Hannah Ayasse graduated summa cum laude from The George Washington University with a degree in Psychology and Dance in May 2016. She now works in the Early Learning Project as the training and development coordinator for Just Beginning (previously Baby Elmo), a parent-child program designed specifically for fathers and their children aged 0 to 3. She came to the ELP as a SOAR-Minority Health and Health Disparities research fellow in June 2015 to conduct research on the differential impact of Baby Elmo on father-child and mother-child interactional quality within juvenile detention centers. Generally, Hannah is passionate about social justice and child development and follows these passions through her research and work with children and families in high-risk settings.
Becca graduated from the University of Nevada, Las Vegas with a bachelor’s degree in Psychology and Criminal Justice. She is currently attending George Washington University for a master’s degree in Forensic Psychology, while managing the Georgetown Community Research Group. Her research interests include the influence of psychological expert testimony on legal decision-making.
Olivia graduated from Georgetown University in 2017 with a degree in Psychology. She became the lab manager of the Early Learning Project in the summer of 2017. Olivia’s work focuses on the Cognitive Flexibility study and projects with the Comprehensive Assessment of Family Media Exposure (CAFE) Consortium. Her interests include how media exposure affects development, the way in which pre-verbal infants transfer learning, as well as the mechanisms of resilience in childhood.
As the DCNL’s laboratory manager, Brad is primarily responsible for assisting with the development and implementation of the lab’s various neuroimaging studies. After earning his B.A. in philosophy (honors, summa cum laude) from the University of the South in 2005, he went on to earn his J.D. from Washington & Lee University in 2010. His interests in both neuroscience and psychology grew from his fascination with, as a student of philosophy, neurophilosphical theories of the material foundations of human cognition and perception, and as a student of law, legal applications of clinical and forensic psychological research and practice. These interests led ultimately to his post-B.A. study of psychology at the University of Kansas, where he began building his research experience in anticipation of pursuing future graduate studies. He has previous research experience with Dr. Linda Mayes’ developmental electrophysiology lab at Yale University, Dr. Sarah Pressman’s clinical health psychology lab at the University of Kansas (now at the University of California, Irvine), and Dr. Amanda Bruce’s decision neuroscience lab at the University of Kansas Medical Center and Children’s Mercy Hospital.
Nhi started her post-college journey at the Laboratory for Relational Cognition in the fall of 2016. She graduated Phi Beta Kappa from Earlham College in May 2016 with a major in Neuroscience and minor in Film Studies. She is interested in researching how to implement findings on the neural mechanisms of learning and creativity in designing school curriculums. Through her senior research at Earlham on the acute effect of practicing yoga on cognitive performance and stress response, she also developed an interest in how physical activity and mindfulness practice can serve as preventative treatments for neurodegenerative diseases.
Sylvia graduated from Pepperdine University April, 2017 and moved to D.C. to join the Math Brain Lab. During her undergrad, she majored in Psychology with an emphasis in neuropsychology, and minored in nonprofit management. She participated in research with two labs. The first, a child clinical lab with a focus on body image development and the second was focused on learning, memory and cognition. Sylvia is interested in how types of education can impact child development, cognition and how children acquire the foundations behind learning such as neural precursors which allow for the acquisition of symbolic systems. She is also interested in how policy can play a role in what children learn and how much opportunity they are given to use their abilities to their full extent.
Lydia received her degree with majors in Psychology and Spanish from Georgetown University in 2016. Her prior research experience includes working in the Laboratory on Social & Affective Neuroscience since 2014, as well as working as a research assistant in the Infant Cognition Lab at the University of Kentucky. She has also worked as a youth mentor and tutor through Georgetown’s DC Reads literacy program.