Amy S. Joh, Assistant Professor
Most actions require planning and control. Even mundane everyday activities such as walking to class and making dinner require adaptive actions. I study how children learn to act adaptively, with a focus on the contributions of cognitive and motor development on learning. Currently, I am examining how children learn to ignore or attend to relevant information for adaptive actions, how learning is affected by the nature of children’s everyday experiences, how changes in cognitive abilities affect motor development and vice versa, and the developmental and behavioral changes that accompany learning. Although my main focus is on early childhood, I test multiple age groups (infants, children, and adults) using different methodologies (video recordings, eye-tracking) with a broader aim of understanding how experience and age-related variables affect learning at different points in development.
- Adolph, K. E., Joh, A. S., Franchak, J. M., Ishak, S., & Gill, S. V. "Flexibility in the development of action." The psychology of action, Vol 2.
Ed. E. Morsella, J. A. Bargh, & P. M. Gollwitzer Oxford University Press, 2009: 399-426. [PDF]
- Adolph, K. E. & Joh, A. S. "Multiple learning mechanisms in the development of action." Learning and the infant mind.
Ed. A. Woodward & A. Needham Oxford University Press, 2009: 172-207. [PDF]
- Joh, A. S., Adolph, K. E., Narayanan, P. J., & Dietz, V. A. (2007).
Gauging possibilities for action based on friction underfoot. Journal of Experimental Psychology: Human Perception and Performance, 33, 1145-1157. [PDF]
- Joh, A. S. & Adolph, K. E. (2006). Learning from falling. Child Development, 77, 89-102. [PDF]
- Joh, A. S., Adolph, K. E., Campbell, M. R., & Eppler, M. A. (2006).
Why walkers slip: Shine is not a reliable cue for slippery ground. Perception & Psychophysics, 68, 339-352. [PDF]