Tracy Riggins received her Ph.D. in Child Psychology from the Institute of Child Development at the University of Minnesota. She completed postdoctoral fellowships in pediatric neuroimaging at the University of California, Davis and the University of Maryland, School of Medicine in Baltimore. The goal of her research program is to provide better understanding of the neural bases of cognitive development, particularly in the domain of memory. The empirical research conducted in her laboratory (known as the Neurocognitive Developmental Lab or NCDL) involves both typically developing children and children at-risk for cognitive impairments and uses a combination of behavioral, electrophysiological, and neuroimaging methodologies. Findings from her research have shown accelerated rates of change in children’s episodic memory abilities during early childhood that are associated with changes in hippocampal structure and function. Recently, she has begun to explore how individual differences in experiences such as sleep or parenting impact memory and brain development. Her research has been funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute on Drug Abuse and the National Science Foundation.
Dr. Riggins currently teaches an undergraduate course in Developmental Psychology (PSYC355) and a graduate seminar on Developmental Cognitive Neuroscience.
Tamara is a fifth-year graduate student in the Developmental Area of the Psychology Department. She graduated from Washington State University in 2018 with a B.S. in psychology and a B.S. in kinesiology. Her research interests include health and lifestyle factors that impact the early development of episodic memory, specifically sleep, diet, and exercise.
Jade is a third-year graduate student in the Developmental Area of the Psychology Department. She graduated from Boston College in 2016 with a B.S. in in Psychology and held a full-time Research Assistant position in the Gaab Lab at Boston Children's Hospital from 2016-2020. Her research interests include the neural mechanisms underlying the development of autobiographical memory in children.
Yuqing is a fifth-year graduate student in the Cognitive and Neural Systems Area of the Psychology Department. She graduated from Scripps College in 2018 with a dual degree in psychology and neuroscience, as well as a minor in computer science. Her research interests include applying behavioral modeling and neuroimaging methods to understand cognitive functions such as memory and decision making.
Brooke is a first-year graduate student in the Clinical Area of the Psychology Department. She graduated from Kenyon College in 2018 with a B.A. in in Psychology and a minor in English. She has held full-time Research Assistant positions in the Nelson and Faja Lab at Boston Children's Hospital (2018-2021) and Dr. Moriah Thomason's lab at New York University (2021-2022). Brooke is interested in studying dimensions of dyadic synchrony and environmental stressors that influence neurodevelopmental trajectories and child self-regulatory capabilities.
Dunsin is a graduate student at Temple University pursuing her dual master's degree in Social and Behavioral Sciences and Health Informatics. She graduated from Morgan State University in 2019 with a B.S in Biology and a minor in Psychology. She currently holds a position as a Scientific Information Analyst supporting the NIH. Dunsin has done previous research work with the NCDL as a BSOS SRI scholar and has worked in different research labs at MSU as an NIH-ASCEND scholar. Her research interests include studying ecological factors that affect children's neurocognitive behavioral outcomes.
Lab Manager
Georgia State University (2020)
Major: Neuroscience
Postdoc
University off Georgia (2022)
Major: Human Development and Family Science
I am a postdoctoral fellow at the Neurocognitive Development Lab. I received my Ph.D. in Human Development and Family Science from the University of Georgia in 2022. My research focuses on examining the impact of early life stress at multiple ecological contexts (e.g., family, school, neighborhood, etc.) on children’s socio-emotional, behavioral, brain, and cognitive development. In addition, I seek to explore and identify multilevel processes and protective factors that elucidate the developmental mechanisms of resilience among children in adverse contexts.
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