Our Lab
Dr. Rob Duncan | Lab Director
The RAMS ChAT lab uses advanced quantitative methods to study children’s early development of school readiness skills and the role of environments. In terms of advanced quantitative methods, the focus is primarily on longitudinal and multilevel models, structural equation modeling, and causal inference. In terms of school readiness skills, the focus is primarily on language, executive function, behavioral regulation, and academic skills of math and literacy. In terms of environments, we mainly focus on the quality of home and early childhood education settings, with a particular interest in the early conversational interactions of young children.
Collectively, we apply basic science approaches with rigorous analytic methods with the intention of informing interventions and policies that will support positive development in the earliest years of life. The lab welcomes members with interests in any of these topic areas and is currently seeking both undergraduate and graduate research assistants.
Current Research Projects Daily Interactions Study
- In line with the early childhood education mission to prepare children for success in school we would like to conduct a study to understand how children’s language environments in home and child care settings support their early learning.
- We plan to examine predictors of children’s language environments and how they predict development of vocabulary, math, literacy, and executive function.
Completed Research Projects
Selected Publications
Full list of Dr. Rob Duncan’s publications
Duncan, R. J., Nordgren, I., Schmitt, S. A., & Vandell, D. L. (2024). Additive and synergistic relations of early mother-child and caregiver-child interactions and socioeconomic outcomes in adulthood (Registered Report). Infant and Child Development, 33, e2406. http://doi.org/10.1002/icd.2406
Duncan, R. J., Anderson, K. L., King, Y. A., Finders, J. K., Schmitt, S. A., & Purpura, D. J. (2023). Predictors of preschool language environments and their relations to children’s vocabulary. Infant and Child Development, 32, e2381. https://doi.org/10.1002/icd.2381
Duncan, R. J., Anderson, K. L., Finders, J. K., Purpura, D. J., & Schmitt, S. A. (2023). Factor structure of school readiness skills: Conceptual versus statistical distinctions. Frontiers in Psychology, 14, 962651. https://doi.org/10.3389/fpsyg.2023.962651
Duncan, R. J., Korucu, I., & Schmitt, S. A. (2023). Variations in home environment quality during the first five years and children’s achievement. Journal of Applied Developmental Psychology, 85, 101500. https://doi.org/10.1016/j.appdev.2022.101500
Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287-300. https://doi.org/10.1016/j.ecresq.2020.05.009
Duncan, R. J., King, Y., Finders, J. K., Elicker, J., Schmitt, S. A., & Purpura, D. J. (2020). Prekindergarten classroom language environments and children’s vocabulary skills. Journal of Experimental Child Psychology, 194, 104829. https://doi.org/10.1016/j.jecp.2020.104829
Duncan, R. J., Rolan, E., Marceau, K., Lewis, K. M., Bavarian, N., DuBois, D. L., & Flay, B. (2019). Childhood protective factors and a prevention program reduce later problem behaviors. Journal of Applied Developmental Psychology, 65, 101063. https://doi.org/10.1016/j.appdev.2019.101063
Duncan, R. J., Schmitt, S. A., & Vandell, D. L. (2019). Additive and synergistic relations of early mother-child and caregiver-child interactions for predicting later achievement. Developmental Psychology, 55, 2522-2533. http://dx.doi.org/10.1037/dev0000824
Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology, 49, 21-30. https://doi.org/10.1016/j.appdev.2017.01.004
Duncan, R. J., Washburn, I. J., Lewis, K. M., Bavarian, N., DuBois, D. L., Acock, A. C., … Flay, B. R. (2017). Can universal SEL programs benefit universally? Effects of the Positive Action program on multiple trajectories of social-emotional and misconduct behaviors. Prevention Science, 18, 214-224. https://doi.org/10.1007/s11121-016-0745-1