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Nicolás Alessandroni, PhD

FRQSC Postdoctoral Fellow, Psychology
Part-Time Faculty, Psychology

Biography    Teaching activities    Selected publications   

Nicolás Alessandroni, PhD

Nicolás Alessandroni is an FRQSC Postdoctoral Fellow at the Concordia Infant Research Laboratory (Concordia University, Canada) led by Dr. Krista Byers-Heinlein, where he focuses on the intersection between open science and infant research.

He received his PhD in Psychology from the Universidad Autónoma de Madrid (Spain) with a project investigating the relationship between object use and the early development of conceptual thinking from an ecological-enactive approach to cognition. In 2023, he was honoured with the prestigious Doctoral Dissertation Award by the Jean Piaget Society (USA).

His other research interests include the development of intentional understanding, early multimodal communication, and the philosophy of knowledge.

Teaching activities

PSYC 333
Fundamentals of Lifespan Development

Selected publications

Alessandroni, N., Malafouris, L., & Gallagher, S. (in press). An ecological approach to conceptual thinking in material engagement. Europe’s Journal of Psychology.

Alessandroni, N., Altschul, D., Bazhydai, M., Byers-Heinlein, K., Elsherif, M., Gjoneska, B., Huber, L., Mazza, V., Miller, R., Nawroth, C., Pronizius, E., Qadri, M. A. J., Šlipogor, V., Soderstrom, M., Stevens, J. R., Visser, I., Williams, M., Zettersten, M., & Prétôt, L. (2024). Comparative cognition needs big team science: How large-scale collaborations will unlock the future of the field. Comparative Cognition & Behavior Reviews, 19, 67-72. https://doi.org/10.3819/CCBR.2024.190001

Baumgartner, H., Alessandroni, N., Byers-Heinlein, K., Frank, M., Hamlin, J. K., Soderstrom, M., Voelkel, J. G., Willer, R., Yuen, F., & Coles, N. A. (2023). How to build up big team science: A practical guide for large-scale collaborations. Royal Society Open Science. https://doi.org/10.1098/rsos.230235.

Alessandroni, N. (2023). The road to conventional tool-use: Developmental changes in children’s material engagement with artifacts in nursery school. Infancy, 28(2), 388–409. https://doi.org/10.1111/infa.12522 

Alessandroni, N., & Malafouris, L. (2023). Blurring ontological boundaries: The transactional nature of material engagement. Adaptive Behavior, 31(2), 127–131. https://doi.org/10.1177/10597123221098002

Vietri, M., Alessandroni, N., & Piro, M.C. (2022). Intentional understanding through action coordination in early triadic interactions. Integrative Psychological & Behavioral Science. http://dx.doi.org/10.1007/s12124-022-09677-5

Alessandroni, N., & Byers-Heinlein, K. (2022). Ten strategies to foster open science in psychology and beyond. Collabra: Psychology, 8(1), 57545. https://doi.org/10.1525/collabra.57545

Prezioso, E., & Alessandroni, N. (2022). Enacting memories through and with things: Remembering as material engagement. Memory Studies, 16(4), 962-983. https://doi.org/10.1177/17506980221108475

Alessandroni, N. (2021). Object concepts and their functional core: Material engagement and canonical uses of objects in early childhood education. Human Arenas, 4(2), 172-195. https://doi.org/10.1007/s42087-020-00119-5

Alessandroni, N., Moreno-Núñez, A., Rodríguez, C., & Del Olmo, M. J. (2020). Musical dynamics in early triadic interactions. A case study. Psychological Research, 84(6), 1555-1571. https://doi.org/10.1007/s00426-019-01168-4

Alessandroni, N., & Rodríguez, C. (2020). The development of categorization and conceptual thinking in early childhood: Methods and limitations. Psicologia: Reflexão e Crítica, 33, article 17. https://doi.org/10.1186/s41155-020-00154-9

Alessandroni, N., & Rodríguez, C. (2019). On perception as the basis for object concepts: A critical analysis. Pragmatics & Cognition, 26(2/3), 321-356. https://doi.org/10.1075/pc.19027.ale

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