|Early Development Research Group|
|Principal Investigator(s): Baron, Andrew
Hamlin, J. Kiley
Lab Address: http://edrg.psych.ubc.ca/
The Early Development Research Group consists of a group of researchers in the UBC psychology department dedicated to studying early child development.
|Centre for Infant Cognition|
|Principal Investigator(s): Hamlin, J. Kiley
Lab Address: http://cic.psych.ubc.ca
At the Centre for Infant Cognition we study infants’ and young toddlers’ everyday cognitions about the world, with a particular focus on social-cognitive and moral-cognitive processing and evaluation in the first two years of life. This developmental approach allows us to (1) examine the roots of these basic processes before more complex cognitive abilities (such as language and inhibitory control) fully develop and prior to extensive cultural influence and (2) track how they change over time.
|Infant Studies Center: Speech and Language Processing|
|Principal Investigator(s): Werker, Janet
Lab Address: http://infantstudies.psych.ubc.ca/
Our Centre focuses on understanding the first steps in infancy that launch the process of language acquisition.
To address these questions we present infants with different types of language and non-language sound stimuli, often accompanied by pictures, and record their sucking, looking, reaching, or brain activity. We study infants growing up in different language communities, including infants growing up bilingual. We apply our knowledge of typical development to populations of infants at risk for a language delay. This work is all made possible through a dedicated group of researchers, through generous funding, and through the continued support and participation of parents and infants.
|K. I. D. Studies Centre|
|Principal Investigator(s): Birch, Susan
Lab Address: http://kidstudiescentre.com/
We are group of researchers in the Psychology Department at UBC where we research Knowledge, Imagination, and Development (i.e. K.I.D.). Our research focuses on a wide-range of topics related to children's and adults' ability to reason about someone else's perspective.
|Language Development Centre|
|Principal Investigator(s): Hall, Geoff
Lab Address: http://language.psych.ubc.ca/
One project in the Centre focused on how children distinguish between proper names and common nouns. Learning to make this distinction presents children with a real challenge. Imagine showing your child a new object, such as a toy bear, and offering a new word for it. How does your child know whether your word is a proper name for that particular object (like “Yogi”) or a common noun for the entire object category (like “bear”)? And when do babies first understand the difference between these two types of words?
|Moral Psychology Lab|
|Principal Investigator(s): Walker, Larry
Lab Address: http://larrywalker.ca
Researchers in the Moral Development Lab focus on aspects of the psychology of moral development, especially moral personality and identity. We are fundamentally interested in exploring the factors that contribute to exemplary moral action.
|Social Cognitive Development Lab|
|Principal Investigator(s): Baron, Andrew
Lab Address: http://childdevelopment.psych.ubc.ca
The Social Cognitive Development lab explores how children (from infancy through early teenage years) establish preferences for and beliefs about other people. Research involves understanding how preferences for and stereotypes about people are acquired and change across development on both a conscious and an unconscious level of processing.
|Child Study Labs|
|Principal Investigator(s): Cameron, Ann
Lab Address: http://v8nu74s71s31g374r7ssn017uloss3c1vr3s.unbf.ca/~cameron/
The very active student researchers in our Child Study Labs are included in all aspects of the research process, from library searches, through research design, to actual participant interface, data reduction, and analysis, and on to scholarly presentations. Ethical considerations and comportment in the field, and participant rapport building are also part of necessary training. Students are also trained in careful data recording and in many cases, audio- and audio-visual records require time-consuming transcription before analyses can start. All students who make conceptual contributions and who are professionally directed are involved in reporting our findings to the scholarly and local communities.