Derek A Burrill is Associate Professor in the Media and Cultural Studies Dept. at UC Riverside.
Maureen Callanan is Professor of Developmental Psychology at the University of California, Santa Cruz. Her research focuses on young children’s developing understanding of the natural world in the context of family conversations. She takes a sociocultural approach, investigating young children’s language and cognition with attention to diversity across families and communities. She has a long-standing research partnership with Children’s Discovery Museum of San Jose, where she has been PI or co-PI on several NSF-funded projects investigating children’s and families’ informal learning about science. She was a faculty partner in the Center for Informal Learning and Schools (CILS), and a co-author of the 2009 National Academies Press volume: Learning Science in Informal Environments: People, Places and Pursuits. She has been Associate Editor for Psychological Bulletin and Journal of Cognition and Development, and past chair of AERA’s SIG focused on Informal Learning Environments Research.
Kathleen Corriveau is an associate professor of applied human development at Boston University and the director of the Social Learning Lab. Her research focuses on social and cognitive development in childhood, with a specific focus on how children decide what people and what information are trustworthy sources. Corriveau's research has been widely published in a number of high impact journals, including Psychological Science, Child Development, Developmental Psychology, Cognitive Science, Cognition. Her work has received national media attention, with media coverage from New York Daily News, USA Today, Huffington Post, Wall Street Journal, Chicago Reader, The Week UK, Religion News Service, World Religion News, Philosophy News, Slate, Swedish Radio, The Economist, and CBC Radio. Her research has been funded by the National Science Foundation, the Templeton Foundation, the Spencer Foundation, the Association for Psychological Science, and the American Psychological Association. She has received several awards, including being named a current Fellow and former Rising Star by the Association for Psychological Science, and the Early Career Impact Award from the Foundation of Associations of Behavioral and Brain Sciences and holds a CAREER award from the National Science Foundation.
Audun Dahl is an Associate Professor of Psychology at the University of California, Santa Cruz. He received his Ph.D. in psychology from the University of California, Berkeley in 2014. He has published articles in the Monographs of the Society for Research in Child Development, Psychological Science, Child Development, and Developmental Science and received funding from the National Institutes of Health. He studies the development of moral and other evaluative orientations from infancy to adulthood. His work on early moral development has examined how orientations toward helping and harming others develop through everyday social interactions from infancy to preschool age. His lab also investigates how adolescents and adults grapple with complex moral issues, such as life-and-death dilemmas and academic integrity. Recent collaborations have investigated how religious children and adults reason about religious norms, including how the distinguish religious norms from moral and other norms.
Gail Heyman has a Ph.D. in Psychology from the University of Illinois and was a postdoc at the University of Michigan before coming to the University of California San Diego, where she has been on the Psychology faculty for over 20 years. She studies a wide range of topics at the intersection of social and cognitive development, including how children make sense of the social world, and the factors that affect their sociomoral behavior. Much of this work is conducted in collaboration with researchers in China, Singapore, Japan, Cameroon, and Canada. Her most recent work focuses on deception, implicit bias, reputation management, and how children learn from others.
Melanie Nyhof is an assistant professor in the Psychology Department at Northwestern College. She earned a PhD in Developmental Psychology from the University of Pittsburgh and has held research positions at Indiana University South Bend, Fuller Theological Seminary, and University of Oxford. Her research focuses on cognition and culture from a developmental perspective. She has conducted research among different religious and cultural groups, in the US, Indonesia, and China, examining understanding of illness causation, personhood, afterlife beliefs, knowledge, and religion.
Marjorie Rhodes (Ph.D., 2009, University of Michigan) is an Associate Professor in the Department of Psychology at New York University. Dr. Rhodes examines the processes that underlie conceptual development and the development of social cognition. Her research is currently funded by the National Institutes of Health, the National Science Foundation, the James S. McDonnell Foundation, and Beyond Conflict Innovation Lab. Dr. Rhodes directs laboratories in the Children’s Museum of Manhattan and the American Museum of Natural History, as well as an online developmental laboratory at: https://discoveriesinaction.org.
Dr. Rebekah Richert (Ph.D. 2003, University of Virginia) is an Associate Professor in the Department of Psychology at University of California, Riverside. Dr. Richert has developed various lines of research into how children’s developing social cognition influences their understanding of religion, fantasy, and media. Her research into how children’s participation in rituals and prayer shapes their religious thinking has been funded by the National Science Foundation, the Social Science Research Council, and The John Templeton Foundation. Dr. Richert is currently PI on a longitudinal study examining how children’s concepts of God and prayer develop over the preschool years.
Eric Schwitzgebel is a Professor of Philosophy at UC Riverside and author most recently of A Theory of Jerks and Other Philosophical Misadventures. Central themes of his research include the nature of attitudes (more about walking the walk than talking the talk), the stream of conscious experience (more difficult to know than it seems), and the relationship between philosophical moral cognition and real-world moral behavior (not as tightly connected as one might hope).
Andrew Shtulman is a Professor of Psychology and Cognitive Science at Occidental College. He holds an A.B. in Psychology from Princeton University and a Ph.D. in Psychology from Harvard University. His research explores conceptual development and conceptual change, particularly as they relate to science education, and he is a recipient of an Early Career Development Award from the National Science Foundation and an Understanding Human Cognition Scholar Award from the James S. McDonnell Foundation. Dr. Shtulman is also the author of Scienceblind: Why Our Intuitive Theories About the World Are So Often Wrong, published by Basic Books in 2017.
Mahesh Srinivasan is an Associate Professor of Psychology at the University of California, Berkeley. He received his Ph.D. in Developmental Psychology from Harvard University in 2011. Dr. Srinivasan directs the Language and Cognitive Development Laboratory at UC Berkeley, which uses empirical methods to explore how linguistic, cognitive, and social abilities arise and interact with one another during human development and across different cultures. Srinivasan’s work has explored various topics in language development, including how children learn to use words with multiple meanings, and what this might reveal about language and the mind. Srinivasan’s work also explores topics in social cognitive development, including the development of intergroup cognition, and moral and religious development. Srinivasan’s research has been published in numerous journals, including Proceedings of the National Academy of Sciences, Cognition, Cognitive Psychology, and Developmental Science. His work is funded by the National Science Foundation and the James S. McDonnell Foundation.