Ph.D., Massachusetts Institute of Technology, Cognitive Science
Department of Psychology
Hunter College, Room 506 TH
695 Park Avenue
New York, NY 10065
Tel: (212) 772-5677
Current Areas of Research:
My research investigates the basic mechanisms of lexical and conceptual representation and development. The research addresses questions such as the following. How do we effortlessly form concepts of a wide variety of things (e.g. dogs, trees, tables, wood, people, mothers, fathers, good, bad, freedom, justice). Are different kinds of mechanisms needed to form concepts of different types? How are conceptual representations related to perceptual and linguistic representations? Do the mechanisms of conceptual representation change with development? How are concepts represented in the brain? We use a variety of techniques to study these questions.
Prasada, S., Khemlani, S., Leslie, S-J, Glucksberg, S. (2013). Conceptual distinctions amongst generics. Cognition, 126, 405-422.
Knobe, J., Prasada, S., & Newman, G.E. (2013). Dual character concepts and the normative dimension of common sense conception. Cognition, 127, 242-257.
Prasada, S., Hennefield, L., & Otap, D. (2012). Conceptual and linguistic representations of kinds and classes. Cognitive Science, 36, 1224-1250.
Prasada, S. (2012). Mechanisms for characterizing kinds and classes. Recherches Linguistiques de Vincennes, 41, 45-62.
Prasada, S., & Dillingham, E.M. (2009). Representation of principled connections: A window onto the formal aspect of common sense conception. Cognitive Science, 33, 401-448.
Prasada, S., Salajegheh, A., Bowles, A., & Poeppel, D. (2008). Characterizing kinds and instances of kinds: ERP reflections. Language and Cognitive Processes, 23, 226-240.
Prasada, S. & Dillingham, E.M. (2006). Principled and statistical connections in common sense conception. Cognition, 99, 73-112.
Prasada, S., Ferenz, K., & Haskell, T. (2002). Conceiving of entities as objects and stuff. Cognition, 83, 141-165.
Ferenz, K. & Prasada, S. (2002) Singular or plural? Children's knowledge of the factors that determine the appropriate form of count nouns. Journal of Child Language, 29, 49-70.