Daniel C. Hyde

Affiliations: 
Harvard University, Cambridge, MA, United States 
Area:
Developmental Cognitive Neuroscience
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"Daniel Hyde"
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SNBCP

Parents

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Elizabeth S. Spelke grad student 2005-2011 Harvard
 (Neural signatures of number processing in infants and adults.)

Children

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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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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
Hyde DC, Berteletti I, Mou Y. (2016) Approximate numerical abilities and mathematics: Insight from correlational and experimental training studies. Progress in Brain Research. 227: 335-51
Hyde DC, Berteletti I, Mou Y. (2016) Approximate numerical abilities and mathematics: Insight from correlational and experimental training studies Progress in Brain Research
Dillon MR, Pires AC, Hyde DC, et al. (2015) Children's expectations about training the approximate number system. The British Journal of Developmental Psychology. 33: 411-8
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