Tag Archives: Katherine Kinzler

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Charles Brainerd elected to national education academy

Charles Brainerd was elected to the National Academy of Education (NAEd) for his scholarly contributions in the field of education research. Brainerd’s research has had a deep impact on educational, developmental and cognitive psychology.


Robert J. Sternberg receives lifetime achievement award

Robert J. Sternberg, professor of human development in the College of Human Ecology, has been selected to receive the 2017 William James Fellow Award from the Association for Psychological Science. The award honors members for their lifetime of outstanding intellectual contributions to psychology.


Jane Mendle awarded Weiss Junior Fellow for teaching

Jane Mendle was awarded the Stephen H. Weiss Junior Fellowship which has a term of five years. She was recommended by the selection committee for her passion for her subject and for teaching, her interactive lectures and creative assignments.


For Asian-Americans, daily racial slights invade the nights

In a new study by Anthony Ong, one of the first to link daily racial slights and insults to quality of sleep. The more instances of subtle racial discrimination the participants experienced, the worse the effect on how long and how well they slept.


Female STEM leaders more likely to back policies aiding women

A study by Wendy Williams of college and university administrators has found that female department chairs, deans, and provosts have different attitudes and beliefs than their male counterparts about hiring women professors in STEM fields - women administrators emphasize policies that attract and retain women.


Update on Irlen Research at Cornell University

Adam Anderson, in Human Development's Human Neuroscience Institute, has received a grant from the Irlen Syndrome Foundation for an fMRI project being conducted at the Cornell MRI Facility on the relationship between color processing and other cognitive processes in the brain.


Eve De Rosa: Neurochemicals on the mind

Eve De Rosa, associate professor of human development and an expert in the neurochemistry of cognition explains how her research on the neurochemical acetylcholine led her to Cornell.


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Law School commends dual PhD/JD development psychology and law student

Amelia Hritz, the first student in Human Development's Dual PhD and JD Program in Developmental Psychology and Law, was honored at the Law School graduation celebration.


Human Development honors 2017 undergraduate seniors

The Department of Human Development commended the graduating seniors of 2017 who made exceptional contributions to research and outreach.


MULTIMEDIA

Listen to Camille Sims (HD'15) talk about being an HD student and her advisor Anthony Burrow.


Watch Eve De Rosa and Adam Anderson talk about how emotion affects our vision and perception of reality.


Listen to Katherine Kinzler talk about how child food preferences are linked to how children learn about people.


Watch Ritch Savin-Williams' Chat in the Stacks at Mann Library - Becoming Who I am: Young Men on Being Gay.

Hear Associate Professor of Psychology and Human Development at Cornell University Katherine Kinzler discuss her work in child food preferences (with collaborators Zoe Liberman, University of California, Santa Barbara; and at the University of Chicago, Samantha Fan, Amanda Woodward, Boaz Keysar); and how working with scholars on the project across the fields of psychology, philosophy, and theology has impacted her approach to thinking about her research.  (Reprinted from the Virtue Blog for the Virtue, Happiness, & the Meaning of Life project at University of Chicago.)

By Jann Ingmire                                                                                                                                     Reprinted from Futurity.org

K.Kinzler

Katherine Kinzler, Professor of Human Development

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Young children who hear more than one language spoken at home become better communicators, a new study finds. Effective communication requires the ability to take others’ perspectives.

Researchers discovered that children from multilingual environments are better at interpreting a speaker’s meaning than children who are exposed only to their native tongue.

The most novel finding is that the children don’t even have to be bilingual themselves—it’s the exposure to more than one language that is the key for building effective social communication skills.

Previous studies have examined the effects of being bilingual on cognitive development. This study, published online in Psychological Science, is the first to demonstrate the social benefits of just being exposed to multiple languages.

“Children in multilingual environments have extensive social practice in monitoring who speaks what to whom, and observing the social patterns and allegiances that are formed based on language usage,” explains Katherine Kinzler, associate professor of psychology at the University of Chicago. [Over the summer, Kinzler joined the faculty of the Department of Human Development.]

“These early socio-linguistic experiences could hone children’s skills at taking other people’s perspectives and provide them tools for effective communication.”

Kids from 3 backgrounds

Study coauthor Boaz Keysar, professor of psychology, says the study is part of a bigger research program that attempts to explain how humans learn to communicate. “Children are really good at acquiring language. They master the vocabulary and the syntax of the language, but they need more tools to be effective communicators,” says Keysar. “A lot of communication is about perspective-taking, which is what our study measures.”

Keysar, Kinzler, and their coauthors, doctoral students in psychology Samantha Fan and Zoe Liberman, had 72 4- to 6- year- old children participate in a social communication task. The children were from one of three language backgrounds: monolinguals (children who heard and spoke only English and had little experience with other languages); exposures (children who primarily heard and spoke English, but they had some regular exposure to speakers of another language); and bilinguals (children who were exposed to two languages on a regular basis and were able to speak and understand both languages). There were 24 children in each group.

Each child who participated sat on one side of a table across from an adult and played a communication game that required moving objects in a grid. The child was able to see all of the objects, but the adult on the other side of the grid had some squares blocked and could not see all the objects. To make sure that children understood that the adult could not see everything, the child first played the game from the adult’s side.

For the critical test, the adult would ask the child to move an object in the grid. For example, she would say, “I see a small car, could you move the small car?” The child could see three cars: small, medium, and large. The adult, however, could only see two cars: the medium and the large ones. To correctly interpret the adult’s intended meaning, the child would have to take into account that the adult could not see the smallest car, and move the one that the adult actually intended—the medium car.

Picking up on perspective

The monolingual children were not as good at understanding the adult’s intended meaning in this game, as they moved the correct object only about 50 percent of the time. But mere exposure to another language improved children’s ability to understand the adult’s perspective and select the correct objects.

The children in the exposure group selected correctly 76 percent of the time, and the bilingual group took the adult’s perspective in the game correctly 77 percent of the time.

“Language is social,” notes Fan. “Being exposed to multiple languages gives you a very different social experience, which could help children develop more effective communication skills.”

Liberman adds, “Our discovery has important policy implications, for instance it suggests previously unrealized advantages for bilingual education.”

Some parents seem wary of second-language exposure for their young children, Kinzler comments. Yet, in addition to learning another language, their children might unintentionally be getting intensive training in perspective taking, which could make them better communicators in any language.