I’m interested in how the Mind/Brain works (Brind? Mrain?). Moderately more specifically, I’m interested in how the Brind/Mrain does math. What are the cognitive and neural precursors that allow children to understand basic numerical and mathematical concepts? What role does culture play? For instance, is education essentially a requirement for most humans to grasp even basic mathematics? If so, then what can psychology and neuroscience tell us about how to improve math education? What can math education tell us about how to improve psychology and neuroscience? Good science needs good questions, and experience suggests that educators tend to ask very good questions. Send us a question, and we’ll see what we can do.
Cynthia is in the Human Development and Public Policy program under the mentorship of Ian Lyons. She received her Bachelors of Science in Psychological & Brain Sciences, with concentrations in Neuroscience and Computer Science, from Catholic University in 2019. After graduation, she went on to work at the National Institutes of Health where she studied the effects of transcranial magnetic stimulation on episodic and procedural memory networks. Cynthia is interested in the functional and structural representations of mathematical learning in the brain, and how these systems translate into behavior and cognition.
Raeanne joined the Graduate Program in 2021 to work under the mentorship of Ian Lyons. Prior to coming to Georgetown, she earned both her bachelor’s degree in Cognitive Science with a focus in cognitive psychology, and her master’s degree in Teaching with a focus in elementary education from the University of Virginia. Her research interests focus on better understanding the role mathematical techniques used in classrooms – from timed activities to hands-on scaffolding measures – play in mathematical performance among young learners.
Mike joined the Psychology department in 2019 to work with Ian Lyons. He received his Bachelors of science with an honors specialization in psychology from the University of Western Ontario. After graduating Mike worked in the Numerical Cognition Laboratory, focusing on the study of symbolic number representation in children and adults using fMRI. Mike is broadly interested in the development of symbolic number processing and how these skills relate to mathematics ability. He is also interested in understanding how other factors (e.g. computational context, math anxiety) influence symbolic number representation and how cognitive neuroscience can be used to improve educational policy.
Undergraduate Research Assistants
Bijan is currently a Junior in the College of Arts and Sciences and his research interests revolve around mental health interventions (primarily trauma recovery, depression research, and anxiety disorders), although he is currently focused on decision making processes and the interconnections between math anxiety and attentional processes. He is working on projects examining the interrelations between executive functioning and mathematical ability in young children and a study looking at the effects of math anxiety on decision making processes in medicine and finance.
Gaeun is currently a senior graduating in May and is working on her senior thesis investigating the effects of multiple factors in determining how math anxiety affects performance. Her research interests focus primarily on the intersection between CRT and psychotherapeutic care.
Isabella is a senior graduating in May and is involved in three projects in the lab involving decision making, math anxiety, and the factors that influence math performance. Generally, she is very interested in clinical research and is currently in the process of applying to PsyD schools.
Sophia is currently studying abroad and will be returning in Spring 2024.
Allison del Castillo