My early research focused on children's discovery of symbols in language and play, and the linkage between developments in these domains. Toddlers' pretend play tends to develop in parallel with their early language, which suggests common cognitive abilities. Some children's early language emphasizes combining separate words, usually nouns. The origins of these individual differences are unknown. Some of my work has explored the question of whether these differences are influenced by cognitive and social influences, such as parents' emphasis on informational vs. interpersonal functions of language.
Related work investigates parents' support of children's symbolic play development.
This work has obvious applicability for assessment and intervention in children's language development. Much of children's early language and play is embedded in their understanding of events. Another thread of research involves children's event memory. This work is related to the field of autobiographical memory, which has clinical implications in the development of a self-concept, and practical applications in, for example, children's eyewitness testimony. This leads us to question children's understanding of causality.