Daniel C. Hyde
Associate Professor of Psychology
- 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. from Harvard University
Distinctions / Awards
- Psych 216: Introduction to Child Development
- Psych 593: Developmental Cognitive Neuroscience
- Psychology 363: Developmental Methods
- Mou, Y., I. Berteletti, and D. C. Hyde. "What counts in preschool number knowledge: A Bayes factor analytic approach towards theoretical model development." Journal of Experimental Child Psychology 166 (2018): 116-133.
- Hyde, D. C., and D. Ansari. "Advances in our understanding of the development of the mathematical brain. ." Developmental Cognitive Neuroscience 30 (2018): 236-238.
- Hyde, D. C., C. E. Simon, F. Ting, and J. I. Nikolaeva. "Functional organization for theory of mind in pre-verbal infants: A near-infrared spectroscopy study. ." The Journal of Neuroscience 38 (2018): 4264-4274.
- Hyde, D. C., C. E. Simon, I. Berteletti, and Y. Mou. "The relationship between non-verbal systems of number and counting development: A neural signatures approach." Developmental Science 20 (2017): e12464.
- Hyde, D. C., and Y. Mou. "Magnitude rather than number: More evidence needed.." Behavioral and Brain Sciences 40 (2017): e173.
- Edwards, L. A., J. B. Wagner, and D. C. Hyde. "Functional brain organization for number processing in preverbal infants." Developmental Science (2016):
- Dillon, M. R., A. C. Pires, D. C. Hyde, and E. S. Spelke. "Children's expectations about training the approximate number system." British Journal of Developmental Psychology (2015):
- Hyde, D. C., M. Aparacio Betancourt, and C. E. Simon. "Human temporal-parietal junction automatically tracks others’ beliefs: A functional near-infrared spectroscopy study. ." Human Brain Mapping (2015):
- Hyde, D. C., S. Khanum, and E. S. Spelke. "Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.." Cognition 131.1 (2014): 92-107.
- Hyde, D. C., C. L. Porter, R. Flom, and S. A. Stone. "Relational congruence facilitates neural mapping of spatial and temporal magnitudes in preverbal infants. ." Developmental Cognitive Neuroscience 6 (2013): 102-112.
- Hyde, D. C., and E. S. Spelke. "Spatiotemporal dynamics of processing non-symbolic number: An ERP source localization study." Human Brain Mapping 33.9 (2012): 2189-2203.
- Hyde, D. C., and E. S. Spelke. "Neural signatures of number processing in human infants: Evidence for two core systems underlying non-verbal numerical cognition." Developmental Science 14.2 (2011): 360-371.
- Hyde, D. C., and J. N. Wood. "Spatial attention determines the nature of non-verbal numerical cognition ." Journal of Cognitive Neuroscience 23.9 (2011): 2336-2351.
- Hyde, D. C., N. Winkler-Rhoades, S. Lee, V. Izard, K. Shapiro, and E. S. Spelke. "Spatial and numerical abilities without a complete natural language." Neuropsychologia 49.5 (2011): 924-936.
- Hyde, D. C., B. L. Jones, C. L. Porter, and R. Flom. "Neural signatures of face-voice synchrony in 5-month old infants." Developmental Psychobiology 53.4 (2011): 359-370.
- Hyde, D. C., D. Boas, C. Blair, and S. Carey. "Near-infrared spectroscopy shows right parietal specialization for number in preverbal infants ." NeuroImage 53.2 (2010): 647-652.
- Hyde, D. C., B. L. Jones, C. L. Porter, and R. Flom. "Visual stimulation enhances auditory processing in 3-month old infants and adults." Developmental Psychobiology 52.2 (2010): 181-189.
- Hyde, D. C., and E. S. Spelke. "All numbers are not equal: An electrophysiological investigation of small and large number representations ." Journal of Cognitive Neuroscience 21.6 (2009): 1039-1053.
Click on the title to check out these pictures from the classroom remodeling project in the basement. A second project to replace the elevators will begin in September. Beginning with the freight elevator, each elevator will be out of service for three months. To get quickly from one floor to another, and improve your fitness, we will encourage the use of the stairs. The repainting of the northeast stairwell has been completed, and the painter is starting on the southwest stairwell.