Karen Wynn

Last updated
Karen Wynn
Karen Wynn 2014.jpg
Wynn on Anderson Cooper 360, 2014
Born
Austin, Texas
CitizenshipU.S., Canadian
Alma mater McGill University (BA)
Massachusetts Institute of Technology (Ph.D)
Awards National Academy of Sciences Troland Research Award, American Psychological Association Early Career Award. Fellow of the Association for Psychological Science
Scientific career
Fields Psychology, cognitive science, developmental psychology
Institutions Yale University, University of Arizona
Doctoral advisor Susan Carey

Karen Wynn is an artist and a Canadian and American Yale University Professor Emerita of psychology and cognitive science. [1] She was born in Austin, Texas, and grew up on the Canadian prairies in Regina, Saskatchewan. Her research explores the cognitive capacities of infants and young children. She directed for over 3 decades the Infant Cognition Laboratory, first in the Psychology Department at the University of Arizona, and then in the Psychology Department at Yale University.

Contents

Education

Wynn received her Bachelor of Arts in psychology from McGill University, and her PhD in cognitive science from the Massachusetts Institute of Technology. Her first faculty position was at the University of Arizona. She joined the Yale University Psychology Department in 1999.

Research

Numerical cognition

Karen Wynn is known for her pioneering work on infants' and children's early numerical cognition. The first of her many influential research studies on this topic, published in the scientific journal Nature in 1992, reported that five-month-old human infants are able to compute the outcomes of simple addition and subtraction operations on small sets of physical objects. [2] [3]

Methods

Thirty-two five-month-old infants participated in the first experiment reported in the Nature article. Infants were randomly assigned to two-groups ('1+1' and '2-1'). In the 1+1 condition, infants were presented with a single doll. The object was then hidden from view by a small screen. An experimenter brought a second identical doll into the infant's view, and then placed it behind the screen (out of the infant's sight). In the 2-1 condition, a similar procedure occurred. The infant was presented with two dolls, which were then hidden from view by a screen. The experimenter removes one of the objects within the sight of the infant. In both conditions, the set-up was designed so that the infants would witness a mathematical operation being performed (either addition or subtraction), but would not be able to see the final result. For both groups, after this sequence was complete, the screen was removed to reveal either one or two objects. This process was repeated six times for each infant, alternating between one-item and two-item final displays. Looking time (the amount of time that the infant remained visually fixated on an object while remaining attentive to the display) was measured. [4]

Results

The expected results of this experiment follow the theory of violation of expectations, that infants will look for a longer period of time at unexpected events than expected ones. Wynn hypothesized that if infants had the ability to compute numbers, they should look at the incorrect results longer than the correct results. Wynn found that infants in the 1+1 group looked longer when one item was shown as a final result (when the math implied that 1+1=1) than when two items were shown (1+1=2). Infants in the 2-1 group did the reverse, looking longer at the display with two items (2-1=2) than the display with one item (2-1=1). In another experiment within the study, in which infants were presented with 1+1 = 2 or 3, Wynn found that infants looked longer at three objects, the impossible outcome, rather than the two-object display. [4]

Implications

These results indicated that infants are capable of performing simple numerical operations. Wynn has suggested that humans, along with many other animal species, are innately endowed with cognitive machinery for detecting and reasoning about numbers of items. As a result, "psychologists were stunned when Wynn announced her results, and many skeptical researchers around the world devised variants of her procedure to determine whether her conclusions were correct." [5] Wynn's findings were subsequently replicated by independent researchers in the United States and in Europe on human infants [6] [7] and later extended to other subject populations, including rhesus monkeys [8] and domesticated dogs [9] [10] who, like human babies, distinguished correct from incorrect outcomes of additions and subtractions of objects (eggplants, in the studies with rhesus monkeys; doggie biscuits, in the studies with dogs).

