Associate Professor of Psychology
Kanbar Hall - 225
A survey of major changes in psychological functioning from conception through childhood. Several theoretical perspectives are used to consider how physical, personality, social, and cognitive changes jointly influence the developing child’s interactions with the environment.
Examines the development of cognitive understanding and cognitive processes from infancy through adolescence. Emphasis on empirical research and related theories of cognitive development. Topics include infant perception and cognition, concept formation, language development, theory of mind, memory, problem solving, and scientific thinking.
Professor Lovett specializes in cognitive development. She teaches courses in child development, language development, and statistics. Her research interests are children's conception of probability and randomness and their ability to distinguish between the mental processes of comprehension and memory.
Pillow, B.H. & Lovett, S.B. (1998). "He forgot": Young children's use of cognitive explanations for another person's mistakes. Merrill-Palmer Quarterly.
Lovett, S.B. & Pillow, B.H. (1996). Development of the ability to distinguish between comprehension and memory: Evidence from goal-state evaluation tasks. Journal of Educational Psychology, 88, 596-562.
Lovett, S.B. & Pillow, B.H. (1995). Development of the ability to distinguish between comprehension and memory: Evidence from strategy-selection tasks. Journal of Educational Psychology, 87, 523-526.
Lovett, S.B. & Flavell, J.H. (1990). Understanding and remembering: Children's knowledge about the differential effects of strategy and task variables on comprehension and memorization, Child Development, 61, 1842-1858.
Summer Research at Bowdoin: From Sad Slugs to Curious Cubs: A Child's View of Animal Psychology