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Kelsey Lucca is an assistant professor in the Department of Psychology. Her research investigates the active role that infants and young children play in their own early cognitive and social development. She’s specifically interested in understanding how curiosity, or the drive to seek out information, shapes early learning experiences — with a specific focus on processes related to language acquisition. She also studies the evolutionary origins of cognition and communication.
Lucca, K., Gire, D., Horton, R., & Sommerville, J. (in press). Automated measures of force and motion can improve our understanding of infants’ motor persistence. Journal of Motor Development and Learning.
Lucca, K. The development of information-requesting gestures in infancy and their role in shaping learning outcomes. (in press). The Questioning Child: Insights from Psychology and Education. Butler, L., Ronfard., S., & Corriveau, K. (Eds.). Cambridge, UK: Cambridge University Press.
Lucca, K., Hamlin, K., & Sommerville, J. (2019) Early moral cognition and behavior: Editorial. Frontiers in Psychology.
Lucca, K., Horton, R., & Sommerville, J. (2019) Keep Trying!: Parental language predicts infants’ persistence. Cognition.
Lucca, K., & Wilbourn, M.P. (2018). The what and the how: Information-seeking pointing gestures facilitate learning object labels and functions in 18-month-olds. Journal of Experimental Child Psychology
Lucca, K. & Sommerville, J. (2018) The little engine that can: Infants’ persistence matters. Trends in Cognitive Science.
Sommerville, J., Enright, E.*, Horton, R*., Lucca, K.*, Sitch, M., & Kirchner-Adelhardt, S. (2018) Infants’ prosocial behavior is governed by cost-benefit analyses. Cognition.
Lucca, K., Popisil, J, & Sommerville, J. (2018). Fairness informs social decision making in infancy. PLOS ONE.
Lucca, K., MacLean, E., & Hare, B. (2017) The development and flexibility of gaze alternations in bonobos and chimpanzees. Developmental Science. doi: 10.1111/desc.12598 *featured on journal cover
Lucca, K., & Wilbourn, M.P. (2016). Communicating to learn: Infants’ pointing gestures reflect an optimal state for learning. Child Development. doi: 10.1111/cdev.12707
Verdine, B.N., Lucca, K., Chang, A., Golinkoff, R. M., Newcombe, N.S., & Hirsh-Pasek, K. (2015). The shape of things: The origin of young children’s knowledge of the names and properties of geometric forms. Journal of Cognition and Development. 17(1): 142-161. doi: 10.1080/15248372.2015.1016610