Nicolás Alessandroni, PhD
- FRQSC Postdoctoral Fellow, Psychology
- Part-Time Faculty, Psychology
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Biography
Nicolás Alessandroni is a postdoctoral fellow at the Concordia Infant Research Laboratory, directed by Dr. Krista Byers-Heinlein. He is also a course instructor for PSYC 333 - Fundamentals of Lifespan Development in the Department of Psychology. His research focuses on how Open Science, Big Team Science, and infant studies can work together to advance our understanding of human development. Currently supported by funding from the Fonds de Recherche du Québec – Société et Culture, Nicolás plays an active role in several large-scale networks, such as ManyBabies and ManyManys, and takes a leadership role in ManyManys 1, a project aimed to compare reversal learning across different animal taxa.
He earned his PhD in Psychology from the Universidad Autónoma de Madrid (Spain) in 2021, with research centered on 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 research has been featured in leading journals such as Infancy, Infant Behavior & Development, Adaptive Behavior, Psychological Research, Collabra: Psychology, Philosophical Psychology, Theory & Psychology, Pragmatics and Cognition, and Royal Society Open Science.
He earned his PhD in Psychology from the Universidad Autónoma de Madrid (Spain) in 2021, with research centered on 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 research has been featured in leading journals such as Infancy, Infant Behavior & Development, Adaptive Behavior, Psychological Research, Collabra: Psychology, Philosophical Psychology, Theory & Psychology, Pragmatics and Cognition, and Royal Society Open Science.
Teaching activities
PSYC 333
Fundamentals of Lifespan Development
Research activities
Research focus areas
- Ecological Psychology and Material Engagement.
- Tool Use and Cognitive Development in Early Childhood.
- Early Communication, Interaction, and Social Cognition.
- Comparative Cognition and Learning.
- Open Science and Big Team Science.
Selected publications
Alessandroni, N., Altschul, D., Bazhydai, M., Brosnan, S. F., Byers-Heinlein, K., Call, J., Chittka, L., Elsherif, M., Espinosa, J., Freeman, M., Gjoneska, B., Güntürkün, O., Huber, L., Krasheninnikova, A., Mazza, V., Miller, R., Moreau, D., Nawroth, C., Pronizius, E., Ruiz-Fernández, S., Schwing, R., Šlipogor, V., Visser, I., Vonk, J., Yeager, J., Zettersten, M., & Prétôt, L. (in press). Challenges and Promises of Big Team Comparative Cognition. Nature Human Behavior.
Malafouris, L., Aston, A., & Alessandroni, N. (2024). Rethinking the “we” in “we” intentionality: Intention-sharing with —and not simply about —things. Philosophical Psychology, 1–31. https://doi.org/10.1080/09515089.2024.2381523
Alessandroni, N., Malafouris, L., & Gallagher, S. (2024). An ecological approach to conceptual thinking in material engagement. Europe’s Journal of Psychology, 20(2), 84–103. https://doi.org/10.5964/ejop.13227
Alessandroni, N., & Madureira Ferreira, J. (2024). Materiality and cognitive development: Contemporary debates and empirical studies in early childhood. Europe’s Journal of Psychology, 20(2), 79–83. https://doi.org/10.5964/ejop.14433
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
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