Daniel C. Hyde
Affiliations: | Harvard University, Cambridge, MA, United States |
Area:
Developmental Cognitive NeuroscienceGoogle:
"Daniel Hyde"Mean distance: 15.49 (cluster 30) | S | N | B | C | P |
Parents
Sign in to add mentor| Elizabeth S. Spelke | grad student | 2005-2011 | Harvard | |
| (Neural signatures of number processing in infants and adults.) | ||||
Children
Sign in to add trainee| Andrew J. Peters | research assistant | 2008-2008 | Harvard |
| Mia N Velazquez | research assistant | 2010-2012 | UIUC |
| Chi-Chuan Chen | grad student | 2021- | UIUC |
| Elizabeth Enright | post-doc | UIUC (PsychTree) |
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Publications
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| Chen CC, Berteletti I, Hyde DC. (2024) Neural evidence of core foundations and conceptual change in preschool numeracy. Developmental Science. e13556 |
| Chen CC, Jang S, Piazza M, et al. (2023) Characterizing exact arithmetic abilities before formal schooling. Cognition. 238: 105481 |
| Mou Y, Zhang B, Hyde DC. (2022) Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged children. Child Development |
| Hyde DC, Mou Y, Berteletti I, et al. (2021) Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. Plos One. 16: e0259775 |
| Mou Y, Zhang B, Piazza M, et al. (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 |
| Jang S, Hyde DC. (2020) Hemispheric asymmetries in processing numerical meaning in arithmetic. Neuropsychologia. 107524 |
| Hyde DC, Simon CE, Ting F, et al. (2018) Functional organization of the temporal-parietal junction for theory of mind in preverbal infants: A near-infrared spectroscopy study. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience |
| Mou Y, Berteletti I, Hyde DC. (2017) What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model development. Journal of Experimental Child Psychology. 166: 116-133 |
| Khanum S, Hanif R, Spelke ES, et al. (2016) Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children. Plos One. 11: e0164436 |
| Hyde DC, Simon CE, Berteletti I, et al. (2016) The relationship between non-verbal systems of number and counting development: a neural signatures approach. Developmental Science |