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Sarah
Berger
Assistant Professor
Psychology
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Sarah Berger
Assistant Professor
Office
: Building 4S
Room 221
Phone
: 718.982.4148
Fax
: 718.982.4114
sberger@mail.csi.cuny.edu
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Degrees :
BA, University of Texas
MA, New York University
PhD, New York University
Biography / Academic Interests
:
Dr. Berger studies the development of infants' problem-solving skills in the context of locomotion. For example, she studies how infants learn to navigate around obstacles that stand between them and a goal. She uses infants' motor behaviors to gain insight into the development of inhibition and developmental trade-offs between cognition and action.
A second research interest is the impact of social and contextual factors on infants' locomotor development. These include the influence of older siblings on younger siblings' development, strategies that parents use to teach locomotor methods, and the opportunities for learning that constrain infant development.
Scholarships / Publications
:
Berger, S. E. & Theuring, C. F., & Adolph, K. E. (in press). How and when infants learn to climb stairs. Infant Behavior and Development.
Adolph, K. E. & Berger, S. E. (2006). Motor development. In W. Damon & R. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2: Cognition, Perception and Language (6th ed.). New York: John Wiley & Sons.
Berger, S. E., Adolph, K. E., & Lobo, S.A. (2005). Out of the toolbox: Toddlers differentiate wobbly and wooden handrails. Child Development, 76(6), 1294-1307.
Adolph, K. E. & Berger, S. E. (2005). Physical and motor development. In Marc H. Bornstein & Michael E. Lamb (Eds.), Developmental Science: An Advanced Textbook (5th ed., pp. 223-281). Hillsdale, NJ: Erlbaum.
Berger, S. E. (2004). Demands on finite cognitive capacity cause infants' perseverative errors. Infancy, 5(2), 217-238.
Berger, S. E. & Adolph, K. E. (2003). Infants use handrails as tools in a locomotor task. Developmental Psychology, 39(3), 594-605.
Berger, S. E. (2001). Accounting for infant perseveration beyond the manual search task. Behavioral and Brain Sciences, 24(1), 34 – 35.
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