Research Interests
I'm interested in nature and origin of abstract conceptual knowledge, how it arises, the functional organization and response properties of the brain that underlie it, and the contributions of nature and nurture to its development. I currently examine these issues in the areas of quantitative reasoning (numerosity, object tracking, numbers, math) and psychological reasoning (mental states/theory of mind, goals, intentions, actions) with young infants, children, and adults using event-related brain potentials (ERPs), optical imaging (fNIRS), as well as behavioral measures.
Research Description
My main research focus is on the nature and origins of conceptual knowledge: how it arises, the functional organization and response properties of the brain that underlie it, and the contributions of nature and nurture to its development. I investigate these questions in the areas of quantitative, spatial, and psychological reasoning with young infants, children, and adults using event-related brain potentials (ERPs), optical imaging (fNIRS), as well as behavioral measures.
I also collaborate with others to apply this work to issues in public health, medicine, and education.
Education
PhD, Psychology, Harvard University
Additional Campus Affiliations
Department of Psychology
External Links
Recent Publications
Chen, C. C., Berteletti, I., & Hyde, D. C. (2024). Neural evidence of core foundations and conceptual change in preschool numeracy. Developmental science, 27(6), Article e13556. https://doi.org/10.1111/desc.13556
Wu, J., Oh, D. D., Hyde, D. C., & Pomerantz, E. M. (2024). Cognitive and Motivational Numeracy Parenting Practices: Implications for Children’s Numeracy Engagement During Early Elementary School. Developmental psychology, 60(4), 680-692. https://doi.org/10.1037/dev0001706
Aran, Ö., Garcia, S. E., Hankin, B. L., Hyde, D. C., & Davis, E. P. (2023). Signatures of emotional face processing measured by event-related potentials in 7-month-old infants. Developmental psychobiology, 65(2), Article e22361. https://doi.org/10.1002/dev.22361
Chen, C. C., Jang, S., Piazza, M., & Hyde, D. C. (2023). Characterizing exact arithmetic abilities before formal schooling. Cognition, 238, Article 105481. https://doi.org/10.1016/j.cognition.2023.105481
Hyde, D. C. (2023). Cognitive neuroscience: An abstract sense of number in the infant brain. Current Biology, 33(10), R400-R402. https://doi.org/10.1016/j.cub.2023.03.079