Daniel C Hyde

Biographic Data

ID	3828426
NAME	Daniel C Hyde
GIVEN NAMES	Daniel C
FAMILY NAME	Hyde
SIGNATURE	HYDE D C
AFFILIATIONS	University of Illinois Urbana-Champaign
ORCID	0000-0001-9888-5916
VERIFIED	Yes
TOTAL WORKS	6
TOTAL CITATIONS	2
WORKS AS AUTHOR	6
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	1973
LATEST PUBLICATION YEAR	2025
H-INDEX	1

Understanding of exact equality emerges after and builds on symbolic number knowledge
Open AccessChi‐Chuan Chen, Chi-Chuan Chen et al.ARTICLECognition2025
Establishing whether two sets of objects have the same number of objects turns out to be surprisingly challenging for children even if they have some basic number word and counting knowledge. Here we study the relationship between understanding of exact equality of sets and symbolic number knowledge in preschool children (N = 208, Age = 2.89-5.09 years) at various stages of symbolic number word acquisition. We gave children two classic verbal sym…
Cognitive and motivational numeracy parenting practices
Open AccessJiawen Wu, Dajung Oh et al.ARTICLEDevelopmental Psychology2024Cited by: 1
Parents are considered a major resource in children's numeracy development. The relative role of cognitive and motivational parenting practices, however, is unclear given that the two types of practices have largely been studied in isolation. The current study simultaneously estimated the contributions of several cognitive and motivational parenting practices hypothesized to be important, but which may have overlapping effects. To capture parents…
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged children
Open AccessYi Mou, Bo Zhang et al.ARTICLEChild Development2023
A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (M age = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013–2017) over 1 year, this study showed that earlier v…
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling
Open AccessYi Mou, Bo Zhang et al.ARTICLEEarly Childhood Research Quarterly2020References: 4
Infants’ intermodal perception of canine (Canis familairis) facial expressions and vocalizations
Ross Flom, Heather Whipple et al.ARTICLEDevelopmental Psychology2009Cited by: 1References: 3
From birth, human infants are able to perceive a wide range of intersensory relationships. The current experiment examined whether infants between 6 months and 24 months old perceive the intermodal relationship between aggressive and nonaggressive canine vocalizations (i.e., barks) and appropriate canine facial expressions. Infants simultaneously viewed static aggressive and nonaggressive expressions of the same canine and heard an aggressive or …
Teaching about CAI
Open AccessBruce L Hicks, Daniel C HydeARTICLEJournal of Teacher Education1973

Teaching about CAI
Open AccessBruce L Hicks, Daniel C HydeARTICLEJournal of Teacher Education1973
Infants’ intermodal perception of canine (Canis familairis) facial expressions and vocalizations
Ross Flom, Heather Whipple et al.ARTICLEDevelopmental Psychology2009Cited by: 1References: 3
From birth, human infants are able to perceive a wide range of intersensory relationships. The current experiment examined whether infants between 6 months and 24 months old perceive the intermodal relationship between aggressive and nonaggressive canine vocalizations (i.e., barks) and appropriate canine facial expressions. Infants simultaneously viewed static aggressive and nonaggressive expressions of the same canine and heard an aggressive or …
Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling
Open AccessYi Mou, Bo Zhang et al.ARTICLEEarly Childhood Research Quarterly2020References: 4
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged children
Open AccessYi Mou, Bo Zhang et al.ARTICLEChild Development2023
A fundamental question in numerical development concerns the directional relation between an early-emerging non-verbal approximate number system (ANS) and culturally acquired verbal number and mathematics knowledge. Using path models on longitudinal data collected in preschool children (M age = 3.86 years; N = 216; 99 males; 80.8% White; 10.8% Multiracial, 3.8% Latino; 1.9% Black; collected 2013–2017) over 1 year, this study showed that earlier v…
Cognitive and motivational numeracy parenting practices
Open AccessJiawen Wu, Dajung Oh et al.ARTICLEDevelopmental Psychology2024Cited by: 1
Parents are considered a major resource in children's numeracy development. The relative role of cognitive and motivational parenting practices, however, is unclear given that the two types of practices have largely been studied in isolation. The current study simultaneously estimated the contributions of several cognitive and motivational parenting practices hypothesized to be important, but which may have overlapping effects. To capture parents…
Understanding of exact equality emerges after and builds on symbolic number knowledge
Open AccessChi‐Chuan Chen, Chi-Chuan Chen et al.ARTICLECognition2025
Establishing whether two sets of objects have the same number of objects turns out to be surprisingly challenging for children even if they have some basic number word and counting knowledge. Here we study the relationship between understanding of exact equality of sets and symbolic number knowledge in preschool children (N = 208, Age = 2.89-5.09 years) at various stages of symbolic number word acquisition. We gave children two classic verbal sym…