- Developmental Cognitive Neuroscience
- Numerical and mathematical development
- Psychological reasoning (understanding the thoughts, goals, intentions of others)
- Executive Function
- Theory of Mind
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.
Ph.D., Harvard Univeristy
Awards and Honors
Additional Campus Affiliations
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. (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
Hyde, D., & Mou, Y. (2017). Magnitude rather than number: More evidence needed. The Behavioral and brain sciences, 40, e173. https://doi.org/10.1017/S0140525X16002119
Hyde, D. C., Simon, C. E., Berteletti, I., & Mou, Y. (2017). The relationship between non-verbal systems of number and counting development: a neural signatures approach. Developmental science, 20(6), [e12464]. https://doi.org/10.1111/desc.12464