate speaker, despite possessing no information about these characters’ individual records of reliability. They continued to show this preference one week later.

Experiment 2 presented 4- and 5-year-olds with a related task using videos of human actors. Both showed preferences for members of previously accurate speakers’ groups on a common measure of epistemic trust. This result suggests that by at least age 4, children’s trust in speaker testimony spreads to members of a previously accurate speaker’s group.

Roberts ’15 Presents Psychology Research at Professional Meeting

Jillian Roberts ’15

Jillian Roberts ’15

Jillian Roberts ’15 presented a poster at the Annual Meeting of the Eastern Psychological Association in Boston, Mass. on March 15.

The poster, titled “Influence of minimal group membership on children’s ideas of equality,” is co-authored by Jessica Taggart, research associate and Psychology Department lab coordinator, and Hilary Barth, associate professor of psychology, associate professor of neuroscience and behavior.

Roberts developed the project herself and has conducted the research over the past two years.

Psychology Students Seek “Child Scientists” at Connecticut Science Museum

Wesleyan students involved with the Psychology Department's Cognitive Development Labs meet with local museum visitors at the Connecticut Science Center.

At left, Ellen Lesser ’15 and Jillian Roberts ’15 staff the Cognitive Development Labs’ exhibit at the Connecticut Science Center. The exhibit teaches museum visitors about psychology research—and research into child development, in particular—while allowing the Wesleyan researchers to collect data for their studies.

Wesleyan’s Cognitive Development Labs are bringing their research on how young children think and learn to local museum visitors, thanks to a new partnership with the Connecticut Science Center in Hartford.

The partnership provides the public with a rare opportunity to learn about child development and psychological science—topics not often represented at science museums—at the Connecticut Science Center, while allowing the Wesleyan researchers access to a wide pool of subjects to include in their studies.

“It’s basically bringing the lab research out into the public, making the science accessible to kids and families, and also collecting data in the process,” explained Hilary Barth, associate professor of psychology, associate professor of neuroscience and behavior. She leads one of the Cognitive Development Labs, while Assistant Professor of Psychology Anna Shusterman leads the other.

Jessica Taggart, lab coordinator at the Cognitive Development Labs, brought the idea for the Connecticut Science Center partnership to Barth and Shusterman. As an undergraduate at Johns Hopkins University, Taggart had been instrumental in setting up a partnership with the Maryland Science Center, which is one of the “hub sites” of the National Living Laboratory Initiative. The initiative, developed at the Museum of Science in Boston in 2005,

Barth’s Study Finds Mental Connections between Space and Time

Hilary Barth, associate professor of psychology, associate professor of neuroscience and behavior.

“We’ve moved the meeting/truck forward.”
“That was a long wait/ hotdog.”
“We’re rapidly approaching the deadline/guardrail.”

English speakers use a shared vocabulary to talk about space and time. And though it’s not something we’re necessarily conscious of, psychologists have found that the identical words we use to describe our wait in line at the Department of Motor Vehicles and the length of an especially impressive hotdog are not a fluke, but rather are telling of the cognitive processes involved in thinking about time. Past studies have shown that priming people with spatial information actually influences their perceptions of time. For example, people primed to imagine themselves moving through space will make different judgments about the temporal order of events than people primed to imagine objects moving through space toward themselves.

Hilary Barth, associate professor of psychology, associate professor of neuroscience and behavior, is working to better understand the mental connections between space and time. She recently published an illuminating new study in the June 2012 issue of The Quarterly Journal of Experimental Psychology. According to Barth, it seems we use the more concrete world of space to think about the more abstract world of time.

Barth and co-author Jessica Sullivan ’08—formerly one of Barth’s student in the Cognitive Development Labs, now a graduate student at the University of California-San Diego—noticed that though past studies in this area attribute the effects on participants’ temporal judgments to the spatial qualities of the prime used, most of the primes involved both space and movement. For example, previous studies have used primes that involve a stick figure walking toward a plant or pulling on a wagon—scenes that use motor words like “run” and show actors engaging in self-powered motion.

Barth Published in The Quarterly Journal of Experimental Psychology

Hilary Barth

Hilary Barth, assistant professor of psychology, assistant professor of neuroscience and behavior, is the co-author of “Active (not passive) spatial imagery primes temporal judgements.” Written along with Jessica Sullivan of the University of California-San Diego, the article was published in the June 2012 issue of The Quarterly Journal of Experimental Psychology.

For this article, Barth and Sullivan looked deeper into the previously demonstrated cognitive connections between how we think about space and time. They found that only when people are asked to imagine actively moving themselves through space are their perceptions of time influenced. When participants in the experiment were primed with a similar scenario involving passive motion through space, the same influence was not seen on their temporal judgments.

The article can be read online here.

Sullivan ’08, Juhasz, Barth Published in Psychonomic Bulletin

Jessica Sullivan ’08; Barbara Juhasz, assistant professor of psychology; and Hilary Barth, assistant professor of psychology, assistant professor of neuroscience and behavior, are the co-authors of a paper titled, “Adults’ number-line estimation strategies: Evidence from eye movements,” published in Psychonomic Bulletin & Review, Issue 18, pages 557-563, in June 2011.

Barth Receives NSF Grant for Cognition Research

Hilary Barth, assistant professor of psychology, assistant professor of neuroscience and behavior, will be conducting a series of studies with children and adults in the Cognitive Development Laboratory at Wesleyan to investigate abstract and perceptual magnitude biases.

Hilary Barth, assistant professor of psychology, was recently awarded a five-year, $761,000 grant from the National Science Foundation (NSF) to study “magnitude biases in mathematical cognition, learning, and development.” Barth will be conducting a series of studies with children and adults in the Cognitive Development Laboratory at Wesleyan to investigate abstract and perceptual magnitude biases.

The grant, which begins this year, comes from the NSF’s Faculty Early Career Development (CAREER) program. The program is only available to non-tenured faculty. Barth’s colleague Anna Shusterman was awarded a CAREER grant in 2009.

“The psychology department is thrilled about Professor Barth’s accomplishment,” says Lisa Dierker, chair and professor of psychology.

Barth, Paladino ’09 Author Article on Numerical Thinking

Hilary Barth, assistant professor of psychology, assistant professor of neuroscience and behavior, and Annie Paladino ’09, are the authors of a new article on children’s numerical thinking, based on data collected by Paladino with support from her Hughes fellowship for research in the life sciences. The article is titled “The development of numerical estimation: Evidence against a representational shift.” It will appear in the journal Developmental Science in 2010.