Grants Funded in 2017

Understanding Human Cognition

Teachers as Learners (10)

Boston University
Lynsey Gibbons, Ph.D.
Understanding How Elementary Teachers Take Up Discussion Practices to Promote Disciplinary Learning and Equity

Carnegie Mellon University
Amy Ogan, Ph.D.
ClassInSight: Insight on Teacher Learning by Scaffolding Noticing and Reflection

Indiana University
Joshua Danish, Ph.D.
Teacher Cognition and Learning about Incorporating Science Representations in Elementary Classrooms

Northwestern University
Brian Reiser, Ph.D.
Developing a Model of Teacher Learning to Support Classroom Enactment of Purposeful Sensemaking

University of California - Davis
Steven Z. Athanases, Ph.D.
New Teachers Learning Disciplined Improvisation for Meaningful Talk in Diverse Classrooms

University of Illinois at Chicago
Susan Goldman, Ph.D.
How Teachers Learn: Orchestrating Disciplinary Discourse in Science, Literature, and Mathematics Classrooms

University of Michigan
Patricio Herbst, Ph.D.
Managing students’ contributions to mathematical work in whole class discussions in high school: How do teachers decide what to do?

University of Michigan
Chauncey Monte-Sano, Ph.D.
Teachers Learning to Facilitate Communication and Reasoning Through Inquiry with History and Social Science Sources

University of Pittsburgh
Mary Kay Stein, Ph.D.
Teacher Learning to Enact Productive Discussions in Mathematics and Literacy

University of Wisconsin - Madison
Hala Ghousseini, Ph.D.
Advancing Teachers’ Pedagogical Reasoning and Practices with Tools

Scholar Awards (10)

École Normale Supérieure, Paris
Alejandrina Cristia, Ph.D.
Early language acquisition: Beyond WEIRD

Koç University
Tilbe Göksun, Ph.D.
Event representation and relational language learning

Ludwig-Maximilians Universität München
Markus Paulus, Ph.D.
The emergence and early development of morality

New York University
Marjorie Rhodes, Ph.D.
Developing representations of the social world

Princeton University
Lauren Emberson, Ph.D.
Does Top-Down Processing Support Infant Development?

Radboud University
Willem Frankenhuis, Ph.D.
Integrating evolution, development, and learning in psychological science

Rutgers University
Vanessa LoBue, Ph.D.
Responding to Imminent Threat: A Developmental Approach

University of California, Los Angeles
Anne Warlaumont, Ph.D.
Understanding the emergence of speech vocalizations in human infancy

University of Chicago
Daniel Yurovsky, Ph.D.
A coordination approach to early language learning

University of Southern California
Justin Wood, Ph.D.
Using Automated Controlled Rearing to Explore the Origins of the Mind

Understanding Dynamic & Multi-scale Systems

Collaborative Activity Awards (2)

Santa Fe Institute
David Krakauer, Ph.D.
Adaptation, Aging, and the Arrow of Time

University of California - Davis
Leah Krubitzer, Ph.D.
Cortical Plasticity Within and Across Lifetimes

Special Initiative Awards

Special Initiative Awards (2)

Center for Open Science
Brian Nosek, Ph.D.
Evaluating Registered Reports

Pontificia Universidad Católica de Chile
Marcela Peña, Ph.D.
Support for the 2018 Latin American School for Education, Cognitive and Neural Sciences