Elena Grigorenko, Ph.D.
Elena Grigorenko, Ph.D. has a wide interest in a number of areas in psychology, genetics and neuroscience. Correspondingly, she has (co-)mentored students in various graduate programs (linguistics, statistics, psychology, genetics, education and neuroscience) and several undergraduate majors in universities in the Russian Federation and United States. Most of her projects are highly collaborative and interdisciplinary, involving scientists from various fields and various countries. She has served as editor-in-chief and board member for a number of professional journals and engaged in reviews for various federal and private funding agencies from different countries around the world. Grigorenko appreciates and values diversity in people’s expertise, approaches and perspectives. She views such diversity as the foundation for all of the lab’s teaching, learning and research activities.
Yusra Ahmed, Ph.D.
Yusra Ahmed, Ph.D., is a research assistant professor of developmental, cognitive and behavioral neuroscience in the psychology department at the University of Houston and a faculty member of the Texas Institute for Measurement, Evaluation and Statistics. She has prior experience working at the Florida Center for Reading Research and Florida State University, where she earned her doctorate in developmental psychology. Ahmed’s research investigates methods for improving the measurement, identification and classification of reading and writing difficulties.
Wilson, J., Roscoe, R., Ahmed, Y. (in press). "Automated formative writing assessment using a levels of language framework." Assessing Writing.
Miciak, J., Cirino, P., Ahmed, Y., Reid, E., Barnes, M. (in press). "Executive functions and response to interventions: Identification of struggling readers." Learning Disabilities Quarterly.
Miciak, J., Roberts, G., Taylor, W. P., Solis, M., Ahmed, Y., Vaughn, S., Fletcher, J. M. (in press). "The effects of a two-year, intensive reading intervention implemented with late elementary struggling readers." Learning Disabilities Research and Practice.
Wall, K., Sharp, C., Ahmed, Y., Goodman, M., Zanarini, M.C. (in press). "Parent-Adolescent Concordance on the Revised Diagnostic Interview for Borderlines (DIB-R) and the Childhood Interview for Borderline Personality Disorder (CI-BPD)." Personality and Mental Health.
Denton, C., York, M., Francis, D., Haring, C., Ahmed, Y., Bidulesco, A. (2017). "An investigation of an intervention approach to promote inference generation by adolescent poor comprehenders." Learning Disabilities Research & Practice.
Ahmed, Y., Francis, D. J., York, M., Fletcher, J., Barnes, M.A., Kulesz, P. (2016). "Validation of the direct and mediated (DIME) model of reading comprehension in grades 7 through 12." Contemporary Educational Psychology, 44-45, 68-82.
Arrington, C.N., Ware, A.L., Ahmed, Y., Afraz, S., Kulesz, P., Fletcher, J.M., and Dennis, M. (2016). "Effects of shunting on intelligence in congenital hydrocephalus: a meta-analysis." Neuropsychology Review.
Barnes, M. A., Ahmed, Y., Priebe, S., Barth, A., Francis, D. J. (2015). "The relation of knowledge-text integration processes and reading comprehension in seventh to twelfth grade students." Scientific Studies of Reading, 19 (4), 253-272.
Ahmed, Y., Wagner, R. K., Lopez, D. (2014). "Developmental relations between reading and writing at the word, sentence and text levels: a latent change score analysis." Journal of Educational Psychology, 106 (2), 419-434.
Ahmed, Y., Kim, Y.–S., Wagner, R. K. (2014). "Why we should care about literacy models: Models of reading and writing and how they can elucidate the connection between reading and writing." Miller, B., McCardle, P., Long, R. (Eds.) Teaching Reading and Writing Improving Instruction and Student Achievement (pp. 143-152) . Baltimore, Maryland: Brooks Publishing.
Ahmed, Y., Wagner, R. K., Kantor, P. T. (2011). "How visual word recognition is affected by developmental dyslexia." J. S. Adelman (Ed.) Visual Word Recognition Vol. 2: Meaning and Context, Individuals and Development (pp. 196-215). Hove, (East Sussex), UK: Psychology Press.
Waesche, J. B., Schatschneider, C., Maner, J. K., Ahmed, Y., Wagner, R. K. (2011). "Examining agreement and longitudinal stability among traditional and response-to-intervention based definitions of reading disability using the affected-status agreement statistic." Journal of Learning Disabilities, 44 (3), 296-307.
Wagner, R.K., Waesche, J.B., Schatschneider, C., Maner, J.K. & Ahmed, Y. (2011). "Using response to intervention for identification and classification." McCardle, P., Miller, B., Lee, J.R., Tzeng, O.J.L. (Eds.) Dyslexia Across Languages: Orthography and the Brain-Gene-Behavior Link (pp. 202-213). Baltimore, Maryland: Brooks Publishing.
