Ph.D., Developmental Psychology, Temple University (2014)
B.S., Psychology, Lehigh University (2008)
Teaching in Higher Education Certificate, Temple University
I believe there is no better model for engendering lifelong learning than one’s own scholarship. As an undergraduate student myself, my passions for child development were stoked through courses taught by respected leaders in the field and realized through hands-on experiences with experimental research. This teacher/scholar model remains at the core of my own teaching philosophy. Modeled from some of the most influential teachers in my life as well as my own knowledge of effective approaches to learning from my training as a developmental psychologist, my classes stress experiential learning and practical application. Whether it be through in-class demonstrations, opportunities for personal reflection, or assignments that emphasize behavior in real-world contexts, I seek to encourage students to engage with the material in a way that is meaningful to them. Critical thinking is equally important, as through discussions and assignments, students wrestle with how to assess and apply behavioral research to the big questions of psychology. To that end, I place great importance on maintaining a classroom environment that is open to questions and thoughtful discussion. Whether a large lecture or intimate seminar, I strive to portray the message that every question and challenge is valuable. Science progresses on the open and honest sharing of ideas, and students, regardless of experience, should feel empowered to be a part of that process.
My responsibilities as a teacher also extend beyond the classroom. One of the most rewarding parts of my job is the opportunity to mentor students, particularly in research settings. I take great joy in the opportunity to tailor experiences that not only reflect students' varied passions, but also meet each student where they are in their academic journey. From walking students through their first experiences with interpreting empirical research, to guiding them through the design and execution of their own projects within the field of child development, it is extremely rewarding to see students develop the tools necessary to channel their passions and curiosity towards the discovery of knowledge. Regardless of the mentoring setting, it is also a great privilege to speak to life decisions that go beyond the material at hand and I take great pride in whatever role I can play in helping students discover and achieve their career goals.
Regardless of the learning context, my goal is that each student I encounter be inspired to use psychology as a window into everyday personal and professional experiences and be equipped, through the engagement of the rich data in behavioral science, to be critical consumers of information. Psychology is a discipline that speaks volumes into the development of the person and my sincere hope is to use the material to the best of my ability to prepare students for the challenges ahead.
Statistics and Research Methods
Second Language Learning and Bilingualism
Language and Thought
Development of Intuitive Physics
My research centers on infants' and children's developing understanding of events and how they are represented in language. A primary component of this research concerns the basic cognitive processes underlying verb learning in both first and second language acquisition. Current questions under examination include:
-What are the mechanisms through which infants and adults build complex events such as "washing hands" or "making the bed?"
-How does the way in which our native language represents the world affect our ability to learn a second language?
In addition to these questions, I am also investigating the relation between children's linguistic and non-linguistic representations of causality, force, and motion. Questions within this line of inquiry include:
-How do children develop naïve and correct conceptions regarding how forces interact?
-Do linguistic representations of force and motion affect the way in which children and adults reason about these events?
George, N. R., Konishi, H., Hirsh-Pasek, K., & Golinkoff, R. M. (2014). Event perception and language development. In P. Brooks, V. Kempe, & J. G. Golson (Eds.). Encyclopedia of Language Development. (pp. 199-204). Thousand Oaks, CA: Sage.
George, N. R., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2014), Carving the world for language: How neuroscientific research can enrich the study of first and second language learning. Developmental Neuropsychology, 39(4), 262-284.
Göksun, T., George. N. R., Hirsh-Pasek, K., & Golinkoff, R. M. (2013), Forces and motion: How young children understand causal events. Child Development, 84(4), 1285-1295.
Bulgarelli, F., George, N. R., Roe, M. & Weiss, D. (2017, November). Bottom-up cues to event segmentation: The use of audiovisual synchrony in speech to preschoolers. The 42nd Boston University Conference on Language Development, Boston, MA.
Bulgarelli, F., George, N. R., & Weiss, D. (2017, April). Stacking Evidence: Parents’ use of acoustic packaging continues into the preschool years. In N. R. George (chair) Playing with words: How parents highlight event structure through language and gesture. The 2017 Society for Research in Child Development Biennial Meeting, Austin, TX.
Göksun, T., George, N. R., Kartalkanat, H., Uzundag, B., & Turan, E. (2016, November). Expressions of complex causal relations in speech and gesture. Poster presented at the 41st Boston University Conference on Language Development, Boston, MA.
