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Dr. Esposito earned her B.I.D. in Industrial Design from North Carolina State University, College of Design. Her program of study focused on educational material design. She then earned an M.A.T. in elementary education at East Carolina University and went on to teach elementary school, including within a bilingual education program. She completed her Ph.D. in Lifespan Developmental Psychology at North Carolina State University and went on to a postdoctoral research fellowship at Emory University. She joined the Clark faculty in 2018.
Dr. Esposito is a developmental scientist with a focus on cognitive development. Her research concentration is malleable factors influencing learning and subsequent academic achievement, especially for emerging bilingual students. The current application of her research is in dual-language education, where she is examining cognitive and academic outcomes for both language minority and majority students. As part of this project, she is also investigating the process of building a knowledge base both within and across languages with the long-term goal of informing educational policy and practice. This investigation entails examining the encoding and manipulation of semantic memory as well as conceptual representation across languages. The work is inherently interdisciplinary and includes both laboratory and classroom work.
Dr. Esposito is currently teaching courses on cognition and lifespan development.
Degrees
- Ph.D. in Developmental Psychology, North Carolina State University, 2014
- M.A.T. in Elementary Education, East Carolina University, 2003
- Bachelor of Industrial Design in Educational Environments, North Carolina State University, 2002
Affiliated Department(s)
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Scholarly and Creative Works
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Rational Number Representation and Algebra Performance in College Students
Published in Cognitive Development
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2024
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Vol. 69
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Issue #101417
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Self-derivation through memory integration predicts memory integration and academic performance one year later
Published in Cognitive Development
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2024
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Vol. 69
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Issue #101416
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Published in Mind, Brain, and Education
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2024
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Do executive functions gained through two-way dual-language education translate into math achievement?
Published in International Journal of Bilingual Education and Bilingualism
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2023
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Vol. 26:4
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Issue #457-471
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Memory integration in the classroom predicts future memory integration and academic performance.
Biennial Meeting of the Society for Research in Child Development
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Salt Lake City, Utah
March
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2023
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Doing the work; Retention of knowledge self-generated in the classroom predicts academic performance
Biennial Meeting of the Society for Research in Child Development
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Salt Lake City, Utah
March
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2023
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Antiracist Teaching in Higher Education: Transforming Ourselves and Our Classrooms Through Praxis.
American Education Research Association annual conference
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San Diego, CA
April
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2022
Sponsored by American Education Research Association
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Determinants of elementary-school academic achievement: Component cognitive abilities and memory integration
Published in Child Development
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2022
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Rational Number Representation Predicts Mathematics Achievement: Quantity Matters
Published in Cognitive Development
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2022
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A 3-year Longitudinal Investigation of Elementary Students’ Self-derivation and Metacognition
Society for Research in Child Development
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virtual
April
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2021
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Scales Means Reptile: The Role Of Essentialist Thinking As A Barrier To Integration
Society for Research in Child Development
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virtual
April
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2021
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Rationale of Rational Numbers: Semantic Organization of Rational Numbers Relates to Mathematics Achievement
Society for Research in Child Development
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virtual
April
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2021
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A Mechanism for Advanced Math Achievement in Bilingual Education: Executive Functions Mediate the Relation Between Educational Program and Math Performance
Society for Research in Child Development
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virtual
April
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2021
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Chapter: Strategies and self-derivation: Means of maintaining and extending knowledge●
2021
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The gap between a picture and a 1000 words: Self-derivation through integration within and across presentation formats
Published in Journal of Cognition and Development
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2021
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Advantages of dual-language education: Executive function and academic performance among rural, low-income children
Published in Bilingual Research Journal
January
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2021
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Self-derivation through memory integration: A model for accumulation of semantic knowledge
Published in Learning and Instruction
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2020
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Vol. 66
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Dual-language education and special education
annual meeting of the American Educational Research Association
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Toronto, Canada
May
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2019
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Dual-language education: Executive functions and academic performance among rural low-income children
annual meeting of the American Educational Research Association
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Toronto, Canada
May
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2019
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Self-derivation through memory integration: A model for accumulation of semantic knowledge
Biennial Meeting of the Society for Applied Research in Memory and Cognition
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Cape Cod, MA
June
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2019
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The rationale of the rational number: Children’s organization of fractions and decimals
Biennial Meeting of the Cognitive Development Society
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Louisville, KY
October
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2019
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Dual-language education: Learning Across Languages
Carolina Consortium on Human Development
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University of Chapel Hill, NC
October
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2019
Sponsored by Center for Developmental Science, Chapel Hill, North Carolina.
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Cognition in Context: Knowledge accumulation and organization
Invited talk, Northeastern University
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Boston, MA
October
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2019
Sponsored by Coley Research Lab
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Self-derivation through memory integration under low surface similarity conditions: The case of multiple languages
Published in Journal of Experimental Child Psychology
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2019
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Vol. 187
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The case for measuring and reporting bilingualism in developmental research
Published in Collabora: Psychology
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2019
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Vol. 5
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Issue #1
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From bench to classroom: Collaborating within a dual-language education model
Published in Journal of Cognition and Development
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2019
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Vol. 20
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Issue #2
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Cognitive correlates of memory integration across development: Explaining variability in an educationally relevant phenomenon.
Published in Journal of Experimental Psychology: General
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2019
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Vol. 148
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Issue #4
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BLC mini-series: Tools to document bilingual experiences
Published in Bilingualism: Language and Cognition
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Does executive functions gained through two-way dual-language education translate into math achievement?
Published in International Journal of Bilingual Education and Bilingualism
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Chapter: Bilingual Education●
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Awards & Grants
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Understanding the mechanisms supporting knowledge integration in traditional and dual-language classrooms
Institute of Education Sciences
Aug. 1, 2019 - Jul. 31, 2020
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A Clark collective approach to participant recruitment in our community
Clark University
Jun. 1, 2024
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Understanding individual and contextual factors that support language learning and academic performance in bilingual classrooms
National Science Foundation
Sep. 1, 2024
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An examination of factors that support language learning, cognitive development, and academic performance in bilingual education classrooms
Institute of Education Sciences
Sep. 1, 2024
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Building science knowledge over time and medium with diverse learners
Institute of Education Sciences
Sep. 1, 2021
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Language Practices for Promoting Learning in Bilingual Education
James S. McDonell Foundation
Jan. 1, 2021
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Measurement of Parent and Teacher Critical Consciousness
Spencer Foundation
Jan. 1, 2021
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Programming and practice to promoting achievement of English Learner students; bilingual education and language use
William T. Grant Foundation
Aug. 1, 2020
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Promoting accumulation of scientific knowledge in diverse samples of elementary school students
Institute of Education Sciences
Aug. 1, 2020
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Science, Technology, Engineering, and Mathematics Education Programs; Cognitive development, academic achievement, and anxiety
Spencer Foundation
Jan. 1, 2020
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