Donna Coch

Professor of Education

I value teaching as an opportunity to expose students to new knowledge and new ways of thinking, and as a challenge to encourage students to think critically about their own and others' thinking. Courses that consider education and learning from multiple perspectives reveal the complexity of child development and serve to emphasize the extraordinary responsibility that teachers have in fostering the development of their students. I believe that my courses convey my passion and enthusiasm for an interdisciplinary, evidence-based approach to education, learning, and discovery.

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Professor Coch is also a faculty member in the Graduate Program in Psychological and Brain Sciences.

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603.646.3282 203, Raven House ,HB 6103
HB 6103
B.A. Vassar College
Ed.M. Harvard University Graduate School of Education
Ed.D. Harvard University Graduate School of Education

Selected publications

Coch, D. (2015). The N400 and the fourth grade shift. Developmental Science, 18(2), 254-269. doi: 10.1111/desc.12212

Jasinski, E.C., & Coch, D. (2012). ERPs across arithmetic operations in a delayed answer verification task. Psychophysiology, 49, 943-958. doi: 10.1111/j.1469-8986.2012.01378.x (Senior Honors Thesis, Emily Jasinski '10)

Berger, N.I., & Coch, D. (2010). Do u txt? Event-related potentials to semantic anomalies in standard and texted English. Brain and Language, 113, 135-148. doi:10.1016/j.bandl.2010.02.002 (Senior Honors Thesis, Natalie Berger '09)

Mitra, P., & Coch, D. (2009). A masked priming ERP study of letter processing using single letters and false fonts. Cognitive, Affective, and Behavioral Neuroscience, 9, 216-228. doi: 10.3758/CABN.9.2.216 (Senior Honors Thesis, Priya Mitra '08)

Coch, D., Michlovitz, S.A., Ansari, D., & Baird, A. (2009). Building mind, brain, and education connections: the view from the Upper Valley. Mind, Brain, and Education, 3(1), 27-33. doi: 10.1111/j.1751-228X.2008.01050.x

Ansari, D., & Coch, D. (2006). Bridges over troubled waters: education and cognitive neuroscience. Trends in Cognitive Sciences, 10(4), 146-151. doi:10.1016/j.tics.2006.02.007