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
Flom, R., & Hyde, D. C. (2021). Recent advances in multisensory development. Journal of Experimental Child Psychology, 201, [104983]. https://doi.org/10.1016/j.jecp.2020.104983
Hyde, D. C., Mou, Y., Berteletti, I., Spelke, E. S., Dehaene, S., & Piazza, M. (2021). Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. PloS one, 16(11 November), [e0259775]. https://doi.org/10.1371/journal.pone.0259775
Hyde, D. C. (2021). The Emergence of a Brain Network for Numerical Thinking. Child Development Perspectives, 15(3), 168-175. https://doi.org/10.1111/cdep.12418
Mou, Y., Zhang, B., Piazza, M., & Hyde, D. C. (2021). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly, 54, 125-135. https://doi.org/10.1016/j.ecresq.2020.05.016
Porter, C. L., Evans-Stout, C. A., Reschke, P. J., Nelson, L. J., & Hyde, D. C. (2021). Associations between brain and behavioral processing of facial expressions of emotion and sensory reactivity in young children. Developmental science, 24(6), [e13134]. https://doi.org/10.1111/desc.13134