Translating cognitive science in the public square

Brenna Hassinger-Das; Jennifer M Zosh; Andres S Bustamante; Roberta Michnick Golinkoff; Kathy Hirsh-Pasek

doi:10.1016/j.tics.2021.07.001

Translating cognitive science in the public square

Trends Cogn Sci. 2021 Oct;25(10):816-818. doi: 10.1016/j.tics.2021.07.001. Epub 2021 Jul 23.

Authors

Brenna Hassinger-Das¹, Jennifer M Zosh², Andres S Bustamante³, Roberta Michnick Golinkoff⁴, Kathy Hirsh-Pasek⁵

Affiliations

¹ Psychology Department, Pace University, New York, NY 10004, USA. Electronic address: bhassingerdas@pace.edu.
² Department of Human Development and Family Studies, Pennsylvania State University, Brandywine, Media, PA 19063, USA.
³ School of Education, University of California, Irvine, Irvine, CA 92617, USA.
⁴ School of Education, University of Delaware, Newark, DE 19716, USA.
⁵ Department of Psychology, Temple University, Philadelphia, PA 19122, USA; The Brookings Institution, Washington, DC 20036, USA.

PMID: 34312063
DOI: 10.1016/j.tics.2021.07.001

Abstract

Public space interventions offer one example of how to translate cognitive science into the public square. Here, we detail several successful projects and the six principles of learning that underlie them that support caregiver-child engagement, interaction, and the use of content area-specific language. Policy and community implications are also discussed.

Keywords: cognitive science; community; learning; play.

Publication types

Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Cognitive Science*
Humans
Language*