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Thu, 06/27/2013 - 10:16am -- kxbwcs
Associate Professor/ Undergraduate Program Director

Ph.D., University of Minnesota

(585) 475-4556

Spring 2155

Wednesday, 11:00 am - 1:00 pm

Research Interests: 
Child Development, Perceptual & Cognitive Development, Media Influences on Children

Dr. Kirsten Condry joined the RIT Psychology Department in 2006. Her area of expertise is in developmental psychology, where she studies visual perception and cognitive development in children and infants.  As a member of the Multidisciplinary Vision Research Lab, her newest research is on how children and babies learn through video-mediated communication (like Skype).  Her previous research has examined areas like the perception of motion and depth in very young infants, and the development of counting and number skills in preschoolers.   Dr. Condry supervises senior projects that extend beyond related areas like childhood experiences and parenting to include topics like attitudes and preferences, language differences (particularly among deaf, hard of hearing and hearing students), and the effects of media.  Dr. Condry is currently the Undergraduate Coordinator for Psychology, and would be happy to answer questions about the program requirements and the department. 


Condry, K., & Yonas, A. (2013).  Six-month-old infants use motion parallax to direct reaching in depth.  Infant Behavior and Development, 36, 238-244. doi:10.1016/j.infbeh.2013.01.004

Shutts, K., Condry, K., Santos, L., & Spelke, E. S. (2009).  Core knowledge and its limits:  The domain of food.  Cognition, 110, 198-207.  doi: 10.1016/j.cognition.2009.03.005

Condry, K., & Spelke, E. S. (2008).  The development of language and abstract concepts:  The case of natural number. Journal of Experimental Psychology: General, 137, 22-38.  doi:  10.1037/0096-3445.137.1.22 ; 10.1037/0096-3445.137.1.22.supp (Supplemental)

Condry, K., & Niven, S. J. (2008).  Clash, Kevin.  In Henry Louis Gates Jr. and Evelyn Brooks Higginbotham (Eds.), African American National Biography (pp. 310-312). New York, NY:  Oxford University Press.

Molina, M., Van de Walle, G. A., Condry, K., & Spelke, E. S. (2004).  The animate-inanimate distinction in infancy:  Developing sensitivity to constraints on human actions.  Journal of Cognition and Development, 5(4), 399-426.  doi: 10.1207/s15327647jcd0504_1

Wednesday 10pm-12pmCondry, K., Smith, W. C., & Spelke, E. S. (2001).  Development of perceptual organization.  In F. Lacerda, C. von Hofsten, and M. Heimann (Eds.), Emerging cognitive abilities in early infancy (pp. 1-28).  Hillsdale, NJ:  Laurence Erlbaum Associates.