![]() In June 2016 she was awarded the Maximizing Access to Research Careers - Undergraduate Student Training for Academic Research (MARC U*STAR) fellowship. ![]() She was interested in examining whether sex differences in mental rotation could be explained by domain-specific anxiety (spatial anxiety). Her honor's thesis investigated the relations between undergraduate spatial and generalized anxiety, and their mental rotation performance. While working in the PLSD lab, Daniela was involved in several studies, including one where she examined the role of parent spatial talk on young children's developing spatial skills. She is now a graduate student at the School of Education at the University of California, Irvine working with Dr. She is continuing her study of children's language development there and creating a standardized language task for 2 year olds.ĭaniela Alvarez, MARC U*STAR Fellow Fall 2014 - Summer 2018ĭaniela graduated from FIU with a major in Psychology and minors in Biology and Statistics. Rosalie is now a post-doctoral fellow at the University of Delaware's Department of Education working under the mentorship of Dr. She is interested in examining the order of acquisition of these words in English- and Spanish-speaking children and whether knowledge of these words relates to children's developing spatial abilities. For her dissertation work, Rosalie is studying when and how children develop dimensional adjectives (e.g., words like big, little, tall, short). Rosalie is interested in documenting and explaining individual differences in language processing efficiency for spatial words. For her master's thesis, Rosalie studied the comprehension of spatial terms by bilingual English-Spanish speaking toddlers utilizing eye-tracking. Rosalie completed her doctoral degree in the developmental science program in Spring 2018. In her dissertation research, Carla is developing a spatial activities questionnaire that can be given to parents to learn about what spatial activities kids are playing with and how the frequency of this play may explain the sex differences seen in spatial ability in children.Ĭarla is now co-director for the Learning Assistant (LA) program at STEM Transformation Institute at FIU. ![]() She found that boys grow significantly more than girls in their mental rotation ability over the course of the pre-k year. In her master's thesis, Carla studied the growth of spatial ability in pre-kindergarten children utilizing a longitudinal design. In 2014, she was awarded a National Science Foundation Graduate Research Fellowship to support her research and education. Carla studies how language input and gender stereotypes influence sex differences in young children's spatial abilities. ![]() Her long-term goal is to use her research to help promote STEM involvement and engagement in historically underrepresented groups.Ĭarla received her doctoral degree in Spring 2018 from the developmental science program. She is also currently involved with the development of a study that will examine how the availability of toys and interactions that foster spatial thinking may interact with child attention to contribute to child spatial learning outcomes. Ralph's current work at the PLSD lab continues to investigate the development of mental rotation abilities using fMRI and eye-blink conditioning. Her thesis project explored the relations between child gender and maternal spatial language use, while her dissertation looked more broadly at children’s self-reported strategies for solving mental rotation problems.ĭr. she used EEG to examine the role of SES on word learning from context in school-aged children. Broadly, her research investigates the role of environment, particularly those related to child gender or socioeconomic status (SES), in the development of language and spatial cognition. in Applied Cognition and Neuroscience at the University of Texas at Dallas. ![]()
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