About

I am a doctoral student at NYU working with Dr. Marjorie Rhodes. Before NYU, I received my B.A. in Psychology and Linguistics (with a minor in Polish Language & Literature—tak, czasami mówię po polsku) from UC Berkeley. I then worked as a pre-doctoral research associate with Dr. Amanda Brandone within the psychology department at Lehigh University.

Research

Broadly, I'm interested in how children learn about different kinds of people, animals, and objects in the world, and the role language plays in children's conceptual development. This includes questions about where bias begins and how it propagates. Categories are powerful tools that help us make sense of the world—but they also oversimplify it. That is, they make it easier to ignore variation among group members, heighten differences between groups, and, in the case of social categories, can lead us to stereotype others. Language plays an important role both in signaling category boundaries and in conveying information about groups. I am interested in how children and adults learn about categories not only through what was explicitly said, but also through what one implicitly infers from subtle features of language.

Specifically, I explore (1) the kinds of information children infer from language about social groups, beyond the direct content of those sentences, (2) the mechanisms that underlie such inferences, and (3) the implications of these inferences for how children think and learn about the world, including the role they may play in perpetuating gender and racial stereotypes.

Publications

* indicates co-first authorship

Manuscripts currently in preparation:

Moty, K. & Brandone, A. C. (in prep). Contributions of multiple measures of intention understanding to early word learning.

Moty, K. & Brandone, A. C. (in prep). The role of explanation in children's homogeneity bias.


Manuscripts that have been submitted or under review:

Foster-Hanson, E.*, Moty, K.*, Cardarelli, A., Ocampo, J. D., & Rhodes, M. (submitted). Developmental changes in strategies for gathering evidence about biological kinds.

Brandone, A. C., Stout, W. S., & Moty, K. (under review). Triadic interactions support infants’ emerging understanding of intentional actions.


Published manuscripts:

Holmes, K. J., Moty, K., & Regier, T. (2017). Revisiting the role of language in spatial cognition: Categorical perception of spatial relations in English and Korean speakers. Psychonomic Bulletin & Review.

Holmes, K. J., Moty, K., & Regier, T. (2016). Categorical perception of spatial relations: A cross-linguistic difference. In M. Hegarty, C. Hölscher, D. Montello, & N. S. Newcombe (Eds.), Spatial Cognition 2016 Conference Proceedings (pp. 77-82). Philadelphia, PA: Spatial Intelligence and Learning Center.



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