Research Interests
- Developmental Cognitive Neuroscience
- Numerical and mathematical development
- Psychological reasoning (understanding the thoughts, goals, intentions of others)
- EEG/ERP
- fNIRS
- Executive Function
- Theory of Mind
Research Description
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 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.
Education
Ph.D., Harvard University
Awards and Honors
- Helen Corley Petit Scholar 2018-19
- ICIS Distinguished Early Career Award 2018
- University of Illinois LEAP Scholar 2016-18
Additional Campus Affiliations
Faculty Member, Neuroscience Program
Faculty Affiliate, Beckman Institute
External Links
Recent Publications
Liu, Y., Sánchez Hernández, F., Ting, F., & Hyde, D. C. (2022). Comparing fixed-array and functionally-defined channel of interest approaches to infant functional near-infrared spectroscopy data. NeuroImage, 261, [119520]. https://doi.org/10.1016/j.neuroimage.2022.119520
Flom, R., & Hyde, D. C. (2021). Recent advances in multisensory development. Journal of Experimental Child Psychology, 201, [104983]. https://doi.org/10.1016/j.jecp.2020.104983
Hyde, D. C., Mou, Y., Berteletti, I., Spelke, E. S., Dehaene, S., & Piazza, M. (2021). Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. PloS one, 16(11 November), [e0259775]. https://doi.org/10.1371/journal.pone.0259775
Hyde, D. C. (2021). The Emergence of a Brain Network for Numerical Thinking. Child Development Perspectives, 15(3), 168-175. https://doi.org/10.1111/cdep.12418
Mou, Y., Zhang, B., Piazza, M., & Hyde, D. C. (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. https://doi.org/10.1016/j.ecresq.2020.05.016
