Biography
How do humans think and learn? Professor Anggoro’s research focuses on conceptual development, particularly the role of language, culture, and formal and informal learning experiences in shaping children’s and adults’ concepts. In several lines of research, she has examined children’s conceptions of the biological world, the conditions that promote children’s STEM learning, and the cognitive mechanisms that support children’s relational thinking. Her work has been published in various journals and funded by the Institute of Education Sciences, the John Templeton Foundation, and the National Science Foundation. Her recent projects include developing and testing cognitive supports for science learning in museum settings, and exploring children’s folk, scientific, and religious beliefs across cultures.
Selected Publications
*Holy Cross student co-author
Weisman, K., Ghossainy, M. E., Williams, A., Payir, A., Lesage, K. A., Reyes-Jaquez, B., Amin, T., Anggoro, F. K., Burdett, E., Chen, E., Coley, J., Dahl, A., Dautel, J., Davis, H., Davis, E., Diesendruck, G., Evans, D., Feeney, A., Gurven, M., Jee, B. D., Kramer, H. J., Kushnir, T., McAuliffe, K., McLaughlin, A., Nichols, S., Rockers, P., Shneidman, L., Srinivasan, M., Tarullo, A., Taylor, L., Yu, Y., Yucel, M., Zhao, X., Corriveau, K. H., & Richert, R., on behalf of the Developing Belief Network (2024). The development and diversity of religious cognition and behavior: Protocol for Wave 1 data collection with children and parents by the Developing Belief Network. PLoS One. https://doi.org/10.1371/journal.pone.0292755
*Harris, M., *Wood, E., & Anggoro, F. K. (2022). Mental models of illness during the early months of the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(11), 6894.
Anggoro, F. K., Dubosarsky, M., & Kabourek, S. (2021). Developing an observation tool to measure preschool children’s problem-solving skills. Education Sciences, 11(12), 779.
Anggoro, F. K., & Jee, B. D. (2021). The substance of cold: Indonesians’ use of cold weather theory to explain everyday illnesses. Frontiers in Psychology: Cultural Psychology.
Jee, B. D., & Anggoro, F. K. (2021). Designing exhibits to support children’s relational learning in a science museum. Frontiers in Psychology: Developmental Psychology.
*Gaudreau, C. M., Anggoro, F. K., & Jee, B. D. (2020) Children’s spontaneous gestures reflect verbal understanding of the day/night cycle. Frontiers in Psychology: Developmental Psychology.
Jee, B. D. & Anggoro, F. K. (2019). Relational scaffolding enhances children’s understanding of scientific models. Psychological Science, 30(9), 1287-1302. https://doi.org/10.1177/0956797619864601
Anggoro, F. K. (2014). Language defies logic? Naming practices trump logical consistency for Indonesian adults. Journal of Cognition and Culture, 14(3-4).
Jee, B. D., & Anggoro, F. K. (2012). Comic cognition: Exploring the potential cognitive impacts of science comics. Journal of Cognitive Education and Psychology, 11(2), 196-208.
Anggoro, F. K. (2012). A mammal that is not an animal? Naming and the ANIMAL concept in English and Indonesian speakers. Journal of Cognition and Culture, 12(1-2), 31-48.
Gentner, D., Anggoro, F. K., & Klibanoff, R. S. (2011). Structure mapping and relational language support children’s learning of relational categories. Child Development, 82(4), 1173-1188.
Anggoro, F. K., Medin, D. L., & Waxman, S. R. (2010). Language and experience influence children’s biological induction. Journal of Cognition and Culture, 10(1-2), 171-187
Anggoro, F. K., Waxman, S. R., & Medin, D. L. (2008). Naming practices and the acquisition of key biological concepts: Evidence from English and Indonesian. Psychological Science, 19(4), 314-319.
Select Awards
2020-2025 “Exploring Religious Cognition and Development in Indonesia.” Templeton Foundation subaward through the University of California, Riverside. Role: PI.
2020-2023 “The Development of Scientific and Religious Concepts in Indonesia.” Templeton Foundation subaward through the University of Texas at Austin. Role: PI.
2019-2022 “Scaffolding to Highlight Abstract Patterns in Exhibits.” Scholarship in Action Grant, College of the Holy Cross. Role: PI.
2015-2020 “Seeds of STEM: The Development of An Innovative Early Childhood STEM Curriculum.” Institute of Education Sciences, U.S. Department of Education. Role: Co-PI.
2015-2018 “When STARS Align: Exploring Spatial Thinking And Relational Scaffolding (STARS) in Elementary Astronomy.” Institute of Education Sciences, U.S. Department of Education. Role: PI.
News
June 24, 2020: Holy Cross Faculty Honored for Scholarship, Teaching and Advising
Telegram & Gazette, Oct. 20, 2015: A place in the sun: Federally funded study helps Worcester kids grasp astronomy
Oct. 15, 2015: Grant Awarded to Holy Cross Professor Has Worcester Elementary Students Reaching for the STARS
Holy Cross Associate Professor of Psychology Awarded $650,000 in Research Grants