Kathleen Corriveau

Associate Professor
Program Co-Director for Applied Human Development (Ph.D.)

Dr. Kathleen Corriveau’s research focuses on social cognitive development of trust in early childhood, bridging ideas from developmental and social psychology and applying them to educational settings. Dedicated to enhancing school readiness for all children, she is a former National Academy of Education/Spencer Postdoctoral Fellow, and is the current recipient of a National Science Foundation CAREER award exploring the role of adult explanations in STEM learning. Corriveau has published articles in numerous refereed journals, including Child Development, Developmental Psychology, and Cognitive Science. She is the co-editor of The Questioning Child: Insights from Psychology and Education, to be published by Cambridge University Press (in press). Corriveau serves on the editorial board of Journal of Cognition and Development and Journal of Experimental Child Psychology, and as a Consulting Editor for Child Development and Developmental Psychology.

Dr. Corriveau’s work has received national media attention, with media coverage from New York Daily News, USA Today, Huffington Post, Wall Street Journal, Chicago Reader, The Week UK, Religion News Service, World Religion News, Philosophy News, Slate, Swedish Radio, The Economist, and CBC Radio. She has received numerous awards, including selection as a Rising Star from the Association for Psychological Science and an Early Career Impact Award from the Federation of Associations in Behavioral and Brain Sciences. Her work has been funded by the National Science Foundation, the Templeton Foundation, the Spencer Foundation, the Association for Psychological Science, and the American Psychological Association.

Dr. Corriveau directs the Social Learning Laboratory at the BU Wheelock College of Education & Human Development.

Appointments:

  • Consulting Editor, Child Development 2017-present
  • Consulting Editor, Developmental Psychology 2014-present
  • Editorial Board, Journal of Experimental Child Psychology 2013-present
  • Editorial Board, Journal of Cognition and Development 2013-present
  • AERA Division E Secretary 2019-2021
  • AERA Division E Program co-chair 2017-2019

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

CE 801 Cognitive and Affective Bases of Behavior
DS 600 Culture, Ethnicity and Race: A Developmental Approach

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.

Dr. Kathleen Corriveau’s research focuses on social cognitive development of trust in early childhood, bridging ideas from developmental and social psychology and applying them to educational settings. Dedicated to enhancing school readiness for all children, she is a former National Academy of Education/Spencer Postdoctoral Fellow, and is the current recipient of a National Science Foundation CAREER award exploring the role of adult explanations in STEM learning. Corriveau has published articles in numerous refereed journals, including Child Development, Developmental Psychology, and Cognitive Science. She is the co-editor of The Questioning Child: Insights from Psychology and Education, to be published by Cambridge University Press (in press). Corriveau serves on the editorial board of Journal of Cognition and Development and Journal of Experimental Child Psychology, and as a Consulting Editor for Child Development and Developmental Psychology.

Dr. Corriveau’s work has received national media attention, with media coverage from New York Daily News, USA Today, Huffington Post, Wall Street Journal, Chicago Reader, The Week UK, Religion News Service, World Religion News, Philosophy News, Slate, Swedish Radio, The Economist, and CBC Radio. She has received numerous awards, including selection as a Rising Star from the Association for Psychological Science and an Early Career Impact Award from the Federation of Associations in Behavioral and Brain Sciences. Her work has been funded by the National Science Foundation, the Templeton Foundation, the Spencer Foundation, the Association for Psychological Science, and the American Psychological Association.

Dr. Corriveau directs the Social Learning Laboratory (www.bulearnlab.com) at the BU Wheelock College of Education & Human Development.

Visit Dr. Corriveau's Faculty Profile
Dr. Kathleen Corriveau Awarded $1 Million NSF Grant to Explore the Development of Scientific Inquiry in Early Childhood

Visit the Social Learning Laboratory website for a complete list.

Chen, E.E., Corriveau, K.H., Lai, V.K.W., Poon, K.S.L., & Gaither, S.E. (in press). Learning and socializing preferences in Hong Kong Chinese children. Child Development.

Payir, A., Davoodi, T., Sianaki, M., Harris, P.L. & Corriveau, K.H. (in press). Coexisting religious and scientific beliefs among Iranian parents. Peace and Conflict: Journal of Peace Psychology

Harris, P.L., Koenig, M.A., Corriveau, K.H. & Jaswal, V.K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251-273.

Kurkul, K. & Corriveau, K.H. (2018).  Question, explanation, follow-up: A mechanism for learning from others?  Child Development, 89, 280-294.

Visit the Social Learning Laboratory website for a complete list.

Cui, Y.K., Davoodi, T., Payir, A., Clegg, J., Harris, P.L. & Corriveau, K.H. (2018, August). Parental stance towards science and religion in the USA, Iran and China. Paper to be presented at the biennial International Association for the Cognitive Science of Religion, Boston, MA.

Cui, Y.K., Ronfard, S. & Corriveau, K.H. (2018, April). The impact of learner-centered versus teacher-centered pedagogical practices on children’s teaching styles. Paper presented at the annual American Education Research Association, New York, NY.

Campbell, I., **Clegg, J. & Corriveau, K.H. (2017, October). Investigating science together: Pedagogical approaches for parent-child scientific learning interactions. Poster presented at the biennial Cognitive Development Society, Portland, OR.

Castine, E., Clegg, J. & Corriveau, K.H. (2017, October). Impacting children’s social inferences through a continuum framework. Poster presented at the biennial Cognitive Development Society, Portland, OR.

DiYanni, C. & Corriveau, K.H. (2017, April). Cultural differences in the imitation and transmission of inefficient actions. Paper presented at the biennial Society for Research in Child Development, Austin, TX.

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