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CURRENT RESEARCH PROJECTS
Diana Baumrind
Family Socialization Project
Margaret Bridges
Latino Child Development Project
New Journalism on Latino Children
Decentralizing School Reforms and Social Relationships
Silvia Bunge
Cognitive Control & Development
Joseph Campos
Infant and Emotion Studies
Mary Cavanaugh
Origins of Violent Behavior in Male and Female Offenders
Norm Constantine
California Adolescent Sexual Health Policy Project, funded by The William and Flora Hewlett Foundation
No Time for Complacency Adolescent Sexual Health Policy Advocacy Initiative, funded by The California Wellness Foundation
California Foster Youth Sexual Health Needs Assessment, funded by the Walter S. Johnson Foundation
Los Angeles Sexuality Education Initiative: School-Based Cluster Randomized Trial, funded by Planned Parenthood Los Angeles, with additional support from various foundations
Evidence-Use in the Sex Education Debates Study, funded by the W.T. Grant Foundation
Philip & Carolyn Cowan
Father Involvement Initiative
Anne E. Cunningham
Early Literacy Teacher Quality Project
Bruce Fuller
Latino Child Development Project
New Journalism on Latino Children
Decentralizing School Reforms and Social Relationships
Alison Gopnik
Mind and Causality Study- The Gopnik Child Development Lab explores how children create intuitive theories about the world, other people, and themselves. Right now we are especially interested in how children learn about the causal structure of the world-how some things make other things happen. We explore how children learn by asking them to observe statistical patterns, do experiments, and watch the experiments of others. Most recently, we have been particularly interested in how children figure out psychological causality and how that helps them build a "theory of mind." Our current interests include studies of the role of causal understanding in pretense, fiction, imitation, trait attribution, animal cognition, and even free will.
Steve Hinshaw
ADHD Longitudinal Study, funded by National Institute of Mental Health-Our team has been investigating the largest sample of girls with ADHD in the world, to our knowledge. These 140 girls, along with 88 matched comparison girls, participated in our summer research programs during the late 1990s, and we have published numerous papers on the educational, social, and behavioral/emotional status. We performed a systematic 5-year follow-up in 2002-5 and a 10-year follow-up from 2007-10. Through an incredible amount of hard work, we tracked and evaluated 95% of the original sample for the 10-year follow-up. Currently, we are analyzing data and writing up research articles on the impairments and strengths of this important sample, now that they have attained young adult status.
Child Life and Attention Skills Study, funded by the National Institute of Mental Health-In collaboration with UC San Francisco (Principal Investigator Linda Pfiffner), we are performing a randomized clinical trial of two forms of psychosocial treatment (integrated parent/teacher/child intervention vs. parent intervention only) versus treatment-as-usual for elementary-school-aged children with the Inattentive type of ADHD. This is the first federally funded trial of its type ever done with this subtype of ADHD.
MTA Study (Multimodial Treatment Study of Children with ADHD), funded by National Institute of Mental Health, U.S. Office of Education, and National Institute on Drug Abuse-In the 1990s, our team was selected as one of six, across the U.S. and Canada, to perform a major randomized clinical trial of pharmacologic, psychosocial, and combined treatments for children with ADHD. Since that time, we have been engaged in longitudinal follow-up of the 579 participants as well as the 289 matched comparison children recruited from the same classrooms. We have completed our 14-year follow-up (retaining 92% of the subjects at the Berkeley site) and are currently underway with the 16-year follow-up. Recent additions to the research portfolio include neuroimaging research on a subsample of participants and a qualitative, life-history interview of a large subsample.
Policy Studies, funded by the Robert Wood Johnson Foundation-In collaboration with Richard Scheffler of the School of Public Health. Hinshaw is performing primary research and writing a book on the role of policy-related factors (e.g., direct-to-consumer advertising, health insurance, state laws prohibiting schools from discussing ADHD with families, provider training) in explaining disparities related to the diagnosis and treatment of child mental disorders across the U.S. (and internationally).
Stigma and Mental Illness, funded by UC Berkeley-Based on the book Hinshaw wrote on this topic ("The Mark of Shame," Oxford 2007), our team is embarking on empirical research related to stigmatization: implicit stigma, interpersonal manifestations of stigma, stigma in different cultures, dehumanization of individuals with mental illness, and developmental roots of stigma.
