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I value teaching as an opportunity to expose students to new knowledge and new ways of thinking, as a challenge to encourage students to think critically about their own and others' thinking, and as a way for students to build and re-build their own understanding. Courses that consider learning and education from multiple perspectives reveal the complexity of child development and serve to emphasize the extraordinary responsibility teachers have in fostering the development of their students. My research also involves multiple perspectives, often combining education, psychology, linguistics, and neuroscience. Both my courses and my research reflect my passion and enthusiasm for an interdisciplinary, evidence-based approach to education, learning, and discovery.
Coch, D. (2015). The N400 and the fourth grade shift. Developmental Science, 18(2), 254-269. doi: 10.1111/desc.12212
Jasinski, E.C., & Coch, D. (2012). ERPs across arithmetic operations in a delayed answer verification task. Psychophysiology, 49, 943-958. doi: 10.1111/j.1469-8986.2012.01378.x (Senior Honors Thesis, Emily Jasinski '10)
George, E., & Coch, D. (2011). Music training and working memory: an ERP study. Neuropsychologia, 49(5), 1083-1094. doi: 10.1016/j.neuropsychologia.2011.02.001 (Senior Honors Thesis, Elyse George '09)
Berger, N.I., & Coch, D. (2010). Do u txt? Event-related potentials to semantic anomalies in standard and texted English. Brain and Language, 113, 135-148. doi:10.1016/j.bandl.2010.02.002 (Senior Honors Thesis, Natalie Berger '09)