GRADUATE STUDENTS

XIAOXUE (JESSIE) FU

Jessie received her BSc in Psychology from Bristol University and MSc in Psychological Research from Oxford University. For her master’s thesis, she employed psychophysiological methods to study the acquisition of fear and anxiety in anxious adults. Since graduation, she has been working on projects that assess the efficacy of cognitive bias modification of interpretations training in ameliorating interpretation bias and negative mood in Chinese adolescents with subclinical and clinical anxiety. For her Ph.D., She is broadly interested in how neurocognitive processes interact with genetic and environmental factors to contribute to the risk and resilience of developing social-emotional maladaptations in temperamentally at-risk youths.

View Jessie's CV

NHI THAI

Nhi is currently a sixth year graduate student pursuing her PhD in Developmental Psychology under the mentorship of Dr. Perez-Edgar. She received her bachelors in Child Psychology and Biology from the University of Minnesota, where she conducted research with Dr. Philip Zelazo on the development and neural bases of executive function throughout the lifespan. Her Master's work looked at the neural underpinnings of attention bias to threat and attention training. For her doctoral work, she would like to investigate the neurocognitive processes involved in emotion regulation and explore effective emotion regulation strategies toward adaptive behavior, particularly in the context of psychopathology.

View Nhi's CV

leigha macneill

Leigha received her B.A. in psychology and English from the University of Rochester in 2012, and she is currently working toward her Ph.D. in developmental psychology at Penn State.  Leigha's research interests bridge family systems and neuroscience perspectives to examine the biological underpinnings of the family's emotional climate.  Her master's thesis examined whether the influences of both mothers' and fathers' emotional expressiveness on young children's prosocial behavior were contingent upon children's physiological regulation, and whether the effects differed for older and younger siblings within the family.  Additionally, Leigha investigates how changes in infants' brain activity may indicate shifts in infant cognitive skill across early development.

View Leigha's CV.

Berenice anaya

Berenice received a B.A. in Psychology (2014) and a M.S. in Psychology (2016) from Western Kentucky University. For her Master’s thesis, she examined the validity of “hot” and “cool” tasks as measures of self-regulation, and how these tasks predicted future academic performance and socio-emotional competence, which play a crucial role in school readiness. Berenice is currently working under the mentorship of Dr. Koraly Pérez-Edgar, studying how affect, temperament, and attention interact to shape social processes.

Alicia vallorani

Alicia graduated from Knox College in 2011 with a B.A. in Psychology emphasizing in Behavioral Neuroscience. She then worked in the Neurology Department at the Washington University School of Medicine as the Clinical Research Coordinator for the Washington University Neurofibromatosis (NF) Center where she aided in the study of social-emotional delays in children with NF1. Currently, Alicia is a second-year student in developmental psychology and cognitive & affective neuroscience, studying how differences in temperament, cognition and biology tether children to developmental pathways leading to difficulties with social engagement.

View Alicia's CV

KellEy gunther

Kelley is a first-year graduate student under the mentorship of Dr. Koraly Pérez-Edgar. She received her B.S. in Psychology with a minor in Neuroscience from the University of Maryland in 2015, where she worked primarily on a project examining the role of emotion priming on visual search in the lab of Dr. Nathan Fox. After graduation, she spent the following two years working as a lab manager with Dr. Dima Amso at Brown University. She is interested in the interaction of maternal care and maternal buffering with temperamental and attentional risk factors for anxiety disorders, and neural correlates of these relationships.

Kelley's CV