Layne is a doctoral student in the cognitive program and the Department of Comparative Human Development working with Susan Goldin-Meadow and Lindsey Richland. At the University of Chicago, she is an Institute of Education Sciences Pre-Doctoral Fellow as well as a Chicago Center for Teaching Fellow. She graduated in 2014 from Carleton College with a BA in Psychology and a certificate in Neuroscience.
Layne is broadly interested in how children’s individual differences interact with social-environmental factors to impact learning potential and later academic outcomes. Her research explores the role of executive functioning, home and parenting contexts, and pedagogical practices in building children’s reasoning capacities as well as their influence in shaping how children engage in higher order thinking. To explore children’s development at home and in the classroom, she uses a variety of methodological techniques including experimental in-classroom intervention design studies, discourse analysis from naturalistic parent-child observations in everyday home contexts, lab-based elicitation tasks, and cross-cultural comparisons.
Dalrymple, K., Manner, M., Harmelink, K, Teska, E., Elison, J., (2018). An examination of recording accuracy and precision from eye tracking data from toddlerhood to adulthood. Frontiers of Psychology, 9, 803.
V Vollman, E., Richland, L. (2020). Beyond Wealth and Health: The Social Environment as a Protective Factor for Cognitive Development of Children in Nicaragua. Journal of Cognition and Development, 21:2, 149-165, DOI: 10.1080/15248372.2020.1717493
Richland, L., Naslund- Hadley, E., Alonzo, H., Teska, E., Lyons, E (In prep). Teacher Math Anxiety Predicts Student Math Attitudes and Achievement.
Murphy, A., Zheng, S., Teska, E., Richland, L. (In prep). Influences of Socialization, Age, and Priming on Relational Attention