Dr. Shannon Pruden, Director
- Associate Professor in Developmental Science program, Department of Psychology, FIU, Miami, FL
- Postdoctoral Fellow, Spatial Intelligence Learning Center, University of Chicago, Chicago, IL
- NIH NRSA Postdoctoral Scholar, Department of Psychology, University of Chicago, Chicago, IL
- Ph.D., Developmental Psychology, Temple University, Philadelphia, PA
- M.A., Developmental Psychology, San Francisco State University, San Francisco, CA
- B.A., Cognitive Science and B.A., Psychology, University of California at San Diego, La Jolla, CA
Dr. Pruden’s primary research interests lie at the intersection between developmental psychology, cognitive science, linguistics, and education. Employing a variety of methodologies (e.g., eye-tracking and naturalistic studies of language), and age groups (0-5 years; undergraduate students), her research focuses on the development of early language abilities, with an emphasis on the growth of children’s spatial language. More specifically, she has been examining which factors influence children’s early language development, such as the role of cognitive, biological, and environmental factors, including early conceptual knowledge, child gender, and socioeconomic status. She also studies the development of spatial abilities and how language influences the development of spatial skills.
More recently, Dr. Pruden has begun to also focus on spatial abilities in adult populations, examining what factors affect sex differences seen in adults on spatial tasks such as a mental rotation task. Various factors Dr. Pruden is exploring as potential moderators and mediators of sex differences are cognitive strategy selection, prior spatial activity experience, and spatial anxiety.
Dr. Pruden has been an author on 27 journal articles, chapters, and proceedings, and has presented at more than 45 national and international conferences. Her research has been published in the most prominent journals in the field of Developmental Psychology and Education, including Child Development, Developmental Science, and Journal of Experimental Child Psychology.
Pruden, S.M., & Odean, R. (in press). Language development: Motion verb and spatial-relational term acquisition from a developmental systems perspective. In A. Dick & U. Müller (Eds.), Advancing developmental science: Philosophy, theory, and method. New York: Psychology Press/Taylor & Francis.
Nazareth, A., Odean, R., & Pruden, S.M. (2017). The use of eye tracking in spatial thinking research. In C.A. Was, F.J. Sansosti, & B.J. Morris (Eds.), Eye-tracking technology applications in educational research (pp.239-260). Hershey, PA: IGI Global.
Konishi, H., Pruden, S.M., Golinkoff, R.M., & Hirsh-Pasek, K. (2016). Finding semantic components of dynamic realistic events: Infants categorize path and manner of motion. Journal of Experimental Child Psychology, 152, 54-70. DOI: 10.1016/j.jecp.2016.07.002 (Impact Factor: 2.549)
Song, L., Pruden, S.M., Golinkoff, R.M., & Hirsh-Pasek, K. (2016). Prelinguistic foundations of verb learning: Infants discriminate and categorize dynamic human actions. In press at Journal of Experimental Child Psychology, 151, 77-95. DOI: 10.1016/j.jecp.2016.01.004 (Impact Factor: 2.549)
Odean, R., Nazareth, A., & Pruden, S.M. (2015). Novel methodology to examine cognitive and experiential factors in language development. Frontiers in Developmental Psychology, 6, 1266. DOI: 10.3389/fpsyg.2015.01266 (Impact Factor: 2.560)
Vieites, V., Nazareth, A., Reeb-Sutherland, B.C., & Pruden, S.M. (2015). A new biomarker to examine the role of hippocampal function in the development of spatial reorientation in children: A review. Frontiers in Developmental Psychology, 6, 490. DOI: 10.3389/fpsyg.2015.00490 (Impact Factor: 2.560)
Garcia, D., Bagner, D.M., Pruden, S.M., & Nichols-Lopez, K. (2014). Language production in children with and at risk for delay: Mediating role of parenting skills. Journal of Clinical Child and Adolescent Psychology. DOI: 10.1080/15374416.2014.900718 (Impact Factor: 3.312)
Abad, C. & Pruden, S.M. (2013). Do storybooks really break children’s gender stereotypes? Frontiers in Developmental Psychology, 4, 986. DOI: 10.3389/fpsyg.2013.00986 (Impact Factor: 2.560)
Nazareth, A., Herrera, A., & Pruden, S.M. (2013). Explaining sex differences in mental rotation: Role of spatial activity experience. Cognitive Processing, 14, 201-204. DOI: 10.1007/s10339-013-0542-8 (Impact Factor: 1.357)
Pruden, S.M., Roseberry, S., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R.M. (2013). Infant categorization of path relations during dynamic events. Child Development, 84, 331-345. DOI: 10.1111/j.1467-8624.2012.01843.x (Impact Factor: 4.235)
Pulverman, R., Song, L., Hirsh-Pasek, K., Pruden, S. M., & Golinkoff, R. M. (2013). Preverbal infants’ attention to manner and path: Foundations for learning relational terms. Child Development, 84, 241-252. DOI: 10.1111/cdev.12030 (Impact Factor: 4.235)
Pruden, S.M., Göksun, T., Roseberry, S., Hirsh-Pasek, K., & Golinkoff, R.M. (2012). Find your manners: How do infants detect the invariant manner of motion in dynamic events? Child Development, 83, 977-991. DOI: 10.1111/j.1467-8624.2012.01737.x (Impact Factor: 4.235)
Pruden, S.M., Levine, S., & Huttenlocher, J. (2011). Children’s spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417-1430. DOI: 10.1111/j.1467-7687.2011.01088.x (Impact Factor: 4.278)
Pruden, S.M., Hirsh-Pasek, K., Golinkoff, R.M., & Hennon, E.A. (2006). The birth of words: Ten-month-olds learn words through perceptual salience. Child Development, 77, 266-280. DOI: 10.1111/j.1467-8624.2006.00869.x (Impact Factor: 4.235)
- Psychology of Infancy and Childhood (DEP 2001)
- Language Acquisition (LIN 4710)
- Undergraduate Independent Study (PSY 4916) and Honor's Thesis Supervision (PSY 4914)
- Language Development (graduate level)
- Cognitive Development (graduate level)
- Proseminar in Infancy, Childhood, and Adolescence (DEP 5099)
- Masters Thesis and Dissertation Supervision
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