Elizabeth D. Casserly, Trinity College
Assistant Professor
Hartford, Connecticut
elizabeth.casserly@trincoll.edu
Office:
(860) 297-2356
Expert In
Bio/Research
Elizabeth Casserly began her study of human language and cognition as an undergraduate Linguistics major at Yale University. Since then, she has volunteered as a research assistant for a speech-oriented group of electrical engineers at MIT, worked as a lab manager and researcher on language acqui...
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Bio/Research
Elizabeth Casserly began her study of human language and cognition as an undergraduate Linguistics major at Yale University. Since then, she has volunteered as a research assistant for a speech-oriented group of electrical engineers at MIT, worked as a lab manager and researcher on language acquisition for Harvard’s Laboratory for Developmental Studies, and studied speech perception and hearing loss at Indiana University, earning her MA in Linguistics and a joint PhD in Cognitive Psychology and Linguistics.
Despite their common focus on human cognition and language use, each of these research experiences was unique, having its own set of methods, theories, and motivations. Prof. Casserly believes such a diverse, interdisciplinary approach is critical for understanding complex issues such as language, thought, and self-control, and accordingly, she tries to synthesize many different backgrounds and sources of information in her teaching and in her own research. She helps her students find an aspect of the material that sparks their interest and encourages them to use it as a starting point for exploration of psychology and cognition that is personally relevant and exciting.
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Despite their common focus on human cognition and language use, each of these research experiences was unique, having its own set of methods, theories, and motivations. Prof. Casserly believes such a diverse, interdisciplinary approach is critical for understanding complex issues such as language, thought, and self-control, and accordingly, she tries to synthesize many different backgrounds and sources of information in her teaching and in her own research. She helps her students find an aspect of the material that sparks their interest and encourages them to use it as a starting point for exploration of psychology and cognition that is personally relevant and exciting.
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