Program Head, Psychological Sciences MS
PhD, Yale University
Development of Social Cognition and Critical Thinking
Candice Mills is an associate professor in Psychological Sciences at the University of Texas at Dallas. Dr. Mills earned her bachelor’s degree, summa cum laude, in cognitive neuroscience from the University of Florida, and a PhD in developmental psychology from Yale University.
My research focuses on understanding how children learn from others. Successful learning requires children to recognize when they do not know something, to decide how to gather the information they need, and to evaluate the quality of information they receive. In one line of research, my students and I have examined how children decide whether or not to trust someone's claims (e.g., Elashi & Mills, 2014; Landrum, Mills, & Johnston, 2013; Mills & Landrum, 2012). In another line of research, we have focused on understanding how preschool and elementary school children ask questions of others to obtain information (e.g., Mills, Legare, Grant, & Landrum, 2011). Other research in our lab has examined a wide array of other issues related to social cognition and critical thinking, such as how children decide what someone is likely to know, how children themselves evaluate what they know and don't know, how stigmatized children think about stereotypes, and how children learn from listening others ask and answer questions. Together, this research reveals important developments in how children think about and learn from the world around them. For more information, please view our lab website.
Landrum, A. R., & Mills, C. M. (2015). Developing expectations regarding the boundaries of expertise. Cognition, 134, 215-231. doi:10.1016/j.cognition.2014.10.013
Mills, C. M., & Elashi, F. B. (2014). Children's skepticism: Developmental and individual differences in children's ability to detect and explain distorted claims. Journal of Experimental Child Psychology, 124, 1-17. doi:10.1016/j.jecp.2014.01.015
Mills, C. M. (2013). Knowing when to doubt: Developing a critical stance when learning from others. Developmental Psychology, 49, 404-418.