My research examines the origins during infancy of the most basic ways of understanding (e.g., means, ends, causes) and solving (e.g., hill-climbing, means-ends analysis) problems. To do this research, I have developed a new task that yields meaningful, interpretable results about infants' domain general problem solving. My work brings together several theoretical traditions. The hypothesis that domain general strategies emerge gradually has its roots in observations made by Piaget. The formalism of my canal angle problem uses the Information Processing approach. Basic mechanisms of the Neo-Piagetian (i.e., working memory) and Social Contextualist (i.e., scaffolding) also inform my experiments.
I have taught several types of classes, from psychology to mathematics. I have also taught students from a variety of backgrounds, including economically underprivileged children, academically gifted high-school students, and undergraduates.
Path to Developmental Psychology
|K. H. Grobman||© 2003 - 2008|