The overarching goal of our group is to understand the interactional and contextual nature of teaching, learning, and development. We are particularly interested in studying the interrelatedness of controlled and automatic processes of self-regulation within various sociocultural contexts and how these processes conjointly and uniquely contribute to other developmental outcomes (i.e., social-emotional competence, academic skills).
A second but related line of research focuses on caregivers’ self-regulation processes and their role in potentially promoting or impeding a caregiver’s ability to provide supportive and effective caregiver-child interactions.
Our research methods range from laboratory studies using cognitive task paradigms (e.g., executive function tasks), behavioral measures, eye-tracking technology and biopsychological measures (including salivary and hair cortisol), to observational studies in classrooms.
September 7, 2021