Zoe Finiasz

ORCID: 0000-0002-7349-4262
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About
Contact & Profiles
Research Areas
  • Child and Animal Learning Development
  • Reading and Literacy Development
  • Educational Strategies and Epistemologies
  • Language Development and Disorders
  • Psychology of Moral and Emotional Judgment
  • Innovative Human-Technology Interaction
  • Health Policy Implementation Science
  • Cultural Differences and Values
  • Innovative Approaches in Technology and Social Development
  • Domain Adaptation and Few-Shot Learning
  • Early Childhood Education and Development
  • Cognitive and developmental aspects of mathematical skills
  • Child Development and Digital Technology
  • Innovative Teaching and Learning Methods
  • Topic Modeling
  • Memory Processes and Influences

Duke University
2022-2024

Cornell University
2020-2021

Young children develop causal knowledge through everyday family conversations and activities. Children's museums are an informative setting for studying the social context of learning because members engage together in scientific thinking as they play museums. In this multisite collaborative project, we investigate children's developing interaction at museum exhibits. We focus on explaining exploring two fundamental processes parent-child interaction, investigating how families explain...

10.1111/mono.12412 article EN Monographs of the Society for Research in Child Development 2020-03-01

Acting for the greater good often involves paying a personal cost to benefit collective. In two studies, we investigate how children (N = 184, Mage 8.02 years, SD 1.15, Range 6.00 - 9.99 years) use information about costs and consequences when reasoning agents who act good. Children predicted many would pay prevent consequence their entire community made permissibility judgments an agent (or group of agents) refused this cost. Study 1, expected more minor major judged refusal as less...

10.2139/ssrn.4852814 preprint EN 2024-01-01

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10.2139/ssrn.4467779 preprint EN 2023-01-01

Across two studies (N = 120), we investigated the development of children’s ability to calibrate certainty verbal testimony with observable data that varied in degree predictive causal accuracy. In Study 1, four- and 5-year-olds heard a certain or uncertain explanation about deterministic relations. The made more accurate inferences when informant provided certain, calibrated explanation. 2, children similar explanations probabilistic relations, making calibrated. were likely infer correct...

10.31219/osf.io/zuqwm preprint EN 2020-05-07
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