Dr. Erin Ruth Baker joined the faculty of the division of Educational Psychology and Methodology in 2016. Dr. Baker earned a PhD in Psychology from Bowling Green State University in 2016, a MS from Morehead State University in Experimental Psychology in 2011, and completed undergraduate studies at Southern Illinois University, Edwardsville, in psychology in 2009. Dr. Baker is also the Director of the Social Cognition in Preschool (SCIP) Lab.
Dr. Baker’s research focuses on children’s growing capacities as social and moral agents in their world, particularly during the preschool years (3-6 years old). This includes considering children’s cognitive abilities (e.g., executive function), social and moral understanding (e.g., Theory of Mind, moral reasoning), and social behaviors (e.g., aggression). Dr. Baker’s most recent work has focused on how these relations intersect in low resource contexts, specifically urban poverty.
(underlined names are graduate students)
Baker, E. R., Huang, R., Liu, Q., & Battista, C. (in press). Children’s poverty exposure and hot and cold executive functions: Differential impacts of parental financial strain. Journal of Cognition and Development. doi: 10.1080/15248372.2020.1853125
Baker, E. R., & Liu, Q. (in press). Moral reasoning and moral behavior: Intersections of reasoning with aggressive forms and functions in early childhood. Early Education and Development. doi: 10.1080/10409289.2020.1780561
Baker, E. R., Jensen, C. J., Moeyaert, M., & Bordoff, S. (2020). Socioeconomic status and early childhood aggression: Moderation by theory of mind for relational, but not physical, aggression. Early Child Development and Care, 190(8), 1187-1201. doi: 10.1080/03004430.2018.1524379.
Puccioni, J., Baker, E. R., & Froiland, J. (2020). Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and practices. Infant and Child Development, 28(6). doi: 10.1002/icd.2154.
Baker, E. R., Jensen, C. J., & Tisak, M. S. (2019). A closer examination of aggressive subtypes in early childhood: Contributions of executive function and single-parent status. Early Child Development and Care, 189(5), 733-746. doi: 10.1080/03004430.2017.1342079.