F229BD06-FD1C-2908-B10829FCD3F82234
1F1D40D9-C2F4-C736-4CC6316A3D327599

Rachel White


Rachel White
Rachel White

Assistant Professor of Psychology

on leave 2019-20
Taylor Science Center 3036
315-859-4518

Child psychologist Rachel White examines the development of self-control from preschool years through adolescence. She is particularly interested in how children use play and other imaginative strategies, like taking another person’s perspective, to better regulate their thoughts, behaviors and emotions. White has been an advisor to Sesame Workshop, PBS KIDS, the Minnesota Children’s Museum and schools across the country. Her recent work can be found in journals such as Child Development, Developmental Science and the Journal of Educational Psychology. White received her bachelor's degree from Wellesley College and her master's degree and doctorate from the Institute of Child Development at the University of Minnesota. She joins Hamilton after completing a postdoctoral fellowship and teaching at the University of Pennsylvania. In her spare time, White enjoys singing, cooking, indoor cycling and traveling.

Recent Courses Taught

Lifespan Development

Select Publications

  • White, R. E., & Carleson, S. M. (2015). What would Batman do? Self-distancing improves executive function in young children. Developmental Science. Advance online publication: doi:10.1111/desc.12314
  • White, R. E., Kross, E., & Ducksworth, A. L. (2015). Spontaneous self-distancing and adaptive self reflection across adolescence. Child Development86, 1271-1281.
  • Galia, B. M., Plummer, B. D., White, R. E., Meketon, D., D'Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): Assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39, 314-325.
  • Plummer, B. D., Galia, B. M., Finn, A., Patrick, S. D., Meketon, D., Leonard, J., Goetz, C., Fernandez-Vina, E., Bartoliono, S., White, R. E., & Duckworth, A. L. (2014). A behind-the-scenes guide to school-based research. Mind, Brain & Education, 8, 15-20.
  • Carlson, S. M., White, R. E., & Davis-Unger, A. (2014). Evidence for a relation between executive function and pretense representation in preschool children. Cognitive Development29, 1-16.
More... Less...
  • Carlson, S. M., & White, R. E., (2013). Executive function, pretend play, and imagination. In M. Taylor (Ed.), Handbook of Imagination. New York: Oxford University Press. 
  • White, R. E. (2012). The power of play: A research summary on play and learning. Saint Paul, Minnesota: Minnesota Children's Museum.

Professional Affiliations

Society for Research in Child Development
Cognitive Development Society
American Psychological Association
Division 7: Developmental Psychology
Association for Psychological Science
Center for Cognitive Sciences

Appointed to the Faculty: 2016

Educational Background

Ph.D., Institute of Child Development, University of Minnesota
M.A., Institute of Child Development, University of Minnesota
B.A., Wellesley College

Back to Top