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Contact Information
Phone: 617-353-3259
Email: kcorriv@bu.edu

Lab Website: http://www.bu.edu/learninglab/

Educational History

  • Ed. D, Harvard University, Human Development and Psychology
  • M. Phil in Education, University of Cambridge, Centre for Neuroscience in Education
  • M. Ed, Harvard University, Mind, Brain and Education
  • Sc. B, Brown University, Cognitive Neuroscience


Kathleen Corriveau is an Assistant Professor in Human Development. Her research focuses on social and cognitive development in childhood, with a specific focus on how children decide what people and what information are trustworthy sources. She is also interested in language and reading development, cross-cultural differences and the role of parenting in children’s social and emotional development.

Courses Taught

  • LS 560 Introduction to Language and Language Development
  • CE 705 Lifespan Development
  • RS 653 Quantitative Research Methods

Selected Publications (see website for full list)

  • Chen, E.E., Corriveau, K.H. & Harris, P.L. (in press).  Children lose trust in a consensus composed of outgroup members – but do not retain that trust.  Child Development.
  • Corriveau, K.H., Pickard, K. & Harris, P.L. (2011). Preschoolers trust particular informants when learning new names and new morphological forms. British Journal of Developmental Psychology, 29, 46-63.
  • Fusaro, M, Corriveau, K.H., & Harris, P.L. (2011). The good, the strong, and the accurate. Preschoolers’ evaluations of accurate and strong informants. Journal of Experimental Child Psychology.
  • Harris, P.L. & Corriveau, K.H. (2011). Young children’s selective trust in informants. Philosophical Transactions of the Royal Society B, 366, 1179-1187.
  • Kinzler, K.D., Corriveau, K.H., & Harris, P.L. (2011). Preschoolers’ use of accent when deciding which informant to trust. Developmental Science, 14, 106-111.
  • Corriveau, K.H., Goswami, U. & Thomson, J. (2010) Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382.
  • Corriveau, K.H., Kim, A.L., Schwalen, C.E. & Harris, P.L. (2009). Abraham Lincoln and Harry Potter: Children’s differentiation between historical and fantasy characters. Cognition, 113, 213-225.
  • Corriveau, K.H., Harris, P.L., Meins, E., Ferneyhough, C., Arnott, B., Elliott, L., Liddle, B., Hearn, A., Vittorini, L. & de Rosnay, M. (2009). Young children’s trust in their mother’s claims: Longitudinal links with attachment security in infancy. Child Development, 80, 750-761.

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