Faculty

Institution

Unit

Venue

Daniel Hyde

Associate Professor

University of Illinois Urbana-Champaign

Affiliations

College of Liberal Arts & Sciences

Department of Psychology

Daniel Hyde is currently serving as a College Of Liberal Arts & Sciences Associate Professor at University of Illinois Urbana-Champaign.

Honors

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Experiences

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Education

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Daniel Hyde

University of Illinois Urbana-Champaign

Associate Professor

You can click a keyword to filter the displayed items

cognitive science cognitive development numerical competence cognition developmental cognitive neuroscience numeracy cognitive neuroscience psychology neuroscience child psychology experimental child psychology applied cognitive psychology mathematics education early childhood development developmental psychology early childhood education child development mathematical psychology behavioral sciences early childhood human brain psychological science neurodevelopmental disorders educational psychology human cognition learning sciences attention thinking skills developmental science brain organization early education affective neuroscience neurolinguistics early vision cognitive psychology multisensory integration cognitive electrophysiology cognitive studies speech science animal behavior mathematics teacher education neural mechanisms predictive coding social reasoning emotional responses emotion recognition emotional development sexual identity visual processing nonverbal number representation numerical magnitude symbolic number event‐related potentials approximate number system young children preschool numeracy approximate numerical magnitude pre-verbal infants atypical language development developmental disorders neonatology sex therapy alternative sexuality gender transitions human sexuality kin recognition breeding behavior auditory physiology auditory science non-symbolic numerical cognition numerical identity earlier peaking positivity mid-latency positivity numerical cognition dot arrays small numbers brain modeling mathematical development

Notable Scholarly Works

Notable Federal Grants

Collaborators

Neural Sensitivity to Others' Belief States in Infancy Predicts Later Theory of Mind Reasoning in Childhood. Cortex (2025)

Yiyu LiuEden MossFransisca TingDaniel C Hyde

social cognitionhuman cognitionmind reasoningcognitive neurosciencedevelopmental psychologycognitive developmentpredictive codingsocial reasoningchild psychologydevelopmental cognitive neurosciencecognitive scienceneural sensitivitycognitive psychologyinfancy predictspsychologycognition

Understanding of Exact Equality Emerges After and Builds on Symbolic Number Knowledge. Cognition (2025)

Chi-Chuan ChenDaniel C Hyde

philosophy of mathematicsexact equality emergesmathematicssymbolic number knowledgenumber theory

Cognitive and Motivational Numeracy Parenting Practices: Implications for Children’s Numeracy Engagement During Early Elementary School.. Developmental Psychology (2024)

Jiawen WuDajung Diana OhDaniel C HydeEva M Pomerantz

motivational numeracycognitive developmentnumeracy talkchild psychologypsychologyhuman developmentearly childhood developmentearly childhood educationearly educationeducational researchdevelopmental psychologyearly childhoodparent leadershipnumeracy developmentbehavioral scienceseducationsocial-emotional developmentfamily involvementchild development

Neural Evidence of Core Foundations and Conceptual Change in Preschool Numeracy. Developmental Science (2024)

Chi‐Chuan ChenIlaria BertelettiDaniel C. Hyde

numerical competenceyoung childrenattentionearly childhood developmentcognitive neuroscienceneurosciencecognitive developmentearly childhoodsymbolic numeracypreschool numeracydevelopmental cognitive neurosciencecognitive sciencepsycholinguisticsnumeracycognition

Understanding of Exact Equality Emerges After and Builds on Symbolic Number Knowledge. (2024)

Chi-Chuan ChenDaniel C. Hyde

cognitive sciencenumerical competencelanguage acquisitionhuman cognitionchild languagecognitive developmentmathematical psychologythinking skillsexperimental child psychologyexact equalitymathematics educationchild psychologysymbolic number knowledgelanguagesymbolic number cardinalitycognitive psychologynumeracycognition

Characterizing Exact Arithmetic Abilities Before Formal Schooling. Cognition (2023)

Chi-Chuan ChenSelim JangManuela PiazzaDaniel C. Hyde

educational psychologyeducationeducational researchlearning sciencesexact arithmetic abilitiesmathematicsmathematics educationmathematics teacher educationnumeracyeducational assessment