Criticism

Criticism of Wynn's 1992 study has suggested that the difference in looking time should not be attributed to looking time, but rather to the preference given to familiar objects. Leslie B. Cohen and Kathryn S. Marks's 2002 study in Developmental Science suggested the possible explanation that infants may have been displaying a familiarity preference to the quantity of objects, as well as a preference for a greater quantity of objects over fewer objects. [11] Eric P. Charles and Susan M. Rivera also criticized looking time methods and the violation of expectations paradigm, raising the point that because the possible/impossible options are determined by adults, infants are assumed to have the same expectations as adults if they look longer at the impossible outcome. [12]

Follow-up

In response to criticism that Wynn's 1992 results were due to infants' ability to keep track of small quantities of objects rather than mathematics, Wynn and Koleen McCrink's 2004 study published in Psychological Science demonstrates that nine-month-old infants can add and subtract numbers that exceed object-tracking limits. [13]

Social evaluation

Wynn has also investigated humans' early social preferences and judgments. Some of this research, conducted in Wynn's lab with Wynn as senior author and then-graduate student Kiley Hamlin as lead author, found that 6- and 10-month-old infants evaluate individuals based on their behaviors towards others. [14] [15]

Methods

The infants were habituated to events in which a "climber" character made attempts to climb a hill. On the third attempt, the climber was either aided by a "helper" who pushed the climber from behind, or was pushed down the hill by a "hinderer." Infants were then asked to reach for their choice of either the helper or hinderer character. In another part of the experiment, infants were habituated the same display and then saw the climber approach either the helper (an unsurprising action) or the hinderer (a surprising action). [14]

Results

When given a choice to reach for one of the characters, infants chose the helper characters, suggesting that the two characters had established impressions based on the actions each character had made towards the climber. Measurements in looking time showed that the 10-month-old infants looked longer at the circumstances when the climber approached the hinderer, following the violation of expectations principle. Six-month-olds looked for an equal amount of time at both situations, despite showing a preference for the helper characters in the choice task. This suggests that while 6-month-olds may be capable of establishing their own social evaluations, they may not have yet developed the ability to infer others' evaluations. [14]

Implications

Notable philosopher of bioethics Peter Singer wrote of these studies that they "have upset the previous wisdom, associated with such stellar figures in psychology as Sigmund Freud, Jean Piaget, and Lawrence Kohlberg, that human moral development is the product of our rearing and our culture." [16] Wynn and her colleagues have suggested that babies' tendency to prefer prosocial individuals may arise from an adaptive capacity to detect good candidates for reciprocal interactions, and to prefer these individuals over those who may be more likely to act in self-interest or to renege on social contracts. The research suggests that the ability to evaluate an individual based on behavior may serve as a foundation for moral thought and action.

Further research

Wynn and her students' further research at Yale continued with this theme, exploring questions such as how infants categorize different individuals into groups and how in-group favoritism develops, as well as investigating adaptive social strategies. [17]

Honors and awards

Wynn was named a Distinguish SAGE Fellow from the SAGE Center for the Study of the Mind in 2009. As part of the fellowship, she presented a series of four lectures at the center, located at the University of California, Santa Barbara, on the social, moral and strategic characters of babies, as well as the baby of the future. [18]

Wynn was named a fellow of The Association for Psychological Science in 2005. Fellowships are awarded for having "made sustained outstanding contributions to the science of psychology in the areas of research, teaching, and/or application." [19]

Wynn received the Troland Research Award from the National Academy of Sciences in 2001, given "for her pioneering research on the foundations of quantitative and mathematical thinking in infants and young children." [20] [21]

Wynn received the Distinguished Scientific Award for Early Career Contribution to Psychology in 2000, [22] given by The American Psychological Association "for her outstanding research program on the ontogenetic foundations of mathematical knowledge. Her research has advanced the understanding of the prelinguistic representations of number, and her work on infant representations of events and collections has advanced the understanding of the concepts infants use to establish representations of individual to enumerate." [23]

Wynn received a James McKeen Cattell Foundation Sabbatical Award in 1997. [24]

Karen Wynn edited the 2002 book, Languages, Logic, and Concepts along with Ray Jackendoff and Paul Bloom. The book, published by The MIT Press, focuses on cognitive and linguistic development, as well as the role of mathematics in cognition. [25]

Karen Wynn has been interviewed and her research featured in science documentaries, radio shows, newspapers, and popular science news outlets.

Numerical cognition

Wynn's research in numerical competency has generated much media attention. Articles about her research findings have been featured in The New York Times [26] (1992); LIFE magazine [27] (1993); as a cover story for Science News , [28] (2002); and in Science Daily [29] (2010). In video, Wynn's work has been featured in the documentary television series National Geographic Explorer in Science of Babies [30] (2007); and in the PBS documentary, The Human Spark with Alan Alda [31] (2010).

