Jeanne D. Day

Jeanne D. Day


Ph.D., University of Illinois, Champaign-Urbana

(574) 631-6589

Corbett Family Hall

Notre Dame, IN 46556

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Cognitive development and Educational processes.


Dr. Day's research interests are in the area of cognitive development and educational processes. One of her primary areas of investigation currently concerns finding better ways to teach young disadvantaged children so as to improve their preparation for later school success. In addition, she studies individual differences in the ease with which children learn with an eye toward creating educationally useful profiles of ability. Recently, she has taught children attending Head Start literacy and math concepts. Finally, she has conducted research on the measurement of "social intelligence" with the eventual aim of finding ways to improve children's social skills.

Recent Publications

Day, J. D., Engelhardt, J., Maxwell, S. E. & Bolig, E. E. (1997). Static and dynamic predictors of post-training performance in two domains. Journal of Educational Psychology. 89, 358-368.

Jones, K., & Day, J. (1997). Discrimination of two aspects of cognitive social intelligence from academic intelligence. Journal of Educational Psychology, 89, 486-497. 

Lee, J. E., Wong, C. M. T., Day, J. D., Maxwell, S. E., & Thorpe, P. (2000). Social and academic intelligences: a multitrait-multimethod study of their crystallized and fluid characteristics. Personality and Individual Differences, 29, 539-553.

Lee, J. E., Day, J. D., Meara, N. M., & Maxwell, S. (2002). Discrimination of social knowledge and its flexible application from creativity: a multitrait-multimethod approach. Personality and Individual Differences, 32, 913-928.

Malofeeva, E. V. & Day, J. D. (2002). The influence of reading aloud on linguistic abilities of preschoolers. Bulletin of the Chuvash State Pedogogical University named after Yakovlev, 10(34), 154-156.

Meara, N. M., Day, J. D. (2003). Possibilities and Challenges for Academic Psychology: Uncertain science, interpretative conversation and virtuous community. In A. C. Tjeltveit & B. F. Fowers (Eds.) Virtue obscured and retrieved: Character, community and psychological practices. American Behavioral Scientist, 47, 459-478.

Malofeeva, E., Day, J. D. Saco, X., Young, L. & Ciancio, D. (2004). Development of number sense in children attending Head Start. Journal of Educational Psychology, 96, 648-659.

Chalk, L. M., Meara, N. M., Day, J. D. & Davis, K. L. (2005). Occupational possible selves: Fears and aspirations of college women. Journal of Career Assessment, 13, 188-203.

Fuhs, M. W. & Day, J. D. (2011). Verbal ability and executive functioning in preschoolers at Head Start Developmental Psychology, 47 (2), 404-416.

Fuhs, M. W., Wyant, A. B. & Day, J. D. Unique contributions of impulsivity and inhibition to prereading skills in preschoolers at Head Start. Journal of Research in Childhood Education, 25 (2), 145-159.