Koeun Choi worked in the Childhood Cognition Lab from 2016 – 2017, studying young children’s learning and transfer, utilizing behavioral and eye-tracking measures to understand cognitive development and learning processes. She is currently a postdoctoral researcher in the Computational Cognitive Development Lab at Rutgers University – Newark, working with Dr. Elizabeth Bonawitz on projects on the Science of Learning.
Rachel Flynn worked in the Childhood Cognition Lab from 2008 – 2013, studying interactive media’s influence on the development of executive functioning skills. During that time, she completed research on the impact of active video game (i.e. Wii Fit) play on children’s executive functioning in a five week summer in a poverty-impacted neighborhood for two consecutive summers. Rachel’s dissertation research examined the acute impact on executive functioning skills, such as attention and self-regulation, of exercise, active video games, and traditional video games. She holds a B.S. in Biopsychology and Cognitive Science from the University of Michigan and a M.A. in Clinical Psychology from Columbia University’s Teachers College. She currently works as a Research Assistant Professor in the Department of Medical Social Sciences, Feinberg School of Medicine and is the Associate Director at the Institute for Innovations in Developmental Science at Northwestern University.
Ahmed Ibrahim worked in the Childhood Cognition Lab from 2014 – 2016 focusing on digital applications and STEM. He is currently working as a Senior Education Research Consultant at Johns Hopkins University.
Ashley Ricker worked in the Childhood Cognition Lab from 2013 – 2016 studying the development of episodic memory, and changes in encoding processes in particular. Her dissertation work examined the influence of interactive media and video games on memory and metacognition. She is currently a Postdoctoral Fellow with Dr. Jennifer Hahn-Holbrook at Chapman University.
Michael Robb worked in the Childhood Cognition Lab from 2005 – 2010, studying the impact of media on children’s learning. During that time, he completed research on the impact of baby DVDs on young children’s language development, problem solving abilities, and early literacy outcomes. Michael’s dissertation examined the impact of an interactive storybook on parent-child dialogic reading and children’s story comprehension. He was the recipient of the Fred Rogers Memorial Scholarship, awarded to students for research on the relationship between children’s use of media and learning. He currently works as the Director of Research at Common Sense Media.
Molly Schlesinger worked in the Childhood Cognition Lab from 2012 – 2017, where her research focused on young children’s social cognitive development, problem solving skills, and learning STEM content from educational media. In 2013, she was awarded a National Science Foundation Graduate Research Fellowship (NSF GRFP), and earned a B.A. from Hampshire College in 2012. Molly is currently a postdoctoral fellow at the Temple Infant and Child Lab with Dr. Kathy Hirsh-Pasek, studying children’s play and creativity.
Nicholas Shaman worked in the Childhood Cognition Lab from 2009 – 2016, where his research focused on children’s cognitive development, religious concepts, and how those influence and are influenced by their religious experiences. His dissertation examined the influence of religious rituals on children’s learning of religious concepts. He received his B.A. in Psychology and Religious Studies from Boston University. Nicholas started as an Assistant Professor of Psychology at the University of Houston – Clear Lake.
Erin Smith worked in the Childhood Cognition Lab from 2006-2011, where her research focused on the development of religious concepts, and how these kinds of concepts are differentiated from other concepts (scientific, fantastical, etc.). Her dissertation examined the cultural and cognitive influences on beliefs about the origin of species and evolutionary knowledge in Chinese and American adolescents. She is currently working as an Assistant Professor of Psychology at California Baptist University in Riverside, CA, where her research continues to examine the cognitive, cultural, and social influences on memory for, learning about, and differentiating science and religion with preschool-aged children and young adults. At California Baptist University she has also served as the Assessment Coordinator for the School of Behavioral Sciences and is currently serving as the Associate Accreditation Liaison Officer.
Erin I. Smith, Ph.D.
Assistant Professor of Psychology
School of Behavioral Sciences