Kathleen Corriveau

Assistant Professor in Human Development

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.

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

LS 560 Introduction to Language and Language Development

CE 705 Lifespan Development

RS 653 Quantitative Research Methods

Dr. Corriveau's research focuses on social cognitive development, and it recruits theories and methods from social psychology, developmental psychology, and the learning sciences. During the preschool period, the child’s social horizon expands dramatically. Increasingly, they can learn from teachers and peers as well as from their immediate family. What cues are important for children in deciding whom to learn from, and do these cues change over the course of development? An understanding of the cues that facilitate learning in young children can inform classroom practices, instructional campaigns, and the provision of digital information.

Read more about Dr. Corriveau's research.

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., Einav S., Robinson, E.J., Harris, P.L. (2014) To the letter: Early readers trust print-based over oral instructions to guide their actions. British Journal of Developmental Psychology, 32, 3, 345–358.

Corriveau, K.H., Chen, E.E., Harris, P.L. (2014) Judgments About Fact and Fiction by Children From Religious and Nonreligious Backgrounds. Cognitive Science, 39, 353-382.

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.

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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