Class of: 2019
Major(s): Psychology
How do different emotion regulation strategies affect emotion recognition in individuals with depression?
Grace recently was awarded a Grua/O’Connell Research Award for her research project. She will be working with Professor Kelly Parker-Guilbert as her faculty mentor.
Class of: 2020
Major(s): Psychology, Sociology
Children’s temporal knowledge: The role of language, timelines, and executive function
As children grow, their ability to reason and remember becomes increasingly sophisticated. Temporal knowledge becomes more solidified as children age, specifically the ability to order past autobiographical events (e.g., did your birthday or Easter come first?) and the use of time words such as before and after. Moreover, training on the use of a timeline has been shown to aid children when ordering autobiographical events.
The project investigated 3- to 6-year-old children’s temporal knowledge of a recently experienced event (events in a storybook) and how use of a timeline facilitated recall of the ordering of the events. In addition, we assessed children’s understanding of the words “before” and