Contact Information
Email
Lab Website
(615) 322-1522
317A Hobbs
Research Area
Education
Ph.D. (University of Illinois, 2000)
Curriculum Vitae
Advising
Georgene Troseth
Associate Professor of Psychology
Vanderbilt Kennedy Center for Research on Human Development
Professor Troseth's research focuses on young children's symbolic development, including their understanding of symbolic artifacts (e.g., pictures, video images, scale models) and of the intent to symbolize. In the general area of knowledge representation, Troseth is specifically interested in children's representations of the mental states - the intentions, beliefs, desires, and knowledge - of other people.
Representative Publications
O’Doherty, K., Troseth, G.L., Shimpi, P., Goldenberg, E., Akhtar, N. & Saylor, M.M. (2011). Third-party social interaction and word learning from video. Child Development, 82, 902-915.
DeLoache, J.S., Chiong, C., Vanderborght, M., Sherman, K., Islam, N., Troseth, G.L., Strouse, G.A., O’Doherty, K. (2010). Do babies learn from baby media? Psychological Science. 21. 1570-1574. DOI: 10.1177/0956797610384145
Troseth, G.L (2010). Is it life or is it Memorex? Video as a representation of reality. Developmental Review, 30, 155-175. Doi:10.1016/j.dr.2010.03.007
Saylor, M., Sabbagh, M., Fortuna, A., & Troseth, G. (2009). Preschoolers use a speaker’s preferences to learn words. Cognitive Development, 24, 125-132.
Diener, M., Pierroutsakos, S. P.,Troseth, G. L., & Roberts, A. (2008). Video versus reality: Infants' attention and affective responses to video and live presentations. Media Psychology, 11, 418-441.
Strouse, G. A. & Troseth, G. L. (2008). Don’t try this at home: Toddlers’ imitation of new skills from people on video. Journal of Experimental Child Psychology, 101, 262-280.
Verdine, B. N., Troseth, G. L., Hodapp, R. H., & Dykens, E. M. (2008). Jigsaw puzzles, visual-spatial skills, and adherence to strategies in Prader-Willi Syndrome. American Journal on Mental Retardation, 113(5), 343-355.
Troseth, G. L. (2007). Learning from video: Young children’s understanding and use of a symbolic medium. In E. Teubal, J. Dockrell, & L. Tolchinsky (Eds.) Notational knowledge: Developmental and historical perspectives (pp. 179-202). Rotterdam, The Netherlands: Sense Academic Publishers.
Troseth, G. L., Bloom, M. E. & DeLoache, J. S. (2007). Young children’s use of scale models: Testing an alternative to representational insight. Developmental Science, 10(6), 763-769.
Troseth, G. L., Casey, A. M., & Lawver, K. A., Walker, J. M. T., & Cole, D. A. (2007). Naturalistic experience and the early use of symbolic artifacts. Journal Cognition and Development, 8(3), 1-23.
Bartsch, K., Campbell, M., & Troseth, G. (2007). Why else does Jenny run? Young children’s extended psychological explanations, Journal of Cognition and Development, 8(1), 33-61.
Saylor, M., & Troseth, G. L. (2006). Children’s use of social cues to disambiguate the referent of a novel word. Cognitive Development, 21, 214-231.
Troseth, G. L., Saylor, M. M., & Archer, A. H. (2006). Young children’s use of video as a source of socially relevant information. Child Development, 77(3), 786-799.
Troseth, G. L., Pierroutsakos, S. L., & DeLoache, J. S. (2004). From the innocent to the intelligent eye: The early development of pictorial competence (pp. 1-35). In R. Kail (Ed.), Advances in Child Development and Behavior, Vol. 32. New York: Academic Press.
Troseth, G. L. (2003). TV Guide: 2-year-olds learn to use video as a source of information. Developmental Psychology, 39(1),140-150.
Troseth, G. L., & DeLoache, J. S. (1998). The medium can obscure the message: Young children's understanding of video. Child Development, 69, 950-965.