Hespos' research shows that babies think before they speak. Her work provides the earliest evidence of cognitive abilities in infants and illustrates how early thinking establishes the foundation for adult reasoning. She has used a range of methods and has studied individuals of various ages and cultures. She advocates for a theoretical perspective known as core knowledge, which asserts that beneath the differences among humans lies a set of perceptual and conceptual capacities that are shared.[2][3][4]
Hespos earned a B.A. in psychology from Reed College in 1990, a M.A. in cognitive psychology in 1993, and a Ph.D. in Developmental Psychology in 1996, from Emory University.[7] She secured a competitive grant from the National Institute of Health (NIH) for postdoctoral research at the University of Illinois at Urbana-Champaign, USA, with Renée Baillargeon. After two years, she transitioned to a postdoctoral position at Massachusetts Institute of Technology with Elizabeth Spelke and was awarded the McDonnell-Pew Junior Scientist Award.[8] From 2001 to 2005, she joined Vanderbilt University as an assistant professor.[9] In 2005, she joined the Psychology Department at Northwestern University in Evanston, Illinois, USA. Over the next 18 years, she advanced through the ranks of assistant, associate, and full professor.[10]
From 2020 to 2022, Hespos served in a partial appointment role at Western Sydney University as the Leader of the MARCS BabyLab. In 2023, she moved to Sydney to take a full-time position at the MARCS Institute of Brain, Behaviour and Development and School of Education.[11][1]
At Northwestern, Hespos completed three-year terms as both the director of graduate studies[12] and the director of the Cognitive Division.[13] At the MARCS Institute, she serves as the director of impact and engagement.[14]
Hespos' research focuses on nature of early representation abilities, and the process of developmental change.[21][22][23] She employs behavioral and neuroscience methods to ask infants questions about how they understand their world,[24][25][21][26] shedding light on the basic principles that guide cognition and learning throughout the lifespan.[27] Her infant research specifies the nature of thinking in young infants to advance understanding of two things: how language capitalizes on pre-existing cognitive abilities[21][28] and how these abilities relate to the cognitive abilities of other species.[29][30][31]
Hespos' research with children has shown that guided play promotes the development of cognitive skills (such as language and reading), social skills (like emotion regulation), and quantitative skills (including mathematics and spatial reasoning).[32]
She has highlighted how everyday interactions with young children—such as describing objects during a walk, singing songs, or telling stories—can enhance their vocabularies, prepare them for school, and create a strong foundation for lifelong learning.[33] Her work is part of Playful Learning Landscapes, a global initiative that engages low-income communities in transforming public spaces into learning opportunities beyond formal education.[34]
Selected articles
Simon, Tony J.; Hespos, Susan J.; Rochat, Philippe (April 1995). "Do infants understand simple arithmetic? A replication of Wynn (1992)". Cognitive Development. 10 (2): 253–269. doi:10.1016/0885-2014(95)90011-X.
Hespos, Susan J; Baillargeon, Renée (March 2001). "Reasoning about containment events in very young infants". Cognition. 78 (3): 207–245. doi:10.1016/S0010-0277(00)00118-9. PMID11124350.
Hespos, Susan; Gentner, Dedre; Anderson, Erin; Shivaram, Apoorva (February 2021). "The origins of same/different discrimination in human infants". Current Opinion in Behavioral Sciences. 37: 69–74. doi:10.1016/j.cobeha.2020.10.013.
^Simon, Tony J.; Hespos, Susan J.; Rochat, Philippe (April 1995). "Do infants understand simple arithmetic? A replication of Wynn (1992)". Cognitive Development. 10 (2): 253–269. doi:10.1016/0885-2014(95)90011-X.[non-primary source needed]
^Hespos, Susan J; Rochat, Philippe (August 1997). "Dynamic mental representation in infancy1Portions of this research have been presented at the International Conference on Infant Studies, Society for Research in Child Development, and Association for Research in Vision and Opthamology". Cognition. 64 (2): 153–188. doi:10.1016/S0010-0277(97)00029-2. PMID9385869.[non-primary source needed]
^Hespos, Susan J.; vanMarle, Kristy (January 2012). "Physics for infants: characterizing the origins of knowledge about objects, substances, and number". WIREs Cognitive Science. 3 (1): 19–27. doi:10.1002/wcs.157. PMID26302470.[non-primary source needed]
^Gentner, Dedre; Shao, Ruxue; Simms, Nina; Hespos, Susan (February 2021). "Learning same and different relations: cross-species comparisons". Current Opinion in Behavioral Sciences. 37: 84–89. doi:10.1016/j.cobeha.2020.11.013.[non-primary source needed]
^Hespos, Susan; Gentner, Dedre; Anderson, Erin; Shivaram, Apoorva (February 2021). "The origins of same/different discrimination in human infants". Current Opinion in Behavioral Sciences. 37: 69–74. doi:10.1016/j.cobeha.2020.10.013.[non-primary source needed]
