Jacob Anderson

Institute of Child Development

Jacob Anderson

Contact Info

ande2523@umn.edu

Office Address:
Institute of Child Development
214C ChDev
51 E River Pkwy
Minneapolis, MN 55455

Mailing Address:
Child Development
ChDev
4011A (Campus Delivery Code)
51 E River Pkwy
Minneapolis, MN 55455

Institute of Child Development


Masters Degree, New Mexico State University (Psychology), 2010

Bachelors Degree, Gustavus Adolphus College (Psychology), 2002

Summary

My research focuses on how executive function (EF), a general neurocognitive ability to control one’s thought and behavior, develops over the course of childhood and adolescence, and how individual differences in EF may play a causal role in developmental outcomes. Of particular interest, I seek to identify endophenotypes or biomarkers that index the development of EF by using EEG/ERP and other psychophysiological methods, and to describe how neural networks organize in relationship to changes in cognitive ability over the course of development.

A second line of research I’m involved with is the creation and validation of computerized assessments of EF in normal and at-risk populations. By developing EF assessments that can be administered to children from high stress environments, such as living within a homeless or highly mobile family, researchers, educators, and clinicians can have increased capability to accurately monitor cognitive development and changes in cognitive ability in relation to treatment and intervention.

In my free time, I enjoy exploring and photographing the wilderness of Northern Minnesota and traveling when and where ever I can.

Research

Research Summary/Interests

Cognitive neuroscience; high-risk populations; developmental psychopathology; executive function; prevention/intervention.

Publications

Book Chapters:

Zelazo, P. D., & Anderson, J. E. (2013). What is cognitive control?, in Zelazo, P. D. & Sera, M.D. (Eds.), Minnesota Symposia on Child Psychology: Developing Cognitive Control Processes: Mechanisms, Implications, and Interventions, Volume 37 (1-20). Hoboken: Wiley.

Journal Articles:

Zelazo, P.D., Anderson, J.E., Richler, J., Wallner-Allen, K., Beaumont, J.L., Conway, K.P., Gershon, R., & Weintraub, S. (2014). NIH Toolbox Cognition Battery (CB): validation of executive function measures in adults, Journal of the International Neuropsychological Society, 20, 620-629.

Espinet, S.D., Anderson, J.E., & Zelazo, P.D. (2013). Reflection training improves executive function in preschool-age children: Behavioral and neural effects, Developmental Cognitive Neuroscience, 4, 3-15.

Weintraub, S., Dikmen, S.S., Heaton, R.K., Tulsky, D.S., Zelazo, P.D., Bauer, P.J., et al. (2013). Cognition assessment using the NIH Toolbox, Neurology, 80, 11, S54-S64.

Zelazo, P.D., Anderson, J.E., Richler, J., Wallner-Allen, K., Beaumont, J.L., & Weintraub, S. (2013). II. NIH Toolbox Cognition Battery (CB): measuring executive function and attention, Monographs of the Society for Research in Child Development, 78, 16-33.

Espinet, S.D., Anderson, J.E., & Zelazo, P.D. (2012). N2 amplitude as a neural marker of executive function in young children: An ERP study of children who switch versus perseverate on the Dimensional Change Card Sort, Developmental Cognitive Neuroscience, 2, S49-S58.