Emma Armstrong-Carter is a postdoctoral scholar. She is a quantitative developmental psychology researcher. She researches children's and adolescents' experiences helping and caregiving for family - and how these experiences relate to their school success. She is particularly interested in how children's experiences supporting the family can either exacerbate or mitigate academic challenges in homes with family disability, chronic illness, or socioeconomic disadvantage. Her research is trans-disciplinary and integrative. It lies at the intersection of developmental psychology, education policy, community health, and data science. She addresses multiple contexts of development including family, school, neighborhood, and geographic processes. Her work informs the design of school- and government-based policies that support children’s wellbeing and educational success.  Please contact her at emmaac@berkeley.edu.

Lucía Magis-Weinberg is a research fellow in cross-cultural developmental science at the Institute of Human Development and part of the Adolescent Research Collaborative at UC Berkeley. She leads Transitions a researcher-practitioner partnership project to understand technology use and wellbeing in children and adolescents in Latin America. Alongside her colleagues, she has developed a large-scale culturally and developmentally informed intervention to foster healthy digital habits in schools in Perú and México. She received her MD from the National Autonomous University of Mexico and her PhD in Developmental Cognitive Neuroscience from University College London. She is Executive Editor of Neuroméxico, one of the leading sites for science communication in Latin America.

Geoffrey Saxe studies relations between culture and cognitive development with a focus on mathematical cognition. He has conducted his research in a variety of settings, including remote parts of Papua New Guinea, urban and rural areas of Northeastern Brazil, and elementary and middle school classrooms in the United States. A secondary focus is mathematics education; with colleagues, his recent design research that has led to an innovative curriculum on integers and fractions that makes use of the number line as a central representational context. 

Luvy Vanegas-Grimaud is the ED&LS Research Coordinator at IHD. She is an adjunct professor in the Department of Child Development at Merritt College, in Oakland, California, and is actively involved in various international teacher trainings. She is dedicated to helping early childhood educators become teacher researchers.    

Fei Xu is a Professor of Psychology who studies probabilistic inference, physical reasoning, psychological reasoning, word learning, causal learning, and social cognition.  She investigates whether infants and young children are active learners; whether internal processes such as analogy and explanation play a role in how children take into account their environmental input; whether young learners show fine grained sensitivities to probability and how they use probabilistic information in statistical inference; how probability is related to other quantitative reasoning abilities; how agency may be construed using probabilistic evidence; and how children decide who to learn from when majority opinion conflicts with other sources of information.