PRIMARY INVESTIGATOR

KORALY PÉREZ-EDGAR

Dr. Pérez-Edgar is the McCourtney Professor of Child Studies and a Professor of Psychology at Penn State. She received her A.B. in psychology from Dartmouth College and her M.A. and Ph.D. in psychology from Harvard University. Dr. Pérez-Edgar’s training was under the mentorship of Dr. Jerome Kagan at Harvard University, Dr. Nathan A. Fox at the University of Maryland, and Dr. Daniel S. Pine at the NIMH.

Dr. Pérez-Edgar’s research focuses on the relations between temperament and psychopathology. In particular, she examines how individual differences in attention can work to ameliorate or exacerbate early temperament traits. In conducting her work, Dr. Pérez-Edgar has taken a multi-method approach involving direct observation of behavior, cognitive functioning, psychophysiology, and neuroimaging.

Dr. Pérez-Edgar is a Fellow of the Association for Psychological Science (APS) and a James McKeen Cattell Fund Fellow. She is also the recipient of numerous awards including an NIMH R01 BRAINS Award, an NIMH K01 Career Development Award, a NARSAD Young Investigator Award, a Ford Foundation Dissertation Fellowship, and a National Science Foundation Graduate Fellowship. She received Penn State’s Graduate Faculty Teaching Award in 2021 and the APA Division 7 Mentor Award for 2024. Dr. Pérez-Edgar is the Editor-in-Chief of Developmental Psychology.

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ASSISTANT RESEARCH PROFESSORS

JOSCELIN ROCHA-HIDALGO

Joscelin received her Ph.D. at Georgetown University in 2022. Her specialization is in Lifespan Cognitive Neuroscience. Working with Dr. Rachel Barr, she focused on studying children's cognitive development from infancy to early childhood and how factors such as bilingualism play a role in its development.

Her current research is focused on parent-child neurobehavioral synchrony and factors that may predict their cognitive and socioemotional development. Her research incorporates multiple techniques such as fNIRS, eye-tracking, behavioral observation, structural interviews, and survey-based assessments.

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