Office phone: (773) 834-3381
Fax: (773) 702-0886
Office: Green Hall 201
Labs: Kelly Hall 212, 213, 215
Daniel Yurovsky is an Assistant Professor of Psychology in the Cognition and Developmental Areas. He received bachelors degrees in Computer Science and Cognitive Science at Carnegie Mellon University, and a PhD in Cognitive Psychology from Indiana University. He was a postdoctoral fellow in the Department of Psychology at Stanford University before joining the University of Chicago in 2016.
Dr. Yurovsky studies how learn from the people around us, and especially how children learn language. Children learn the meanings of thousands of words by the time they can run down the street. Yet, these same children continuously forget where they left their hats and coats. Dr. Yurovsky's research aims to explain this puzzle by taking a systems perspective: successes (and failures) of learning emerge from the coordination between cognitive constraints and the learning environment.
- Learning and Memory
- Language Acquisition
- Cognitive Development
Yurovsky, D., Frank, M. C. (in press). Beyond naïve cue combination: Salience and social cues in early word learning. Developmental Science.
Yurovsky, D., Frank, M. C. (2015). An integrative account of constraints on cross-situational learning. Cognition, 145, 53-62.
Yurovsky, D., Smith, L. B., Yu, C. (2013). Statistical word learning at scale: The baby's view is better. Developmental Science, 16, 959–966.
Yurovsky, D., Hidaka, S., Wu, R. (2012). Quantitative linking hypotheses for infant eye movements. PloS ONE, 7, e47419.