Daniel Hyde, Associate Professor

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Personal profile

Professional Information

My main research focus is on the nature and origins of conceptual knowledge: how it arises, the functional organization and response properties of the brain that underlie it, and the contributions of nature and nurture to its development. I investigate the these questions in the areas of quantitative, spatial, and psychological reasoning with young infants, children, and adults using event-related brain potentials (ERPs), optical imaging (fNIRS), as well as behavioral measures.

I also collaborate with others to apply this work to issues in public health, medicine, and education.

Research Interests

  • Developmental Cognitive Neuroscience
  • Numerical and mathematical development
  • Psychological reasoning (understanding the thoughts, goals, intentions of others)
  • fNIRS
  • Executive Function
  • Theory of Mind

Professional Information

Education/Academic qualification

Ph.D., Harvard Univeristy

Fingerprint Fingerprint is based on mining the text of the expert's scholarly documents to create an index of weighted terms, which defines the key subjects of each individual researcher.

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Research Output 2009 2018

Advances in Understanding the Development of the Mathematical Brain

Hyde, D. C. & Ansari, D., Apr 2018, In : Developmental Cognitive Neuroscience. 30, p. 236-238 3 p.

Research output: Contribution to journalEditorial


Functional organization of the temporal–parietal junction for theory of mind in preverbal infants: A near-infrared spectroscopy study

Hyde, D. C., Simon, C. E., Ting, F. & Nikolaeva, J. I., May 2 2018, In : Journal of Neuroscience. 38, 18, p. 4264-4274 11 p.

Research output: Contribution to journalArticle

Theory of Mind
Near-Infrared Spectroscopy
Temporal Lobe
Functional Neuroimaging

What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model development

Mou, Y., Berteletti, I. & Hyde, D., Feb 2018, In : Journal of Experimental Child Psychology. 166, p. 116-133 18 p.

Research output: Contribution to journalArticle

Theoretical Models
Preschool Children

Magnitude rather than number: More evidence needed

Hyde, D. & Mou, Y., Jan 1 2017, In : The Behavioral and brain sciences. 40, p. e173

Research output: Contribution to journalComment/debate

The relationship between non-verbal systems of number and counting development: a neural signatures approach

Hyde, D. C., Simon, C. E., Berteletti, I. & Mou, Y., Nov 2017, In : Developmental science. 20, 6, e12464.

Research output: Contribution to journalArticle

Preschool Children