Location: Bowdoin / Suzanne B. Lovett

Psychology

Suzanne Lovett

Associate Professor of Psychology

Contact Information

slovett@bowdoin.edu
207-725-3153
Psychology

Kanbar Hall - 225


Teaching this semester

PSYC 2010. Infant and Child Development

Suzanne Lovett
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.

PSYC 3011. Cognitive Development

Suzanne Lovett
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.



lovett

Education

  • A.B. Bowdoin College
  • Ph.D. Stanford University

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.
Full Text

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.