Past Research

Previous Studies Conducted at & Supported by the CDL

*Please note that some of the more historical studies listed below may not have been completed at the CDL, as we cannot know for certain. However, they remain listed as we know it was faculty in relevant departments that put out such work.

Year Title Authors DOI/URL
2023-2024 The Impact of Lighting and Background Noise on the Behaviors of Students with Sensory Sensitivities or Autism Rudy Dieudonne
2022 SARS-CoV-2 and other respiratory pathogens are detected in continuous air samples from congregate settings Ramuta, M.D. et al.
2021 What obese and healthy weight preschoolers believe and know about food Schultz, C.M. & Danford, C.A.
2021 The impact of touchscreen interactivity on US toddlers’ selective attention and learning from digital media Kirkorian, H.L. Choi, K, Yoo, S. Y., & Etta, R.A.
2021 Attending less and forgetting more: Dynamics of simultaneous, massed, and spaced presentations in science concept learning Vlach, H. Kaul, M., Hosch, A., & Lazaroff, E.
2020 Overconfidence Among Young Decision-Makers: Assessing the Effectiveness of a Video Intervention and the Role of Gender, Age, Feedback, and Repetition Piehlmaier, D.


2020 Investigating Cumulative Exposures among 3- to 4-Year-Old Children Using Wearable Ultrafine Particle Sensors and Language Environment Devices: A Pilot and Feasibility Study Schultz, A. A. et al.
2019 Children’s Learning from Interactive eBooks: Irrelevant Features are Not Necessarily Worse than Relevant Ones Etta, R.A., & Kirkorian, H. L.
2019 Cognitively-Based Compassion Training for parents reduces cortisol in infants and young children Poehlmann-Tynan, J. et al.




When the Sun Sings Science, Are Children Left in the Dark? Representations of Science in Children’s Television and Their Effects on Children’s Learning Bonus, J.A., & Mares, M.


How we categorize objects is related to how we remember them: The shape bias as a memory bias Vlach, H.


When Seeing Is Better than Doing: Preschoolers’ Transfer of STEM Skills Using Touchscreen Games Schroeder, E. L., & Kirkorian, H.L.


A Pilot Study of Contemplative Practices with Economically Disadvantaged Preschoolers: Children’s Empathic and Self-Regulatory Behaviors Poehlmann-Tynan, J. et al.


Toddlers’ Word Learning from Contingent and Noncontingent Video on Touch Screens Kirkorian, H.L., Choi, K., & Pempek, T. A.
2016 Touch or Watch to Learn? Toddlers’ Object Retrieval Using Contingent and Noncontingent Video Choi, K. & Kirkorian, H. L.


“Vámonos means go, but that’s made up for the show”: Reality confusions and learning from educational TV. Mares, M. & Sivakumar, G.


Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children Stoiber, K.C. & Gettinger, M.
2011 Collectible toys and decisions to share: I will gift you one to expand my set McAlister, A.R., Cornwell, T.B, & Cornain, E.K.


Do children and adults learn forward and inverse conditional probabilities together? Kalish, C.
1995 Links between Communication Patterns in Mother-Child, Father-Child, and Child-Peer Interactions and Children’s Social Status Black, B. & Logan, A.
1992 Negotiating Social Pretend Play: Communication Differences Related to Social Status and Sex Black, B.


1990 Social status and patterns of communication in acquainted and unacquainted preschool children Black, B. & Hazen, N.L.
1989 Interactive Pretense: Social and Symbolic Skills in Preschool Play Groups Black, B.


1987 Computers in Early Childhood Education Donohue, W. A., Borgh, K., & Jackson, W. P.


1984 Another look at children’s comprehension of television Pingree, S. et al.
1964 Near-Accidents and Minor Mishaps in the Nursery School. Factors related to Their Frequency Federer, S.S. & Dawe, H.C.