George, N. R., Bulgarelli, F., Theoret, C., & Weiss, D. (2016). Dancing with words: The acoustic packaging of events in adult-directed speech. Poster presented at the 57th Annual Meeting of the Psychonomic Society. Boston, MA.
George, N. R., Kanero, J., Chwilla, D., & Weiss, D. (2016). Are we ON the same page? Monolingual and bilingual acquisition of familiar and novel relational language. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.). Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society. (pp. 111-116). Philadelphia, PA.
Theoret, C., Bulgarelli, F., George, N. R., & Weiss, D. (2016). What to say about ballet? How the timing of language can be instructive. Poster presented at the 2016 Undergraduate Exhibition. The Pennsylvania State University, University Park, PA.
George, N.R., & Weiss, D. (2015). Getting ON the same page: Acquisition of containment and support relations in second language learning. Poster presented at the Learning Sciences/Science of Learning Poster Conference. The Pennsylvania State University, University Park, PA.
George, N. R., Hirsh-Pasek, K., & Golinkoff, R. M. (2015). The force of language: How children acquire the semantic categories of force dynamics. Society for Research in Child Development Biennial Meeting. Philadelphia, PA.
George, N. R. (2014). The force of language: How children acquire the semantic categories of force dynamics. Temple University Linguistics Conference. Temple University, Philadelphia, PA.
Harris, J., George, N. R., Newcombe, N., & Hirsh-Pasek, K. (2013). The mystery of misconceptions: Exploring how understanding of multiple components of motion develops. Poster presented at the Society for Research in Child Development Biennial Meeting. Seattle, WA.
George, N. R., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Any way the wind blows: Children’s inferences about force dynamics events. Poster presented at the Society for Research in Child Development Biennial Meeting. Seattle, WA.
George, N. R., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Why the push? Preschoolers’ categories of cause, enable, prevent, and despite. Poster presented at the Inter-Science of Learning Center Student and Post-Doc Conference. Philadelphia, PA.
George, N. R., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2012). Forcing the issue: Testing force dynamics theory in early childhood. Poster presented at the 18th International Conference on Infant Studies. Minneapolis, MN.
Richie, R., Roseberry, S., George, N. R., Hirsh-Pasek, K. & Golinkoff, R. M. (2011). Dynamic event segmentation and verb learning: Pilot work. Poster presented at the Inter-Science of Learning Center Student and Post-Doc Conference. Washington, DC.
George, N. R., Göksun, T., Hirsh-Pasek, K., & Golinkoff, R. M. (2011). Children’s use of causal verbs. Poster presented at the Inter-Science of Learning Center Student and Post-Doc Conference. Washington, DC.
Göksun, T., Tynan, E., Roseberry, S., George, N. R., Ferrara, K., Stahl, A., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). A new angle to infant causality. Poster presented at the XVIIth International Conference on Infant Studies. Baltimore, MD.
Göksun, T., Ferrara, K., Winslow, C., George, N. R., Hirsh-Pasek, K., & Golinkoff, R. M. (2010). Forces and motion: How young children understand causal events. Poster presented at the 17th International Conference on Infant Studies. Baltimore, MD.
Laible, D., Eye, J., Panfile, T., & George, N. R. (2009). Children's representations of relationships: Links with temperament, parenting, and maternal representations of relationships. Poster presented at the Society for Research in Child Development Biennial Meeting. Denver, CO.
George, N. R. (2015, May). The challenges of relational language for first and second language learners. Language Division, Donders Centre for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands.
George, N. R. (2013, February). Force dynamics in event perception: Where language and spatial thinking meet. Spatial Intelligence and Learning Center, Northwestern University, Evanston, IL.
2017-2018 Faculty Development Grant, $5,000
“Let’s Talk Physics: How Language Influences Our Understanding of Force and Motion”
2017 Undergraduate Psychology Club Professor of the Year, Adelphi University
Member, Society for Research in Child Development
Member, Center for Language Science at Penn State University, 2014-2016
Member, Spatial Intelligence and Learning Center at Temple University, 2009-2014
Psi Chi Advisor, fall 2017-present:
Advise Adelphi University's chapter of the Psi Chi International Honors Society, including organizing recruitment and induction of new members, scheduling colloquium speakers, and overseeing fundraising and service activities initiated by the student executive board.
Neuroscience Committee Member, fall 2017-present
STEP Committee Member, fall 2017-present
Panelist for Campus Connect: Neuroscience in Research, Teaching & Practice, March 2017
Reviewer for 14th annual Adelphi Research Conference, April 2017