Social evaluation and morality

Wynn's research in infants' social interactions and moral development has also received media attention. In print, Wynn's work has been featured in Science Daily [32] (2003); The New York Times [33] (2007); in Canada's CBC News [34] (2007); and The New York Times Magazine [35] (2010). Her research can be found in NPR's All Things Considered [36] (2010); in a special report by the National Science Foundation [37] (2011); and on CBS News' 60 Minutes [38] (2012).

Wynn has also appeared internationally in British and Australian television and radio programs. [39] Her research was also named one of the Top 50 Science Stories of 1992 in the January 1993 issue of Discover magazine. [40]

See also

Related Research Articles

Developmental psychology Scientific study of psychological changes in humans over the course of their lives

Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.

Jean Piaget Swiss psychologist, biologist, logician, philosopher and academic (1896–1980)

Jean William Fritz Piaget was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology".

Comparative psychology Discipline of psychology dedicated to the study of non-human animal behavior

Comparative psychology refers to the scientific study of the behavior and mental processes of non-human animals, especially as these relate to the phylogenetic history, adaptive significance, and development of behavior. Research in this area addresses many different issues, uses many different methods and explores the behavior of many different species from insects to primates.

John Robert Anderson is a Canadian-born American psychologist. He is currently professor of Psychology and Computer Science at Carnegie Mellon University.

Infant visual development

Infant vision concerns the development of visual ability in human infants from birth through the first years of life. The aspects of human vision which develop following birth include visual acuity, tracking, color perception, depth perception, and object recognition.

Numerical cognition is a subdiscipline of cognitive science that studies the cognitive, developmental and neural bases of numbers and mathematics. As with many cognitive science endeavors, this is a highly interdisciplinary topic, and includes researchers in cognitive psychology, developmental psychology, neuroscience and cognitive linguistics. This discipline, although it may interact with questions in the philosophy of mathematics, is primarily concerned with empirical questions.

Preferential looking is an experimental method in developmental psychology used to gain insight into the young mind/brain. The method as used today was developed by the developmental psychologist Robert L. Fantz in the 1960s.

Andrew N. Meltzoff is an American psychologist and an internationally recognized expert on infant and child development. His discoveries about infant imitation greatly advanced the scientific understanding of early cognition, personality and brain development.

Shelley Elizabeth Taylor is a distinguished professor of psychology at the University of California, Los Angeles. She received her Ph.D. from Yale University, and was formerly on the faculty at Harvard University. A prolific author of books and scholarly journal articles, Taylor has long been a leading figure in two subfields related to her primary discipline of social psychology: social cognition and health psychology. Her books include The Tending Instinct and Social Cognition, the latter by Susan Fiske and Shelley Taylor.

Infant cognitive development is the first stage of human cognitive development, in the youngest children. The academic field of infant cognitive development studies of how psychological processes involved in thinking and knowing develop in young children. Information is acquired in a number of ways including through sight, sound, touch, taste, smell and language, all of which require processing by our cognitive system.

Basic science (psychology) Subdisciplines within psychology

Some of the research that is conducted in the field of psychology is more "fundamental" than the research conducted in the applied psychological disciplines, and does not necessarily have a direct application. The subdisciplines within psychology that can be thought to reflect a basic-science orientation include biological psychology, cognitive psychology, neuropsychology, and so on. Research in these subdisciplines is characterized by methodological rigor. The concern of psychology as a basic science is in understanding the laws and processes that underlie behavior, cognition, and emotion. Psychology as a basic science provides a foundation for applied psychology. Applied psychology, by contrast, involves the application of psychological principles and theories yielded up by the basic psychological sciences; these applications are aimed at overcoming problems or promoting well-being in areas such as mental and physical health and education.

Renée Baillargeon is an Alumni Distinguished Professor of Psychology at the University of Illinois Urbana-Champaign. Baillargeon specializes in the development of cognition in infancy.

The Troland Research Awards are an annual prize given by the United States National Academy of Sciences to two researchers in recognition of psychological research on the relationship between consciousness and the physical world. The areas where these award funds are to be spent include but are not limited to areas of experimental psychology, the topics of sensation, perception, motivation, emotion, learning, memory, cognition, language, and action. The award preference is given to experimental work with a quantitative approach or experimental research seeking physiological explanations.

