Haley Vlach

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EDUCATIONAL PSYCHOLOGY
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Tel: 608/262-3432
 Fax: 608/262-0843
Email: edpsych@education.wisc.edu
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Dr. Haley A. Vlach
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Dr. Haley A. Vlach


Educational Psychology (EdPsych)

886 Educational Sciences  binoculars icon
1025 West Johnson Street
Madison, WI 53706-1706
Office: 608/262-6105
Fax: 608/262-0843

hvlach@wisc.edu
WEBSITE: The Learning, Cognition, & Development Lab

Personal Biography

Haley Vlach is an Assistant Professor in the Department of Educational Psychology and director of the Learning, Cognition, & Development (LCD) Lab. She received her Ph.D. in Psychology from the University of California, Los Angeles. Her research is on children’s learning and cognitive development. For more information about Haley Vlach's research, visit the LCD Lab website: Learning, Cognition, & Development Lab


Education

2012 - Ph D, Developmental & Cognitive Psychology
University of California, Los Angeles
Los Angeles, CA

2007 - MA, Developmental & Cognitive Psychology
University of California, Los Angeles
Los Angeles, CA

2006 - BS, Psychology
Carnegie Mellon University
Pittsburgh, PA


 

 

Teaching Interests

infant and child development; cognitive development; memory and memory development; transfer and generalization; language development; cognitive development and educational interventions; science learning

Scheduled Teaching

  • Spring 2013 - Memory & Memory Development
    Course Number: 506, Section: 3
     
  • Fall 2012 - Human Development - Infant & Child Development
    Course Number: 320, Section: 2, Course Level: Undergraduate
     

Research Interests

My research examines the mechanisms underlying children’s learning in order to (1) understand cognition and how cognition develops, and (2) build an empirical base for the design of successful educational and health interventions. My work spans the following cognitive and developmental processes: memory, memory development, word and category learning, concept learning, conceptual development, inductive learning, and generalization/transfer of learning. A central focus is connecting more traditional psychological research to applied settings, such as the design of cognitive interventions and concept learning in the classroom. For more information, please see my lab website: Learning, Cognition, & Development Lab .

Publications

  • Vlach, H., & Johnson, S.P. (2013). Memory constraints on infants' cross-situational statistical learning. Cognition. 127, 375-382.
  • Vlach, H., & Sandhofer, C.M. (in press). Retrieval dynamics and retention in cross-situational statistical learning. Cognitive Science.
  • Krogh, L., Vlach, H., & Johnson, S.P. (2013). Statistical learning across development: Flexible yet constrained. Frontiers in Psychology. 3:598.
  • Vlach, H., Ankowski, A.A., & Sandhofer, C.M. (2012). At the same time or apart in time? The role of presentation timing and retrieval dynamics in generalization. Journal of Experimental Psychology: Learning, Memory, & Cognition. 38, 246-254.
  • Ankowski, A.A., Vlach, H., & Sandhofer, C.M. (2012). Comparison versus contrast: Task specifics affect category acquisition. Infant and Child Development.
  • Vlach, H., & Sandhofer, C.M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development. 83, 1137-1144.
  • Vlach, H., & Sandhofer, C.M. (2012). Fast mapping across time: Memory mechanisms support children’s ability to retain words. Frontiers in Developmental Psychology.
  • Vlach, H., & Sandhofer, C.M. (2011). Developmental differences in children’s context-dependent word learning. Journal of Experimental Child Psychology. 108, 394-401.
  • Vlach, H., Krogh, L., Thom, E.E., & Sandhofer, C.M. (2010). Doing with development: Moving toward a complete theory. Behavioral and Brain Sciences. pp. 227-228.
  • Vlach, H., & Carver, S.M. (2008). The effects of observation coaching on children’s graphic representations. Early Childhood Research & Practice.
  • Vlach, H., Sandhofer, C.M., & Kornell, N. (2008). The spacing effect in young children’s memory and category induction. Cognition. 109, 163-167.
  • Vlach, H., & Carver, S.M. (2006). The impact of observation on children’s drawings. National Association of Laboratory Schools Journal.
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