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Faculty Lead: Dr. Kaja JasiÅ„ska

Researchers at the BOLD (Brain Organization for Language and Literacy Development) Lab study how a child’s brain develops and supports complex cognitive abilities such as learning language and learning to read. The BOLD Lab aims to understand how a child’s early life environment can impact development and change the brain’s capacity for learning. Research focuses on different childhood experiences such as (1) growing up bilingual, (2) learning spoken and/or signed (e.g. American Sign Language) languages, and (3) growing up in communities with high risk of illiteracy. The BOLD Lab uses neuroimaging technologies (functional Near Infrared Spectroscopy (fNIRS), structural and functional MRI) in combination with the latest genetic and behavioural tools of cognitive science to gain new insights into the biological underpinnings of language, reading, and human cognition!

Faculty Lead: Dr. Chloe Hamza

The CARE (Coping, Affect and Resilience in Education) Lab is interested in understanding the development of mental health and well-being among youth, adolescents, and young adults in a variety of educational contexts (e.g., elementary, secondary, and post-secondary schools). The CARE Lab is particularly interested in the ways students experience stressors in schools, how students cope with stressors, and links between coping and student mental health and well-being. The lab is also interested in understanding the processes through which mental health challenges occur, and identifying ways to support vulnerable students. Work serves to inform prevention and intervention programming in educational settings, and promote the use of evidence-informed practices in schools.

Faculty Lead: Dr. Earl Woodruff

The goal of the Emotions & Learning Optimization (ELO) Lab is to understand emotions and cognitive processes during learning. The ELO Lab uses innovative technology to understand how moment-to-moment emotions impact cognitive processes and subsequent learning. Further, the ELO lab is interested in how emotions shape the process of developing understanding and identifying the neurophysiological and emotional markers of understanding. Currently running projects examining how students react to stressful situations and regulate emotions in the classroom, sustain engagement and attention during learning, how emotions affect thoughts and shape learning experiences, and how emotions such as curiosity and confusion can be used to build meaningful knowledge. The Lab also has ongoing projects examining Game-based Learning in Mathematics, Physiological Reactivity to Social Stressor Stimuli in Children and Adolescents with Autism Spectrum Disorder (ASD), and Emotions Associated with the Mental States of Understanding. 

Faculty Lead: Dr. Esther Geva

Vocabulary Development in ESL Students: What Develops and How Can It Be Enhanced?

Vocabulary is a pivotal aspect of oral language, reading comprehension and writing. On average, a native speaker of English (NSE) school student acquires 900-1000 root word meanings per year (Biemiller, 2008).

However, regardless of factors such as access to English as a Second Language (ESL) support, parental education, or cultural issues, ESL students would need to acquire vocabulary at a faster rate in order to catch up with their NSE peers.

Faculty Lead: Dr. Kang Lee

The Kang Lee Lab has conducted research in a variety of areas including: deception in children and adults, racial bias, bias reduction in children, and fraud among senior citizens. Studies have also focused on understanding brain development and brain processes of infants and adults using neuroimaging technology called functional Near-Infrared Spectroscopy (fNIRS). The Kang Lee Lab also conducted research using transdermal optical imaging technology to measure physiological changes such as heart rate and blood pressure from a person's face.

Faculty Lead: Dr. Patricia Ganea

The Language and Learning Lab conducts studies on children’s early cognitive development. The Lab is interested in how children acquire language, how they use it to communicate with others and how they learn and think about the world. The four main streams of research the Lab focuses on are: counterfactual reasoning, fiction and symbolic media, language and communication, scientific reasoning and conceptual change.

Faculty Lead: Dr. Becky Chen

The Multilingualism & Literacy Lab conducts research projects in bilingual and ELL (English Language Learner) children's language and literacy development. The lab is interested in how children develop literacy skills simultaneously in their first language and second language, and whether these skills transfer between the two languages.

Faculty Lead: Dr. Angela Pyle

The Play Learning Lab, run by Dr. Angela Pyle at the Dr. Eric Jackman Institute of Child Study of the Â鶹´«Ã½¼¯ÍÅ/University of Toronto. 

Current project explores how various approaches to play may relate to children's literacy and self-regulation outcomes.

Faculty Lead: Dr. Michel Ferrari

How do we study wisdom?  The scientific study of wisdom has seen significant growth in the past 30 years.  The present comprehensive review aims to explore empirical studies of wisdom - any related study with scientific evidence and interpretation. New labs, research paradigms, measurement tools, strategies, and tangential inquiries are explored. 

The present systematic review (2018-present) is primarily focused on how wisdom is conceptualized, measured, and connected to other psychological constructs.

The goal of this research study is to deepen our understanding of what factors motivate people to be virtuous.  Virtue is a complex yet vitally important resource to cultivate in people. This project uses a combination of qualitative and quantitative methods to investigate the motivational underpinnings of virtuous behaviour. Two convergent mixed methods studies address the following question: Does nation, faith, or wisdom matter more in the development of the virtuous self?

Faculty Lead: Dr. Jeffrey Ansloos

The critical health and social action lab advances critical research on health and social inequalities facing Indigenous communities in Canada, New Zealand, and Australia, especially in the areas of mental health, suicide, and housing. In recent years, our work has expanded to include other intersecting communities, and issues, including racialized policing and incarceration, and drug policy and harm reduction. Across all our research, we seek to better understand how health challenges are shaped by social and environmental factors. Our research aims to better understand and navigate these dimensions and to support collective action to advance social justice. If you are interested in learning more about joining our lab or engaging in specific research projects in the lab, please visit our website to learn more about specific projects.

Faculty Lead: Dr. Zachary Hawes

The Mathematical Thinking Lab is an interdisciplinary research hub that combines methods and ideas from psychology, education, and neuroscience to better understand mathematical learning and cognition. The lab has two major goals: (1) To better understand the various factors (e.g., cognitive, neural, socio-emotional, educational, etc.) that underlie and shape mathematics learning and performance and (2) ways to leverage this knowledge to promote understanding, engagement, and positive attitudes towards mathematics. A major focus of the lab is spatial thinking (e.g., the visual-spatial imagination) and its role in learning and development, as well as its potential to increase access, interest, and opportunities in the STEM domains (science, technology, engineering, and mathematics).