Susan Holloway
Immigrant Families and Student Engagement Project
Latino Family Accommodation to Children with an Intellectual Disability Project
Japanese Women and Family Project
Dacher Keltner
Greater Good Science Center
Social Interaction: Emotion, Morality, Power, and Culture
Jonas Langer
Cognitive and Neuro-Development Longitudinal Project
Na'ilah Suad Nasir
The Influence of Culture and Race on Learning, Achievement, and Educational Trajectories
Larry Nucci
Human Development Journal
Children's Development of Morality & Compassionate Love
Liz Owens
Child Life and Attentional Skills Study, funded by the National Institute of Mental Health-In collaboration with UC San Francisco (Principal Investigator Linda Pfiffner), we are performing a randomized clinical trial of two forms of psychosocial treatment (integrated parent/teacher/child intervention vs. parent intervention only) versus treatment-as-usual for elementary-school-aged children with the Inattentive type of ADHD. This is the first federally funded trial of its type ever done with this subtype of ADHD.
ADHD Longitudinal Study (funded by National Institute of Mental Health): Our team has been investigating the largest sample of girls with ADHD in the world, to our knowledge. These 140 girls, along with 88 matched comparison girls, participated in our summer research programs during the late 1990s, and we have published numerous papers on the educational, social, and behavioral/emotional status. We performed a systematic 5-year follow-up in 2002-5 and a 10-year follow-up from 2007-10. Through an incredible amount of hard work, we tracked and evaluated 95% of the original sample for the 10-year follow-up. Currently, we are analyzing data and writing up research articles on the impairments and strengths of this important sample, now that they have attained young adult status.
Jane P. Perry
Young Children's Story Plays To Assess Narration Development
Geoff Saxe
Learning Mathematics through Representations
Dan Slobin
Child Language Study Sign Language Acquisition Project- Current research on spoken languages focuses on the ways in which languages of different types encode motion events. Already in preschool years, children home in on the preferred expressive demives of the input language. In adulthood, there are cross-linguistic differences in patterns of attention and memory. Research on sign languages is both developmental and linguistic. New methods for analyzing and transcribing sign languages have been developed in collaboration with researchers in Holland, England, and Germany ("the Berkeley Transcription System," or BTS-the first system based on the level of meaning components).
Laura Sterponi
More Than Just Echoing: Repetition and Ventriloquation in the Communication of Children with Autism Spectrum Disorders- The present research project reconsiders the role of echolalic behavior in the communication of and with affected children. We examine the children's verbal interactions with parents, tutors, and other family members as they engage in habitual activities in the home setting. The video-recorded data are fully transcribed, and analyzed employing an innovative integrated methodology, which combines linguistic, discourse and acoustic analyses. At linguistic and discursive levels we consider what features of discourse are the object of children's echoic utterances and whether or not repetition occurs verbatim or with variation. We also examine when echoes occur, that is whether they are immediate or delayed repeats. Furthermore, our analysis consider the suprasegmental level, as rhythm, intonation and voice quality play a critical role in the interactional construction of meaningful exchanges.
This integrated analysis enabled us to demonstrate that (1) immediate echoes are not automatic reponses entailing minimal cognitive processing and emotional resonance. Rather, they accomplish a range of interactional goals by being delivered in specific sequential positions, at differing time onsets, and with distinctive prosodic contours. Delayed echoes are employed systematically and productively to mark different epistemic and affective stances and to initiate a variety of complex conversational sequences. (3)Adult-child interaction unfolds according to discernable interactional patterns, which are distinctly conducive to functional uses of echoes. One such generative pattern is interactional speech play.
Elliot Turiel
Social Opposition and Moral Resistance
Ann Wakeley
Cognitive and Neuro-Development Longitudinal Project
Fei Xu
How do infants and young children learn about the world around them? Why do they mouth and throw objects around? Why do they stare at new people they meet? Are they capable of forming generalizations about the objects and people around them? How do they learn the meanings of new words? Our research focuses on inductive learning and statstical inference in infants and young children. On-going research projects in the lab investigate how young children learn new words that label object categories, how infants use statistical information to make generalizations based small amounts of data in their physical reasoning, and how infants and children make decisions about whether other people like or prefer certain objects over others. In general, we are interested in how infants and children can use the frequency and statistical information they have about their physical and social world intelligently. OUr recent results suggest that infants and young children are very sophisticated statistical learners.
Qing Zhou
Kids and Family Project
New Beginnings Project
