Fields: Language and conceptual development; science learning; spatial and relational thinking; culture and cognition
How do humans think and learn? My research focuses on conceptual development in different contexts, specifically, how language, culture, and formal learning experiences shape children’s and adults’ knowledge about the world. In one line of research, I have examined how people’s conceptions of the biological world are shaped by the naming practices of their communities. A second line of research examines the conditions that support children’s learning in the STEM disciplines. In an IES-funded project, we are exploring ways to support children’s spatial-relational thinking in elementary astronomy. Specifically, we are testing whether successive comparisons of different perspectives of the solar system (i.e., Earth-based vs. space-based) help children integrate the different perspectives and better understand scientific explanations of the day-night cycle.
- MONT 102S Culture in Mind: Cognitive Development (Fall)
- MONT 103S Culture in Mind: Language and Thought (Spring)
- PSYC 100 Introduction to Psychology
- PSYC 225 Developmental Psychology
- PSYC 237 Psychology of Language
- PSYC 326 Cognition Across Cultures
*Gaudreau, C. M., Anggoro, F. K., & Jee, B. D. (2020) Children’s spontaneous gestures reflect verbal understanding of the day/night cycle. Frontiers in Psychology: Developmental Psychology. https://doi.org/
Jee, B. D. & Anggoro, F. K. (2019). Relational scaffolding enhances children’s understanding of scientific models. Psychologic
Anggoro, F. K. (2014). Language defies logic? Naming practices trump logical consistency for Indonesian adults. Journal of Cognition and Culture, 14(3-4).
Jee, B. D., & Anggoro, F. K. (2012). Comic cognition: Exploring the potential cognitive impacts of science comics. Journal of Cognitive Education and Psychology, 11(2), 196-208.
Anggoro, F. K. (2012). A mammal that is not an animal? Naming and the animal concept in English and Indonesian speakers. Journal of Cognition and Culture, 12(1-2), 31-48.
Gentner, D., Anggoro, F. K., & Klibanoff, R. S. (2011). Structure mapping and relational language support children’s learning of relational categories. Child Development, 82(4), 1173-1188.
Anggoro, F. K., Medin, D. L., & Waxman, S. R. (2010). Language and experience influence children’s biological induction. Journal of Cognition and Culture, 10(1-2), 171-187
Anggoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.
- 2020-2023 “The Development of Scientific and Religious Concepts in Indonesia.” Templeton Foundation subaward through the University of Texas at Austin. Role: PI.
- 2019-2022 “Scaffolding to Highlight Abstract Patterns in Exhibits.” Scholarship in Action Grant, College of the Holy Cross. Role: PI.
- 2015-2020 “Seeds of STEM: The Development of An Innovative Early Childhood STEM Curriculum.” Institute of Education Sciences, U.S. Department of Education. Role: Co-PI.
- 2015-2018 “When STARS Align: Exploring Spatial Thinking And Relational Scaffolding (STARS) in Elementary Astronomy.” Institute of Education Sciences, U.S. Department of Education. Role: PI.
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