Marie studies the development of executive function (EF) in preschoolers and young children, as well as the prenatal and postnatal environmental factors that help or hinder the development of cognitive and emotional control processes.
Grant studies the dopamine signals along various pathways using nutritional and exercise interventions.
Kathy studies how social factors (e.g., peers, family) influence prosocial and risky decision-making across development.
Kylie studies early intervention programs, such as home visiting and child care, with a particular interest in social and emotional outcomes.
Melissa studies sleep from infancy through adolescence, with an emphasis on how sleep patterns are impacted by family and peers.
Adam studies how contextual processes influence the development of ethnic and racial identity in minority youth and the influence of identity on youth’s academic achievement, academic self-concept, and academic interests.
Kesha studies children’s strategic behaviors and early academic achievement as a function of the types of language used in the context of home and school.
Lynda studies the bidirectional influences of culture and the brain throughout development.
Katherine studies the development of children’s perceptions of gender bias in the classroom and the influence of stereotypes and socialization on classroom engagement, motivation, and academic achievement outcomes.
Paul studies how emotion, memory, and early social experiences are involved in the pathogenesis of internalizing psychopathology by leveraging multiple neuroimaging modalities.
Taylor studies the processes that confer various outcomes across developmental trajectories, specifically within the populations of teachers and children, and how these processes are associated with developmental outcomes dealing with memory.
Heidi studies implicit and explicit barriers to academic achievement in minority youth.