Embodied cognition Interdisciplinary theory

Embodied cognition is the theory that many features of cognition, whether human or otherwise, are shaped by aspects of an organism's entire body. Sensory and motor systems are seen as fundamentally integrated with cognitive processing. The cognitive features include high-level mental constructs and performance on various cognitive tasks. The bodily aspects involve the motor system, the perceptual system, the bodily interactions with the environment (situatedness), and the assumptions about the world built into the organism's functional structure.

Sandra Trehub is a Canadian psychologist recognized for her research in the field of music psychology. She holds the position of Professor Emeritus at the University of Toronto.

Rachel Keen is a developmental psychologist known for her research on infant cognitive development, auditory development, and motor control. She is Professor Emeritus of Psychology at the University of Virginia.

Eleanor J. Gibson American psychologist & academic

Eleanor Jack Gibson was an American psychologist who focused on reading development and perceptual learning in infants. Gibson began her career at Smith College as an instructor in 1932, publishing her first works on research conducted as an undergraduate student. Gibson was able to circumvent the many obstacles she faced due to the Great Depression and gender discrimination, by finding research opportunities that she could meld with her own interests. Gibson, with her husband James J. Gibson, created the Gibsonian ecological theory of development, which emphasized how important perception was because it allows humans to adapt to their environments. Perhaps her most well-known contribution to psychology was the "visual cliff,” which studied depth perception in both human and animal species, leading to a new understanding of perceptual development in infants. Gibson was elected to the National Academy of Sciences in 1971, the National Academy of Education in 1972, and to the American Academy of Arts and Sciences in 1977. In 1992, she was awarded the National Medal of Science.

Lisa Feigenson is Professor of Psychological and Brain Sciences at Johns Hopkins University and Co-director of the Johns Hopkins University Laboratory for Child Development. Feigenson is known for her research on the development of numerical abilities, working memory, and early learning. She has served on the editorial board of Cognition and the Journal of Experimental Psychology: General.

Fei Xu American Professor of Psychology

Fei Xu is an American developmental psychologist and cognitive scientist who is currently a professor of psychology and the director of the Berkeley Early Learning Lab at UC Berkeley. Her research focuses on cognitive and language development, from infancy to middle childhood.

Malinda Carpenter,Ph.D, FRSE is a professor of developmental psychology at the University of St Andrews, an international researcher specialising in infant and child communications, prosocial behaviour and group reactions, in how people learn to understand others, and building self esteem; her work includes research between ape and human social cognition, and more recently in considering human-robotic communication futures.

