Tricia Striano

Professore ordinario


Dr. Tricia (Striano) Skoler, PhD is a full professor based in NYC, an award-winning researcher, consultant and entrepreneur. Author of over 120 research papers on infant social cognitive developmental neuroscience, she is author of Doing Developmental Research (Guilford Press) and Editor of Social Cognition: Development, Neuroscience and Autism (Wiley Press). Her current research focus is on early play, learning, creativity, and biophilic design. Skoler obtained her Habilitation from the University Osnabrueck, Ph.D. from Emory University (Psychology-Cognition & Development) and BA from the College of the Holy Cross. In 2004, The Federal Ministry of Education and Research and the Alexander von Humboldt Foundation named (Striano) Skoler a recipient of the Sofja Kovalevskaja Award, Germany’s most prestigious award for young scientists. She founded the Cultural Ontogeny Research Group at the Max Planck Institute for Evolutionary Anthropology and the Neuro-cognition and Development Group at the Max Planck Institute for Human Cognitive and Brain Sciences. In 2010, Tricia (Striano) Skoler received the Sanctae Crusis Award, the highest non-degree accolade that the College of the Holy Cross bestows on alumni. She teaches Research Methods, Industrial/Organizational Psychology, Developmental Methods, Cognitive Development, and Entrepreneurship. She serves on the Editorial Board of Infant Behavior and Development (Elsevier) and as a Research Ambassador for Germany though the German Academic Exchange. She is founder of Striano Inc.


Select Publications

Striano, T. (2016). Doing Developmental Research: A Practical Guide Guilford Press
Bertin, E. Wong, C. & Striano T. (2016) Assessing Social Cognition: A new instrumental paradigm based on contingent feedback. Infant and Child Development.
Hoehl, S. & Striano, T. (2010). Infants’ neural processing of positive emotion and eye gaze, Social Neuroscience, 5, 30-­‐39.
Hirotani, M., Stets, M., Striano, T., & Friederici, A. (2009). Joint attention helps infants learn new words: event-­‐related potential evidence. NeuroReport, 20, 600-­‐605.
Striano, T. & Reid, V.M. (2008). Social Cognition: Development, Neuroscience and Autism. Eds. T. Striano & V.M. Reid. Wiley-­‐Blackwell Publishing
Cleveland, A. & Striano, T. (2007). The effects of joint attention on object processing in 4-­‐ and 9-­‐month-­‐old infants. Infant Behavior and Development, 30,499-­‐504.
Grossmann, T., Striano, T. & Friederici, A.D. (2006). Crossmodal integration of emotional information from face and voice in the infant brain. Developmental Science, 9, 309-­‐315.
Striano, T. & Vaish,A. (2006). Seven- to 9-­month-­old infants use facial expressions to interpret others´ action. British Journal of Developmental Psychology, 24, 753-­‐760.
Striano, T., Reid, V.M. & Hoehl,S. (2006). Neural mechanisms of joint attention in Infancy. European Journal of Neuroscience, 23, 2819-­‐2823.
Striano, T. & Bertin, E. (2005). Coordinated affect with mothers and strangers: A longitudinal study of joint attention between 5 and 9 months of age. Cognition and Emotion,19, 781-­‐890.
Striano, T. & Bushnell, E.(2005). Haptic perception of material properties by 3-­‐month-­‐old infants. Infant Behavior and Development, 28, 266-­‐289.
Striano, T. & Bertin, E. (2005). Social-­‐cognitive skills between 5 and 10 months of age. British Journal of Developmental Psychology, 23, 559-­‐568.
Striano, T. & Stahl, D. (2005) Sensitivity to triadic attention in early infancy. Developmental Science, 4, 333-­‐343.
Grossmann, T., Striano, T. & Friederici, A.D. (2005). Infants´ electric brain responses to emotional prosody. NeuroReport, 16, 1825-­‐1828.
Striano, T. (2004). Direction of regard and the still-­‐face effect in the first year: Does intention matter? Child Development, 75, 468-­‐479.
Vaish, A. & Striano, T. (2004). Is visual reference necessary? Contributions of facial versus vocal cues in 12-­‐month-­‐olds’ social referencing behavior. Developmental Science, 7, 261-­‐269.
Striano, T., Tomasello, M. & Rochat, P. (2001). Social and object support for early symbolic play. Developmental Science, 4, 442-­‐455.
Striano, T. & Rochat, P. (1999) Developmental link between dyadic and triadic social competence in infancy. British Journal of Developmental Psychology, 17, 551-­‐562.

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