Associate Professor

Developmental Science

Office: 317A Hobbs
Phone: 615-322-1522
Fax: 615-343-9494
Email: 

Laboratory Website

Curriculum Vitae

---

Degrees

• Ph.D. (University of Illinois, 2000)

Research Area

• Developmental Psychology

Current Positions

• Associate Professor of Psychology, Peabody College; Investigator, Vanderbilt Kennedy Center for Research on Human Development.

Representative Publications

• Strouse, G. A. & Troseth, G. L. (in press). Don’t try this at home: Toddlers’ imitation of new skills from people on video. Journal of Experimental Child Psychology.
• Verdine, B. N., Troseth, G. L., Hodapp, R. H., & Dykens, E. M. (in press). Jigsaw puzzles, visual-spatial skills, and adherence to strategies in Prader-Willi Syndrome. American Journal on Mental Retardation.
• 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.
• 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.
• 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.
• 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.

Biography

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, Dr. Troseth is specifically interested in children's representations of the mental states - the intentions, beliefs, desires, and knowledge - of other people.