References

  1. ↑ "Yale Psychology Department Listing of Faculty". Archived from the original on 2012-02-22. Retrieved 2012-03-02.
  2. ↑ Keith Devlin (2006), The Math Instinct: Why You're a Mathematical Genius (Along With Lobsters, Birds, Cats, and Dogs), Basic Books, ISBN   978-1-56025-672-4, pages 1-9.
  3. ↑ Wynn, K (1992). "Addition and subtraction by human infants". Nature. 358 (6389): 749–750. Bibcode:1992Natur.358..749W. doi:10.1038/358749a0. PMID   1508269. S2CID   4348056.
  4. 1 2 Wynn, Karen (August 1992). "Addition and subtraction by human infants". Nature. 358 (6389): 749–750. Bibcode:1992Natur.358..749W. doi:10.1038/358749a0. PMID   1508269. S2CID   4348056.
  5. ↑ Keith Devlin, Ibid., pages 6-7.
  6. ↑ Susan Carey (2009), The Origin of Concepts, Oxford University Press, ISBN   978-0-19-536763-8, page 64 (fn)
  7. ↑ Daniel Tammet (2009), Embracing the Wide Sky: A Tour Across the Horizons of the Mind, Simon and Schuster, ISBN   978-1-4165-6969-5, pages126
  8. ↑ Stanislas Dehaene (1999), The Number Sense: How the Mind Creates Mathematics, Oxford University Press, ISBN   978-0-19-513240-3, pages 53-55 (pages 41-44 of revised & updated 2011 edition).
  9. ↑ Ellen Galinsky (2010), Mind in the Making: The Seven Essential Life Skills Every Child Needs, HarperCollins Publishers, ISBN   978-0-06-173232-4, pages 172-173.
  10. ↑ West, R.; Young, R. (2002). "Do domestic dogs show any evidence of being able to count?". Animal Cognition. 5 (3): 183–186. doi:10.1007/s10071-002-0140-0. PMID   12357291. S2CID   28789165.
  11. ↑ Cohen, Leslie B.; Kathryn S. Marks (May 2002). "How infants process addition and subtraction events". Developmental Science. 5 (2): 186–212. doi:10.1111/1467-7687.00220.
  12. ↑ Charles, Eric P.; Susan M. Rivera (May 2009). "Object permanence and method of disappearance: looking measures further contradict reaching measures". Developmental Science. 12 (6): 991–1006. doi:10.1111/j.1467-7687.2009.00844.x. PMID   19840053. S2CID   34545153.
  13. ↑ McCrink, Koleen; Karen Wynn (November 2004). "Large-Number Addition and Subtraction by 9-month-old Infants". Psychological Science. 15 (11): 776–781. doi:10.1111/j.0956-7976.2004.00755.x. PMID   15482450. S2CID   11811692.
  14. 1 2 3 Hamlin, J. Kiley; Karen Wynn; Paul Bloom (November 2007). "Social evaluation by preverbal infants". Nature. 450 (7169): 557–559. Bibcode:2007Natur.450..557H. doi:10.1038/nature06288. PMID   18033298. S2CID   1255426.
  15. ↑ Ellen Galinsky (2010), Mind in the Making: The Seven Essential Life Skills Every Child Needs, HarperCollins Publishers, ISBN   978-0-06-173232-4, page 3.
  16. ↑ Peter Singer (2011), The Expanding Circle: Ethics, Evolution, and Moral Progress, Princeton University Press, ISBN   978-0-691-15069-7, page 188.
  17. ↑ Wynn, Karen. "Research". Archived from the original on 2 August 2003. Retrieved 2 March 2013.
  18. ↑ "Distinguished Fellows for 2009–2010" . Retrieved 2 March 2013.
  19. ↑ Association for Psychological Science. "List of APS Fellows" . Retrieved 2 March 2013.
  20. ↑ National Academy of Sciences. "Troland Research Awards Recipients". Archived from the original on 26 January 2013. Retrieved 2 March 2013.
  21. ↑ Yale Bulletin & Calendar, "Psychologist Karen Wynn cited for pioneering study of infants' ability to recognize numbers," 2001
  22. ↑ "APA Distinguished Scientific Awards for an Early Career Contribution to Psychology". Apa.org. Retrieved 2014-02-08.
  23. ↑ "American Psychologist, Vol 55(11), Nov 2000, pages 1279–1282" . Retrieved 2012-02-28.
  24. ↑ "The James McKeen Cattell Fellowship Fund Recipients" . Retrieved 10 March 2013.
  25. ↑ The MIT Press. "Karen Wynn" . Retrieved 2 March 2013.
  26. ↑ Goleman, Daniel. "Study Finds Babies at 5 Months Grasp Simple Mathematics". The New York Times. Retrieved 2 March 2013.
  27. ↑ "At Five Months, Babies Have the Raw Ability to Add". LIFE Magazine. Archived from the original on April 10, 2013. Retrieved 10 March 2013.
  28. ↑ Science News, June 22, 2002 http://www.sciencenews.org/view/issue/id/2846%20 cover story
  29. ↑ Science Daily, Dec 05, 2010 https://www.sciencedaily.com/releases/2010/12/101201142507.htm
  30. ↑ National Geographic. "Explorer: Science of Babies" . Retrieved 10 March 2013.
  31. ↑ PBS, The Human Spark With Alan Alda, January 20, 2010
  32. ↑ Science Daily, Sept 30, 2003 https://www.sciencedaily.com/releases/2003/09/030930055123.htm
  33. ↑ Nagourney, Eric. "Behavior: Even Babies May be Good Judges of Character". The New York Times. Retrieved 2 March 2013.
  34. ↑ "Even babies make social judgments, study suggests". CBC News. Retrieved 2 March 2013.
  35. ↑ Bloom, Paul. "The Moral Life of Babies". The New York Times. Retrieved 10 March 2013.
  36. ↑ National Public Radio All Things Considered, Weekend Edition, May 09, 2010
  37. ↑ "Babies and Learning: The good, the bad and the baby". National Science Foundation. Retrieved 2 March 2013.
  38. ↑ Stahl, Lesley. "The Baby Lab". CBS News. Retrieved 2 March 2013.
  39. ↑ Wynn, Karen. "CV" (PDF). Retrieved 10 March 2013.
  40. ↑ "January 1993 Archive". Discover Magazine. Retrieved 2 March 2013.
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.