☰ Neurotree

Daniel C. Hyde

Affiliations:

Harvard University, Cambridge, MA, United States

Area:

Developmental Cognitive Neuroscience

Google:

Mean distance: 15.49 (cluster 30)

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Parents

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

Children

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)

Collaborators

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Publications

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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
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

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