The University of Chicago
Department of Psychology
5848 South University Avenue
Chicago, IL, 60637
Neon Brooks
Background
Neon graduated from Wellesley College with a BA in Psychology in 2008. After graduating she worked in Dr. David Barner's lab at UCSD, studying language and quantitative development.
Research Interests
Neon is interested in how gesture influences thought. She is currently studying the effects of manipulating gesture versus attention in elementary schoolers learning math, as well as examining individual differences in gesture of children learning to do arithmetic using mental abacus.
Recent Publications
Goldin-Meadow, S., &; Brooks, N. (In Preparation). Gestures Create Implicit Knowledge.
Brooks, N., Audet, J., &; Barner, D (Under Review). Integer Acquisition as a Case Study in Word Learning.
Caponigro, I., Pearl, L., Brooks, N., &; Barner, D. (In press) On the Acquisition of Maximality in Free Relative Clauses and Plural Definite Descriptions. Journal of Semantics.
Barner, D., Brooks, N., &; Bale, A. (In press) Accessing the Unsaid: The role of scalar alternatives in children’s pragmatic inference. Cognition.
Brooks, N., Alvarez, G., Barner, D., Frank, M., &; Goldin-Meadow, S. “Individual Differences in the Gesture of Abacus Experts”, Poster. Spatial Cognition Conference, Mt. Hood, Oregon (August 2010)
Brooks, N., Bale, A., &; Barner, D. “Accessing the Unsaid: The Role of Scalar Alternative in Children’s Pragmatic Inference.” Talk. Cognitive Science Society annual meeting, Portland Oregon (August 2010).
Brooks, N., Pogue, A., &; Barner, D. (2011). Piecing Together Numerical Language: Children's Use of Default Units in Early Counting and Quantification. Developmental Science.
Brooks, N., &; Goldin-Meadow, S. “Gesture and Implicit Knowledge.” Talk. Chicago Psychology Graduate Student Research Symposium at the University of Chicago (April 2010)
Brooks, N., Pogue, A., &; Barner, D. “Piecing Together Numerical Language: Children's Use of Default Units in Early Counting and Quantification.” Talk. Symposium on Cognitive and Language Development at the University of California, Lost Angeles (May 2009)
