In the B.E.A.R. Lab, we are interested in examining factors at school and at home that help children develop cognition and self-regulation.  Interested in participating or learning more?  Let us know!

With increased attention to the role of Executive Functions (EF) for children’s early school success, development of these skills – including response inhibition and attention control - has received increasing attention from researchers in disciplines ranging from developmental psychology to cognitive neuroscience. Outside of the developmental literature, some components of EF are known as aspects of cognitive control. Although the concepts of EF in the developmental literature and cognitive control in the cognitive literature are not identical, they share common processes, and discovering how they correspond is a major objective in linking the two.


In part due to the importance of these skills for school readiness, there has been a proliferation of developmental researchers examining the neural correlates cognitive control processes and error monitoring using event-related potentials (ERP) in young children.  In our lab we have been examining brain and behavioral correlates of cognitive control in young children and adults.


The Go/No-go Task

Children's Cognitive Control

Recent Presentations

CDS 2017 - Brain and Behavioral Correlates of Error Monitoring

SRCD 2017 - Executive Functions and Academic Success

Cognitive Control and Math Anxiety

Recent Presentations

APS 2018

Project P.E.A.R.

We are interested in the how children develop skills for regulating and persisting in the classroom.  In this ongoing project, being conducting at UCLA's Laboratory School, we are examining the brain and behavioral correlates of these important school-related abilities.

Recent Presentations

 APS (2018)


Productive Struggle

Recent Presentations

R + I (2018) - A Comparative Case Study of Parental Math Homework-Helping Strategies and the Use of Productive Struggle

​Both learning and self-regulation require the ability to change one's behavior when it results in a negative outcome (e.g., correcting behaviors that lead to errors or stopping behaviors that can get one into trouble). However, there is likely great variability in how sensitive children and adults are to errors and how they respond to different kinds of feedback. We hope this study will help us identify different "styles" of feedback responsivity, track how these styles might change across development, and implement more effective, "personalized" ways of providing feedback.

Child Attention & Real-world Emotion study (CARE study)

The C.A.R.E. study is looking into why some children worry or have difficulty managing their fears & anxiety.  We hope that findings from this project will lead to improvements in how doctors and parents help children cope with anxiety.

Executive functions are related to children’s reading abilities, but the relations between these two sets of skills are still not well understood.  We hope this study will shed light on the relations among executive function, decoding, phonemic awareness, and rapid automatized naming in a way that can lead to more effective teaching.

Recent Presentations

R + I 2017 - Exploring relations among phonetic decoding, phonemic awareness, rapid letter naming, and the components of executive function in early elementary grades

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Cognitive Control and Error Monitoring

Children's Persistence and Motivation

Feedback Monitoring

Helping Children Manage Emotions and Anxiety

Reading and EF