Office: 113 Coffey Hall
Post-Doctorate Fellowship(s): Center for Developmental Science, University of North Carolina at Chapel Hill
Doctorate: Ph.D., Emory University, Specialty: Cognition and Development in Psychology
Masters: M.A., Emory University, Specialty: Cognition and Development in Psychology
Bachelors: B.S., Wake Forest University, Major: Psychology
Website: Children's Memory and Learning
Researchgate: Catherine Haden
Google Scholar: Catherine Haden Google Scholar
PSYC 306 Research Methods
PSYC 318 Laboratory in Developmental Psychology
PSYC 350 Developmental Cognitive Neuroscience
Dr. Haden's research program focuses on how children's interactions with their caregivers can influence what they learn and remember. Recent work addresses how parent-child conversations during hands-on activities impact children's learning about science, technology, engineering and mathematics (STEM). Dr. Haden's research also considers whether parent-child conversations and hands-on activities help children remember what they have learned and apply it to new situations. The research takes place in area museums, including the Chicago Children's Museum and involves children who range in age from 4 to 10 years old. Ultimately the research is aimed at contributing to understanding and improving young children's STEM education and learning. Early exposure to fun, creative and meaningful engineering experiences may boost interest and the eventual pursuit of engineering and technology education paths by students. Ultimately, we aim to be able to recommend methods that parents and other educators can use with young children in STEM learning situations to foster early understanding of the scientific method, develop knowledge of STEM-related concepts, and potentially increase interest in future science education and career options. Dr. Haden's research is funded by grants from the National Science Foundation, and the Institute of Museum and Library Services.
Haden, C. A., & Hoffman, P. C. (2013). Cracking the code: Using personal narratives in research. Journal of Cognition and Development, 14(3),361-375. doi: 10.1080/15248372.2013. 805135
Haden, C. A.,Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014) Supporting family conversations and children’s STEM learning in a children’s museum. Early Childhood Research Quarterly, 29(3), 333-344. http://dx.doi.org/10.1016/j.ecresq.2014.04.004
Jant, E. A., Haden, C. A., Uttal, D. H., & Babcock, E. (2014). Conversation and object manipulation influence children’s learning in a museum. Child Development, 85(5), 1771-2105 doi: 10.1111/cdev.12252
Marcus, M, Haden, C. A., & Uttal, D. H. (in press). STEM learning and transfer in a children's museum and beyond its walls. Merrill-Palmer Quarterly.