Cognitive Neuroscience: An Abstract Sense of Number in the Infant Brain. (2023)

Daniel C. Hyde

numerical competenceabstract sensecognitive electrophysiologycognitive neuroscienceneurosciencecognitive developmenthuman brainneurodevelopmental disordersneurophysiologydevelopmental sciencebrain scienceinfant braindevelopmental cognitive neurosciencecognitive sciencebrain electrophysiologybrain function

Directionality in the Interrelations Between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children. (2023)

Yi MouBo ZhangDaniel C. Hyde

cognitive scienceearly childhood educationcognitive variablesnumerical competenceearly childhood developmentapproximate numberverbal numbercognitive developmentmathematics knowledgemathematics educationcognitive factorslanguagepsycholinguisticsnumeracypsychologycognition

Directionality in the Relation Between Approximate and Symbolic Numeracy in Preschool-Aged Children. Child Development (2023)

Daniel Hyde

early childhood educationnumerical competenceearly childhood developmentdevelopmental psychologyearly childhoodcognitive developmentmathematical psychologysymbolic numeracypreschool-aged childrenchild psychologycognitive sciencechild developmentnumeracypsychologycognition

Comparing Fixed-Array and Functionally-Defined Channel of Interest Approaches to Infant Functional Near-Infrared Spectroscopy Data. (2022)

Yiyu LiuFernando Sanchez HernandezFransisca TingDaniel C. Hyde

neurologyfcoi definitionbrain imagingfunctional imagingcognitive neuroscienceneuroscienceneurodevelopmental disordersneuroimaging biomarkersinfant nirs dataneurophysiologyinfant fnirs datadevelopmental cognitive neuroscienceneuroimagingneuroimaging modalityvisual sciencebiomedical imaging

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Daniel Hyde

Associate Professor

University of Illinois Urbana-Champaign

Affiliations

College of Liberal Arts & Sciences

Department of Psychology

Daniel Hyde is currently serving as a College Of Liberal Arts & Sciences Associate Professor at University of Illinois Urbana-Champaign.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Daniel Hyde

University of Illinois Urbana-Champaign

Associate Professor

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

Neural Sensitivity to Others' Belief States in Infancy Predicts Later Theory of Mind Reasoning in Childhood. Cortex (2025)

Yiyu LiuEden MossFransisca TingDaniel C Hyde

Understanding of Exact Equality Emerges After and Builds on Symbolic Number Knowledge. Cognition (2025)

Chi-Chuan ChenDaniel C Hyde

philosophy of mathematicsexact equality emergesmathematicssymbolic number knowledgenumber theory

Cognitive and Motivational Numeracy Parenting Practices: Implications for Children’s Numeracy Engagement During Early Elementary School.. Developmental Psychology (2024)

Jiawen WuDajung Diana OhDaniel C HydeEva M Pomerantz

Neural Evidence of Core Foundations and Conceptual Change in Preschool Numeracy. Developmental Science (2024)

Chi‐Chuan ChenIlaria BertelettiDaniel C. Hyde

Understanding of Exact Equality Emerges After and Builds on Symbolic Number Knowledge. (2024)

Chi-Chuan ChenDaniel C. Hyde

Characterizing Exact Arithmetic Abilities Before Formal Schooling. Cognition (2023)

Chi-Chuan ChenSelim JangManuela PiazzaDaniel C. Hyde

educational psychologyeducationeducational researchlearning sciencesexact arithmetic abilitiesmathematicsmathematics educationmathematics teacher educationnumeracyeducational assessment

Cognitive Neuroscience: An Abstract Sense of Number in the Infant Brain. (2023)

Daniel C. Hyde

Directionality in the Interrelations Between Approximate Number, Verbal Number, and Mathematics in Preschool-Aged Children. (2023)

Yi MouBo ZhangDaniel C. Hyde

Directionality in the Relation Between Approximate and Symbolic Numeracy in Preschool-Aged Children. Child Development (2023)

Daniel Hyde

Comparing Fixed-Array and Functionally-Defined Channel of Interest Approaches to Infant Functional Near-Infrared Spectroscopy Data. (2022)

Yiyu LiuFernando Sanchez HernandezFransisca TingDaniel C. Hyde

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