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  Supporting the Development of Executive Functioning among Children Growing up in Low-Income Households across the Early Childhood to Formal Schooling Transition: The Role of Math Instruction 

  Hutchison, Jane E (Georgetown University, 2021)

  Children who begin formal schooling with stronger executive functioning (EF) capacities are better able to adapt to a more regimented learning environment and to succeed academically. Unfortunately, children growing up in ...
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  Two-Generation Early Intervention Programs as Vehicles for Enhancing Parental Human Capital and Economic Self-Sufficiency 

  Schochet, Owen Neely (Georgetown University, 2021)

  Extant research on early intervention programs for economically disadvantaged families with very young children predominantly focuses on the benefits that accrue to the children. Yet, these “two-generation” interventions ...
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  The Dynamics of Implicit and Explicit Knowledge Acquisition: An Examination of Bases of Human Learning 

  Weinberger, Adam (Georgetown University, 2020)

  Human learning relies on interrelated implicit and explicit systems. Extensive evidence indicates that implicitly learned information can become consciously-accessible (i.e., explicit). According to a number of theoretical ...
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  Media and the Mind: Young Children’s Imitation Learning During In-Person and Video Chat Interactions 

  Rusnak, Sylvia N. (Georgetown University, 2020)

  This dissertation investigates the neural mechanisms associated with working memory across early childhood and working memory performance during in-person and video chat interactions. The neural mechanisms underlying the ...
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  More Than Risk? Examining Support in Serious Adolescent Offenders’ Friendships 

  Mikytuck, Alyssa (Georgetown University, 2020)

  Friends are an important source of social support for adolescents, but there is little research on how adolescent offenders’ friendships provide support due to the emphasis on risk factors in their friendships, such as the ...

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