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Louisa Egan is a Visiting Assistant Professor of Management and Organizations and a Postdoctoral Research Fellow at the Ford Center for Global Citizenship at the Kellogg School of Management. She received her B.A. from Swarthmore College and her Ph.D. from Yale University, where her dissertation examined choice-induced preferences in young children and capuchin monkeys. Her research primarily focuses on the mechanisms that underlie decision biases and economic intuitions through behavioral work with adults, young children, and nonhuman primates. In addition, she studies ideological, financial, and situational factors that impact voting behaviors. Dr. Egan’s research has been published in academic journals including Science, Psychological Science, Developmental Science, and the Journal of Criminal Justice and Behavior. She has presented her findings at the meetings of the Society for Personality and Social Psychology, the Cognitive Development Society, and the Society for Research in Child Development. Her work has been discussed in The New York Times and parodied in The New Yorker.
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Egan, Louisa, Paul Bloom and Laurie R Santos. 2010. Choice-induced preferences in the absence of choice: Evidence from a blind two choice paradigm with young children and capuchin monkeys. Journal of Experimental Social Psychology. 46: 204-207.
Durgin, Frank H, Erika Doyle and Louisa Egan. 2008. Upper-left gaze bias reveals competing search strategies in a reverse Stroop task. Acta Psychologica. 127(2): 428-448.
Egan, Louisa, Laurie R Santos and Paul Bloom. 2007. The origins of cognitive dissonance: Evidence from children and monkeys. Psychological Science. 18: 978-983.
Harman, Jennifer J, Vernon Smith and Louisa Egan. 2007. The impact of incarceration on intimate relationships. Journal of Criminal Justice and Behavior. 34: 794-815.
Kemler Nelson, Deborah, Louisa Egan and Morghan B Holt. 2004. When children ask What is it? What do they want to know about artifacts?. Psychological Science. 15: 384-391.
Kemler Nelson, Deborah, Morghan B Holt and Louisa Egan. 2004. Two- and Three-year-olds Infer and Reason about Design Intentions in Order to Categorize Broken Objects. Developmental Science. 7: 543-549.