College of Education and Human Development

Institute of Child Development

Sarah Pan

  • Pronouns: she, her, hers

  • Doctoral Candidate

  • Institute of Child Development
    Carmen D. and James R. Campbell Hall
    51 East River Parkway
    Minneapolis, MN 55455

  • sepan@umn.edu
Sarah Pan

Areas of interest

Cognitive development; Early childhood education; Executive function; Learning

Degrees

MA Developmental Psychology, University of Minnesota, 2023
BA Psychology, University of Chicago, 2020
BA Neuroscience, University of Chicago, 2020

Biography

Sarah Pan is a doctoral candidate at ICD on the developmental science track. She works with Dr. Michèle Mazzocco to investigate children's early numerical development and cognition. Sarah's research focuses on contextual factors that influence the salience of numerosity and attention focused on numbers. Her dissertation investigates spontaneous mathematical interactions between parents and their preschool-aged children. Sarah is broadly interested in how to best understand and promote early learning, particularly as it applies to children's early math and executive function skills. Previously, she worked with Dr. Amanda Woodward at the University of Chicago to study toddler's object learning. 
 

Publications

Ernst, J.R., Pan, S.E., & Carlson, S.M. (2024). Remote assessment of the association between early executive function and mathematics skills. Infant and Child Development, e2534.

DeJoseph, M. L., Carosella, K. A., & NextGen Lead Mentors* (2023). Diversifying the Academy Through a Peer-to-Peer Mentorship Model: Insights and Recommendations From the NextGen Psych Scholars Program (NPSP). Journal of Diversity in Higher Education.
*I was a Lead Mentor in the second year of the program.

Ernst, J. R., Pan, S. E., & Mazzocco, M. M. (2023). Where and what children count during shared reading of early math books. Cognitive Development, 67, 101342.

Brezack, N., Pan, S., Chandler, J., & Woodward, A. L. (2023). Toddlers’ action learning and memory from active and observed instructions. Journal of Experimental Child Psychology, 232, 105670.

Mulcahy, C., Day Hess, C. A., Clements, D. H., Ernst, J. R., Pan, S. E., Mazzocco, M. M., & Sarama, J. (2021). Supporting young children’s development of executive function through early mathematics. Policy Insights from the Behavioral and Brain Sciences, 8(2), 192-199.