Daniel Hyde

Profile picture for Daniel Hyde

Contact Information

621 Psychology Building
Associate Professor

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 the 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

Recent Publications

Hyde, D., Simon, C. E., Ting, F., & Nikolaeva, J. I. (2018). Functional organization of the temporal–parietal junction for theory of mind in preverbal infants: A near-infrared spectroscopy study. Journal of Neuroscience, 38(18), 4264-4274. https://doi.org/10.1523/JNEUROSCI.0264-17.2018

Hyde, D., & Ansari, D. (2018). Advances in Understanding the Development of the Mathematical Brain. Developmental Cognitive Neuroscience, 30, 236-238. https://doi.org/10.1016/j.dcn.2018.04.006

Mou, Y., Berteletti, I., & Hyde, D. (2018). What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model development. Journal of Experimental Child Psychology, 166, 116-133. https://doi.org/10.1016/j.jecp.2017.07.016

Hyde, D., Simon, C. E., Berteletti, I., & Mou, Y. (2017). The relationship between non-verbal systems of number and counting development: a neural signatures approach. Developmental science, 20(6), [e12464]. https://doi.org/10.1111/desc.12464

Hyde, D., & Mou, Y. (2017). Magnitude rather than number: More evidence needed. The Behavioral and brain sciences, 40, e173. https://doi.org/10.1017/S0140525X16002119

View all publications on Illinois Experts