Douglas A. Frye

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Associate Professor

Human Development and Quantitative Methods Division

Contact

dfrye@upenn.edu

(215) 898-7375

Media Inquiries:
Contact Penn GSE Communications.

Education

Ph.D. (Psychology) Yale University, 1978
B.A. (Psychology and Philosophy) University College, New York University, 1973

Areas of Expertise

Children’s theory of mind
Cognitive development
Early mathematical development
Human development

Programs

Interdisciplinary Studies in Human Development Ph.D.

Interdisciplinary Studies in Human Development M.S.Ed.

More Information

Teaching Interests
Cognitive development
Children's theories of mind
Thinking and reasoning in mathematics
Child development (Elementary Education Program)
Social and cognitive development in early childhood
Social development
Cognitive psychology
Research methods in developmental
Psychology
Computers and education

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Biography

Professional Biography

Dr. Frye’s first teaching and research appointment was abroad at Cambridge University. He returned to the United States to pursue research in computer science at Yale and subsequently resumed teaching and research at New York University. He joined the faculty at Penn GSE in 1998.

Research Interests and Current Projects

Dr. Frye’s research efforts are concentrated on two topics in cognitive development, children’s theories of mind and early mathematical development. The first considers the developments that are important for theory of mind and the effects those developments subsequently have on children’s social competence. This research investigates the relation of theory of mind to executive control in particular and to early childhood development in general. It examines the benefits theory of mind has for young children’s social-emotional understanding and for their understanding of teaching and learning.

The goal of the second research effort is to understand how children initially acquire mathematical reasoning skills. This research assesses the cognitive changes that occur in early math learning and employs that information to design interactive classroom and computer settings to improve math understanding. Present projects include collaborating with urban Head Start centers to support emergent numeracy and social competence to ensure young children’s readiness for the transition to school.

Publications

Selected Publications

Frye, D., & Wang, Z. (2008). Theory of mind, understanding teaching, and early childhood education. In C. Fiorello & K. Thurman (eds.), Cognitive Development in K-3 classroom Learning: Research Applications. Mahwah, NJ: Erlbaum, pp. 85–104.

Muller, U., Lieberman, D. , Frye, D., & Zelazo, P. (2008). Executive function, school readiness, and school achievement. In C. Fiorello & K. Thurman (eds.), Cognitive Development in K–3 Classroom Learning: Research Applications. Mahwah, NJ: Erlbaum, pp. 41-8.

Frye, D., & Ziv, M. (2005). Teaching and learning as intentional activities. In C. Tamis-Lemonda & B. D. Homer (eds.), The Development of Social Cognition and Communication. Mahwah, NJ: Erlbaum, pp. 231–258.

Frye, D. (2005). What good can we expect from preschool assessment? Social Policy Report, 19, 4.

Ziv, M., & Frye, D. (2004). Children’s understanding of teaching: The role of knowledge and belief. Cognitive Development, 19, 457–477.

Zelazo, P. D., Müller, U., Frye, D., & Marcovitch, S. (2003). The Development of Executive Function in Early Childhood. Monographs of the Society for Research in Child Development, 68, vii-137.

Ziv, M., & Frye, D. (2003). The relation between desire and false belief in children’s theory of mind: No satisfaction? Developmental Psychology, 39, 859–876.

Frye, D., & Zelazo, P.D. (2003). The development of young children’s action control and awareness. In J. Roessler & N. Eilan (eds.), Agency and Self-Awareness: Issues in Philosophy and Psychology. Oxford: Oxford University Press, pp. 244–262.

Zelazo, P. D., Jacques, S., Burack, J. A., & Frye D. (2002). The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders. Infant and Child Development, 11, 171–195.

Zelazo, P. D., Burack, J. A., Boseovski, J. J., Jacques, S., & Frye, D. (2001). A Cognitive Complexity and Control framework for the Study of Autism. In T. Charman, J. A. Burack, N. Yirmiya, & P. R. Zelazo (eds.), The Development of Autism: Perspectives from Theory and Research. Mahwah, NJ: Erlbaum, pp. 195–217.