The Rowe Lab is based at the Harvard Graduate School of Education. We study the role of social interactions in children’s cognitive development, primarily language and literacy development from birth to age five.
Meredith Rowe is an educational psychologist interested in environmental effects on learning. She examines the role of parent and family factors in children’s early language and cognitive development and develops intervention strategies for caregivers of young children.
April Boin Choi is a postdoctoral fellow at the Harvard Graduate School of Education (Rowe Lab) and Boston Children’s Hospital (Nelson Lab). She received her Ph.D. in Education from Harvard University in 2019. She is interested in studying factors associated with children’s language in typical and atypical development.
Amber Muhinyi is a postdoctoral fellow at Harvard Graduate School of Education. She recently completed her Ph.D. at the University of Manchester. Her research has focused on increasing our understanding of parent-child storybook reading as a context for preschoolers’ language development, and on the role of early book-reading interactions in infants’ language development.
Laura Mesite is a doctoral candidate in the Human Development and Education program at the Harvard Graduate School of Education. She earned a B.A. in Cognitive Science at the University of Connecticut in 2011 and an Ed.M. in Language and Literacy from HGSE in 2016. She is interested in how sociocultural and cognitive factors affect language and reading development. She is specifically interested in how factors such as socioeconomic status and English language proficiency play a role in the identification and remediation of reading disabilities among children in the U.S.
So Yeon Shin is a doctoral student in the Human Development, Learning and Teaching department at the Harvard Graduate School of Education. She earned a B.A. in psychology and educational studies from Swarthmore College in 2015. So Yeon is interested in the sociocultural factors that influence children's language development. She is particularly interested in the experiences of emergent bilingual children from immigrant families.
Sarah Surrain is a doctoral student in Human Development, Learning and Teaching at the Harvard Graduate School of Education. She studies the language and literacy development of children from diverse linguistic backgrounds, with a particular interest in the role of parent beliefs and home language practices on bilingual development in early childhood. She received an Ed.M. in Language and Literacy from HGSE in 2014. Previously, she was a curriculum developer and literacy coach in Spanish-English bilingual classrooms in Chicago and taught Spanish as a foreign language in PK-12 settings.
Ran Wei is a doctoral student in Human Development, Teaching and Learning at the Harvard Graduate School of Education. She received her Ed.M. in Language and Literacy from the HGSE in 2015. Prior to attending the HGSE, she received her B.A. in English language and literature from Tsinghua University in Beijing, China. She is interested in how parental input influences children’s language and cognitive development and how parenting styles differ across cultures.
Anna Kirby is a doctoral student in the Human Development, Learning, and Teaching program at the Harvard Graduate School of Education. She received a B.A. in music and psychology from Williams College. Anna is interested in the sociocultural factors that influence children's social-cognitive development and perspective-taking. She is also interested in arts education and community-based and participatory research methods.
Qianru (Tiffany) Yang is a doctoral student in the Human Development, Learning and Teaching program at the Harvard Graduate School of Education. Tiffany graduated from the University of Washington, Seattle, with a B.A. in psychology in 2016. She then earned her Ed.M. in Human Development and Psychology from the Harvard Graduate School of Education in 2018. Driven to close the gender and SES achievement gap in STEM (Science, Technology, Engineering, and Mathematics), Tiffany is interested in early childhood STEM learning. She is particularly interested in the effects of home learning environment and parental input on children’s mathematical and cognitive development. Additionally, she hopes to understand how children develop STEM-related stereotypes and how these beliefs influence their learning outcomes.
Dorothy (Yuyue) Sun is a graduate research assistant in the Rowe Lab. She earned a B.S. in Child Studies and Cognitive Studies at Vanderbilt University in 2018. She is currently pursuing her Ed.M. in the Human Development and Psychology program at the Harvard Graduate School of Education. Dorothy is interested in how young children engage in social learning from the world around them, particularly how they learn words in various contexts.
Former Lab Members:
Katie Leech – Assistant Professor, University of North Carolina, Chapel Hill
Samuel Ronfard – Assistant Professor, University of Toronto at Mississauga
Nadia Chernyak – Assistant Professor, UC Irvine
Doireann Hobbs – Postdoctoral Fellow, University of Maryland
Virginia Salo – Postdoctoral Fellow, Vanderbilt University
Kaitlin Herbert – Doctoral Student, Vanderbilt University
Eleanor (Nell) O’Donnell – Researcher, HGSE/University of Virginia
Stone (Easton) Dawson
Meishi Lim Haslip
Hye Jeong (Lena) Jeong
Muanjing (Julia) Wang
Grace Parker Zielinski