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Lindsey Richland is an Associate Professor in the School of Education at the University of California, Irvine. Previously, she was an Associate Professor at the University of Chicago, and she received her Ph.D in psychology from the University of California, Los Angeles. Dr. Richland's research examines the ways that children develop complex reasoning skills, a crucial tool for success in the 21st century. She examines children's reasoning development in and out of schools, with her classroom research focusing on teaching and learning mathematics. She examines the mechanisms underpinning children's capacity to think flexibly, with studies focusing on the roles of cognitive maturation and individual differences, primary caregiver language and socialization practices, and school routines. She also examines factors shaping children's tendencies to engage in higher order thinking when opportunities are available. Her classroom work focuses on mathematics, investigating effective teaching practices for increasing higher order thinking and reducing opportunity gaps. Recently, some of her work has shifted to attend to the roles of pressure and anxiety in exacerbating such gaps. 【Curriculum Vitae】
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Postdoctoral Scholars and Graduate Students
Kelly Trezise is a Postdoctoral Scholar in the Department of Comparative Human Development at the University of Chicago. Dr. Trezise investigates the relationships between cognition and emotion, and the consequences of these relationships for problem solving and learning. Much of her work explores mathematics anxiety and its relationship with problem solving. Dr. Trezise also characterizes general and mathematical cognitive development, particularly in the context of arithmetic and algebra. She also examines how educational technology and cognition interact during learning. Dr. Trezise uses a variety of analytical methods, including finite mixture models, to examine processes that contribute to learning and development. Dr. Trezise received her PhD in Psychological Science from the University of Melbourne in 2015.
Website: kellytrezise.com
Website: kellytrezise.com
Rebecca Frausel is a Postdoctoral Scholar in the Department of Psychology at the University of Chicago. Dr. Frausel is broadly interested in the cognitive and socio-emotional benefits for youth and adolescents of sharing stories of personal experience. In one line of inquiry, she explores the role of early language socialization practices on children's later academic proficiency and outcomes. Specifically, she examines how early exposure to and participation in narrative talk can support the development of children's complex relational thinking and proficiency using decontextualized and academic language. She is also interested in how sharing stories of personal experience can foster empathy development. She utilizes diverse methodologies, from naturalistic parent-child observations in everyday home contexts to lab-based elicitation tasks to in-classroom intervention studies. Dr. Frausel received her PhD from the Development of Comparative Human Development at the University of Chicago in 2018.
Website Curriculum Vitae
Website Curriculum Vitae
Emily Lyons is a doctoral candidate in the Department of Comparative Human Development at the University of Chicago. Her research examines STEM learning and identity construction in high pressure or threatening learning contexts. This work addresses two overarching questions: (1) how does pressure affect learning and engagement in STEM; and (2) what types of teaching practices and individual protective factors promote learning and contribute to resilience in the face of pressure? Emily Lyons is a former high school science teacher. Her work seeks to bridge research with practice to improve STEM learning, particularly for students whose identities or classroom experiences may lead them to de-identify with STEM.
Lily Ye is a fifth-year PhD student in the Department of Comparative Human Development at the University of Chicago. She is interested in language socialization, institutional disclosures, public education, and mixed-methods research. her undergraduate studies were based in linguistic anthropology and culminated in an examination of the discourse of climate skepticism. She graduated from the University of Chicago in 2012 with an AB in linguistics.
