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 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.
Education
Ph.D., Harvard Univeristy
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
Jang, S., & Hyde, D. C. (2020). Hemispheric asymmetries in processing numerical meaning in arithmetic. Neuropsychologia, 146, [107524]. https://doi.org/10.1016/j.neuropsychologia.2020.107524
Mou, Y., Zhang, B., Piazza, M., & Hyde, D. C. (Accepted/In press). Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly.
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. C. (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
