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Georgene Troseth

Associate Professor of Psychology
Department of Psychology & Human Development; Vanderbilt Kennedy Center

Professor Troseth's research focuses on young children's symbolic development, including their understanding of representational artifacts and media (e.g., pictures, video images, touchscreens, scale models) and of the intent to symbolize. Current research involves designing an intelligent avatar in an eBook (using Artificial Intelligence) to support parents' use of "dialogic questioning" while reading picture books with their children. In the general area of knowledge representation, Troseth is specifically interested in children's representations of the mental states - intentions, beliefs, desires, and knowledge - of other people.

Lab Website

Representative Publications

Russo Johnson, C., Troseth, G., Duncan, C. A., Mesghina, A. (2017). All tapped out: Touchscreen interactivity and young children’s word learning. Frontiers in Psychology. 8(578). doi: 10.3389/fpsyg.2017.00578.

Troseth, G.L., & Strouse, G.A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child Computer Interaction Special Issue: E-reading with Children.

Troseth, G. L., Strouse, G. A., & Russo, C. E. (2017). Early digital literacy: Learning to learn from video.  In F. Blumberg & P. Brooks (Eds.), Cognitive development in digital contexts (pp. 29-52). London, UK: Elsevier.

Courage, M. & Troseth, G. L. (2016). Infants, toddlers and learning from screen media. In R.E. Tremblay, M. Boivin, & R.D. Peters (Eds), Encyclopedia on Early Childhood Development. (

Troseth, G.L., Russo, C.E., & Strouse, G.A. (2016). What’s next for research on young children’s interactive media? Journal of Children and Media, 10(1), 54-62. 10th Anniversary Issue. DOI: 10.1080/17482798.2015.1123166 .

Kirkorian, H.L., Lavigne, H.J., Hanson, K.G., Troseth, G.L., Demers, L.B., & Anderson, D.R. (2016).  Video deficit in toddlers’ object retrieval: What eye movements reveal about online cognition. Infancy, 1-28. DOI: 10.1111/infa.12102

Strouse, G.A. & Troseth, G.L. (2014). Supporting toddlers’ transfer of word learning from video.  Cognitive Development, 30, 47-64.

Strouse, G.A., O’Doherty, K.D., & Troseth, G.L. (2013). Effective co-viewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49(12), 2368-2382.

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.


2015    David Schleyer Faculty Award, Peabody College, for outstanding mentoring of undergraduate students

2013    Vanderbilt Kennedy Center acknowledgment of participation in and support of the Next Steps at Vanderbilt Program

2009    Honoree of gift given to Vanderbilt Kennedy Center (by Rachel Weaver)