Almaz Mesghina is a fourth-year PhD student in the Department of Comparative Human Development at the University of Chicago. Broadly, her research interests focus on non-cognitive factors, such as students’ stress and anxiety, that often manifest in academic settings and contribute to achievement gaps in mathematics. Her current work, an extension of her M.A. thesis, takes a developmental approach in understanding how emotion regulation interventions prior to learning may differentially impact young students’ math knowledge and retention. Concurrently, Almaz conducts two other research projects investigating how learning is impacted by student-teacher and student-student interactions in both preschool and undergraduate math instruction. Almaz received her B.S. both in Child Development and Psychology from Vanderbilt University in 2016, where she taught at a preschool and researched the role of touchscreen interactivity on preschoolers’ word learning. 【Curriculum Vitae】
Lanye Teska is a third-year PhD student in the Department of Comparative Human Development at the University of Chicago. Broadly, Layne is interested in school and home environments as mediating factors in children's cognitive and social-emotional development. Currently, she is investigating the role of individual differences in cognitive resources (i.e., analogical reasoning skills and executive function) and its relationship to learning and problem solving. Additionally, her work examines how pedagogical approaches may facilitate the acquisition of knowledge needed for effective problem solving. Layne also examines these mechanisms of development cross-culturally in Nicaragua and Belize. She graduated from Carleton College in 2014 where she majored in psychology and Neuroscience.
【Curriculum Vitae】
【Curriculum Vitae】
Natalie is a first year PhD student in the School of Education at the University of California, Irvine, with a specialization in Human Development in Context. She is broadly interested in how individual differences would affect math learning. In particular, she is exploring how bilingualism, executive functions, self-efficacy, and stereotype threat would affect student engagement in higher order thinking in a math learning context. Natalie just graduated from the University of Chicago and obtained an MA in Social Sciences degree with concentrations in Psychology and Comparative Human Development. Before coming to the States, she worked as a high school math teacher and an inspector in the Department of Education in Hong Kong. These experiences have formed her interests in her current interdisciplinary research.
Lab Manager
Ashley Murphy received her MS in Special Education in 2018 at Dominican University. She also taught special education math and sciences classes as a 2016 Teach for America corps member. As an undergraduate, Ashley received a BA in both Neuroscience and Behavior as well as English. Her undergraduate research was on the use of neuro-cognitive interventions in improving chemotherapy-induced cognitive dysfunction. As a result of her experiences in both neuroscience and special education, Ashley is interested in the cognitive profiles of higher performing and lower performing math students as well as how this understanding can be used to improve learning outcomes for lower performing students.
【Curriculum Vitae】
【Curriculum Vitae】
Research Assistants
Michelle Bueno received her BA in Political Science in 2017 at the University of Chicago. Her honors' BA thesis project explored the effects of stereotype threat on African-American high school students' perceptions of themselves, their future success, and their political agency. Michelle hopes to pursue a PhD in Political Science, with a focus on Political Psychology and Critical Race Theory, studying the effects of ace and anxiety in attitudes about politics.
Michelle Bueno received her BA in Political Science in 2017 at the University of Chicago. Her honors' BA thesis project explored the effects of stereotype threat on African-American high school students' perceptions of themselves, their future success, and their political agency. Michelle hopes to pursue a PhD in Political Science, with a focus on Political Psychology and Critical Race Theory, studying the effects of ace and anxiety in attitudes about politics.
Ruohan Xia received her BA in Psychology with a certificate in Criminal Justice from University of Wisconsin - Madison in 2018. Her undergraduate research focused on the effect of native language on gestural description of past events. Her research interests center around how cultural backgrounds and familial environment interact to influence children's ability to learn. She is eager to pursue a PhD in developmental sciences to explore how to adjust research and educational approaches regarding cultural differences to help children achieve their highest potential. 【Curriculum Vitae】
Maya Joyce received her BA in Applied Psychology and Human Development from Boston College in 2018. While there she minored in Special Education and Women's and Gender Studies. The focus of most of her undergraduate research was on youth purpose development and the effects of mentoring relationships. Her senior honor's thesis was a study of the purpose development of youth in Tanzania. Maya's current interests include developmental and educational psychology, specifically in a cross-cultural context as well as how an individual's environment and relationships impact all parts of their life.
Samuela Mouzaoir is a third year undergraduate student at the University of Chicago. She is majoring in Psychology and Comparative Human Development. Her research interests lie at the intersection of race, resilience, and pedagogy, though she is still narrowing her focus. Samuela hopes to pursue a doctorate in Educational Psychology to explore the ways in which psychological perspectives can be applied to education policy in underserved populations.