Alexandra Twyman, B.S.

E-mail: atwyman@temple.edu

 

Lab Web Page:  http://spatiallearning.org/

 

Bio: Alexandra is currently in her fourth year of graduate studies in the developmental area, and is advised by Dr. Nora Newcombe. She received her B.Sc. from the University of Alberta in Canada. Alexandra is interested in the development of spatial skills, through a comparative cognition approach. More specifically, her research is focused on spatial reorientation, the process of reestablishing your position in the world after disorientation (such as taking the subway).

 

Representative presentations and publications:

 

Twyman, A., Friedman, A. & Spetch, M. L. Penetrating the geometric module: Catalyzing children’s use of landmarks. (2007). Developmental Psychology, 43,
1523-1530.

Twyman, A., Friedman, A., & Spetch, M. L. (2007). Penetrating the geometric module: Catalyzing children’s use of landmarks. In D. S. McNamara & J. G. Trafton
(Eds.), Proceedings of the 29th Annual Cognitive Science Society (pp. 671-676). Nashville, TN: Cognitive Science Society.

Newcombe, N. S., Ratliff, K. R., Shallcross, W. L., & Twyman, A. D. (2009) Is cognitive modularity necessary in an evolutionary account of development? In L. Tommasi, L. Nadel & M.A. Peterson (Eds.), Cognitive Biology: Evolutionary and Developmental Perspectives on Mind, Brain, and Behavior, Vienna Series in Theoretical Biology. Cambridge, MA: The MIT Press.

Newcombe, N. S., Ratliff, K. R., Shallcross, W. L., & Twyman, A. D. (in press). Young children’s use of features to reorient is more than just associative: Further evidence against a modular view of spatial processing. Developmental Science.

Twyman, A. D., Newcombe, N. S. & Gould, T. G. (in press). Of mice and toddlers: Evidence for species general spatial reorientation. Journal of Comparative
Psychology.

Twyman, A. D., & Newcombe, N. S. (in press). Five reasons to doubt the existence of a geometric module. Cognitive Science.