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.
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.
Griffin joined the lab in summer 2018. He graduated from Williams College in May 2018 with a major in psychology. He is interested in using brain imaging to better understand and improve education. Through his senior thesis at Williams on how to best quantify the effectiveness of a justice system, Griffin has also developed an interest in how the moral values of citizens can inform the practices adopted by justice systems.
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.
Emily joined the lab in the summer of 2018. She received her bachelor of arts at the University of Michigan, where she studied Biopsychology, Cognition, and Neuroscience. She is primarily interested in neuroimaging techniques that explore cognitive development in children and adolescents. Her past research areas include substance abuse and addiction and risk and development in children.
Katie graduated from Williams College in June 2018 with a double major in Psychology and Biology. While at Williams she was a member of the Implicit Cognition and Evaluation Lab where she completed her senior thesis examining changes in attitudes in person perception. She is broadly interested in using brain imaging to enhance our understanding of developmental neuroscience. Specifically she has interests in developmental clinical psychology, and how we can understand obesity through cognition. Katie plans to attend medical school and continue to pursue neuroscience research.
Sylvia graduated from Pepperdine University in 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 passionate about understanding the ways in which different educational techniques can impact child development. In particular, her research focuses on the neural and behavioral precursors that allow for the acquisition of symbolic systems, and how cognitive control and emotional factors affect child brain development. Furthermore, she is interested in how opportunity for research to change educational policy and contexts can play a role in cognitive development.
Hannah received her degree with a major in Psychology and minors in Anthropology and Gender & Sexuality Studies from Northwestern University in 2018. Her most recent research experience includes working as a research assistant at the Northwestern Institute for Sexual and Gender Minority Health and Wellbeing, as well as completing an honors thesis in Social Psychology during her senior year. She has also worked as a classroom literacy mentor to preschoolers through AmeriCorps' Jumpstart program.