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
External Links
Recent Publications
Hyde, D. C., & Jang, S. (Accepted/In press). Hemispheric asymmetries in processing numerical meaning in arithmetic. Neuropsychologia.
Mou, Y., Zhang, B., Piazza, M., & Hyde, D. C. (Accepted/In press). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly.
Hyde, D. C., & 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
Hyde, D. C., 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
Mou, Y., Berteletti, I., & Hyde, D. C. (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