Temple Infant & Child Laboratory | Graduate Students
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Graduate Students

Natalie Evans

Natalie is a second year graduate student.  She received her B.A. in Psychology and English from Muhlenberg College in 2015.  She then went on to work as a project coordinator at the College of the Holy Cross with Dr. Florencia Anggoro and Dr. Benjamin Jee where she investigated children’s astronomy learning and spacial skills.  Natalie works with Dr. Kathy Hirsh-Pasek and is interested in playful learning and how to foster creativity in children.



holmes-cCorinne Holmes

Corinne is a fifth year graduate student in the Brain and Cognitive Sciences Department at Temple University. She received her B.A. from Hamilton College in 2006 with a double concentration in Psychology and French. Research with the category adjustment model brought Corinne to Dr. Nora Newcombe, with whom she now examines spatial cognition; specifically, the development of navigation ability, spatial reasoning, and the acquisition and retrieval of spatial information.


In her first year, Corinne examined the role of slope as a navigational cue in school-age children. Results from this study indicate that experience with sloped-terrains may impact slope perception, and subsequently the use of slope, to successfully reorient in an otherwise featureless environment. In her second and third years, Corinne examined how spatial skills, such as mental scaling and proportional reasoning, can be improved via play-based interventions.


Currently, Corinne is examining the effect of object rotation versus perspective taking on the formation and retention of spatial representations. Results from these studies will elucidate how spatial information – such as inter-object location – is encoded, stored, and retrieved from memory, as well as how model-based learning can be most effectively implemented in the classroom.



levine-dDani Levine

Dani is a fifth year graduate student in developmental psychology.  She received her B.A. in psychology and biology from Williams College in 2010, working with Dr. Heather Williams to characterize the neural underpinnings of birdsong.  She then worked as the research coordinator for Dr. Gayatri Devi (New York University), exploring the benefits of repetitive transcranial magnetic stimulation for language deficits in Alzheimer’s disease.  Working with Dr. Kathy Hirsh-Pasek, Dani’s current research focuses on the developmental processes underlying event segmentation and word learning, as well as the intersection of these developing skills.



Lillian Masek

Lillian is a first-year graduate student in developmental psychology.  She received her B.A. in psychology and Spanish from Smith College where she worked with Dr. Peter de Villiers investigating the relationship between early narrative skills and subsequent literacy development of bilingual children from low-income backgrounds.  She then went on to get a MAT from the University of Louisville while teaching middle-school Spanish at a persistently low-achieving school.  Working with Dr. Kathy Hirsh-Pasek, Lillian’s current research focuses on predictors of early language development for children from different socio-economic and linguistic backgrounds.



NGOZoe Ngo

Zoe graduated from Denison University in 2010 with a degree in Bachelor of Arts in Psychology. In 2011, she pursued a Master of Science degree in Experimental Psychology at Seton Hall University. Under the mentorship of Dr. Marianne Lloyd, her Master’s thesis examined the associative memory and context effects for objects in natural scenes.


Zoe joined the Brain and Cognitive Sciences PhD program at Temple University in 2013, working with Drs. Nora Newcombe and Ingrid Olson. Currently, her research examines episodic memory development in early childhood.



Curriculum Vitae

Molly Scott

Molly is a third year graduate student in developmental psychology, working with Dr. Kathy Hirsh-Pasek. She received her B.A. in psychology from Barnard College in 2015. Molly is currently studying how playful learning experiences and book-reading can promote vocabulary growth in children from low-income backgrounds. Specifically, she is interested in how we can create deeper, more meaningful vocabulary learning experiences for preschoolers.



sheline-lLeah Sheline

Leah is a second-year graduate student in Temple’s developmental psychology Ph.D. program. She received a B.A. in Linguistics and a B.S. in Psychological and Brain Sciences from Indiana University, Bloomington. She also spent two years as the lab manager for Boston University’s Child Language Lab, where she investigated toddlers’ acquisition of novel verbs via syntactic bootstrapping, and took two graduate seminars in developmental psychology. At the Temple Infant and Child Lab, Leah works with Dr. Kathy Hirsh-Pasek and a team of investigators, examining differences in early precursors to later language outcomes for children from a range of backgrounds.