Anthony Artiga graduated from the University of Houston in May 2019 with a Bachelor of Science in psychology and is a research assistant in the GENESIS lab. His interest is in developmental and clinical psychology. He is currently working on two projects at the lab. One deals with the effectiveness of a prophylaxis treatment against malaria in The Gambia. The other is his involvement in the creation process of Bella, an assessment device for bilingual kids that test how they are adjusting to a new language.
Olga Burenkova, Ph.D.
Olga Burenkova, Ph.D., is a postdoctoral fellow in the GENESIS lab. Burenkova received her specialist degree in physiology from Lomonosov Moscow State University, Russia, in 2009. In 2014, she earned her Ph.D. in physiology from P.K. Anokhin Research Institute of Normal Physiology, Moscow, Russia. Burenkova’s main scientific interests are at the intersection of the neurophysiology of behavior and epigenetics. Her current work is dedicated to understanding the molecular mechanisms by which environmental factors influence the development of human behavior.
Burenkova O.V., Aleksandrova E.A., Zarayskaya I.Y. "Maternal deprivation in early ontogeny impairs olfactory learning with mother's grooming imitation in 129Sv mice." Bull Exp Biol Med. 2012; 153(5): 761-3. PMID: 23113279
Burenkova O.V., Aleksandrova E.A., Zaraĭskaia I.Iu. "The features of defensive behavior of early postnatal C57BL/6 mice in response to the predator odor." Zh Vyssh Nerv Deiat Im I P Pavlova. 2012; 62(2): 216-21. PMID: 22690551
Burenkova O.V., Aleksandrova E.A., Zaraĭskaia I.Iu. "Gender-dependent effects of histone deacetylase inhibitor sodium valproate on early olfactory learning in 129Sv mice." Ross Fiziol Zh Im I M Sechenova. 2013; 99(2): 212-20. PMID: 23650734
Burenkova O.V., Aleksandrova E.A., Zaraiskaya I.Y. "Administration of histone deacetylase inhibitor during neonatal period changes emotionality of adult male 129Sv mice." Bull Exp Biol Med. 2014; 156(5): 620-3. PMID: 24770742
Burenkova O.V., Aleksandrova E.A., Zarayskaya I.Y. "Effects of histone deacetylase inhibitor sodium valproate on the physical and behavioral development of 129SV mice." Patol Fiziol Eksp Ter. 2015; 59(2): 40-5. PMID: 26571806
Burenkova O.V., Aleksandrova E.A., Zarayskaya I.Yu. "Epigenetic mechanisms of long-term effects of mother-infant relationship on physiology and behavior of the offspring." Usp Fiziol Nauk. 2016; 47(4): 43-56. PMID: 29283234
Burenkova O.V., Aleksandrova E.A., Zarayskaya I.Y. "Effects of early-life stress and HDAC inhibition on maternal behavior in mice." Behav Neurosci. 2019 Feb;133(1):39-49. PMID: 30489135
Naumova O.Y., Rychkov S.Y., Kornilov S.A., Odintsova V.V., Anikina V.О., Solodunova M.Y., Arintcina I.A., Zhukova M.A., Ovchinnikova I.V., Burenkova O.V., Zhukova O.V., Muhamedrahimov R.J., Grigorenko E.L. "Effects of early social deprivation on epigenetic statuses and adaptive behavior of young children: A study based on a cohort of institutionalized infants and toddlers." PloS one. 2019; 14(3), p.e0214285.
Connor Cheek is a 3rd year physics Ph.D. student, working jointly with Gemunu Gunaratne and Elena Grigorenko in GENESIS labs. He graduated with a bachelor's degree in physics and mathematics from the University of Science and Arts of Oklahoma (USAO). Connor works on various computational projects within the lab and is interested in studying the computational framework of language.
Lisa Chinn, Ph.D.
Lisa received a B.S. in psychology from the University of Oregon in 2009. In 2016, she received an M.S. in cognitive neuroscience from Tulane University, and in 2019, she received her Ph.D. in developmental psychology. Upon earning her Ph.D., Lisa joined the GENESIS lab as a post-doctoral associate. Lisa has studied topics such as ADHD, executive functioning and EEG. Her current research focuses on infants’ acquisition of knowledge about their own bodies as well as cognitive control brain networks.
Leed, J. E, Chinn, L. K., & Lockman, J. J. (2019). Reaching to the self: The development of infants’ ability to localize targets on the body. Psychological Science, 30(7). https://doi.org/10.1177/0956797619850168
Chinn, L. K., Hoffmann, M., Leed, J. E., & Lockman, J. J. (2019). Reaching to one arm with the other: Coordinating touch, proprioception, and action during infancy. Journal of Experimental Child Psychology, 183, 19-32. https://doi.org/10.1016/j.jecp.2019.01.014
Chinn, L. K., Noonan, C. F., Hoffmann, M., & Lockman, J. J. (2019). Development of infant reaching strategies to tactile targets on the face. Frontiers in Psychology, 10(9). http://doi.org/10.3389/FPSYG.2019.00009
Chinn, L. K., Pauker, C. S., & Golob, E. J. (2018). Cognitive control and midline theta adjust across multiple timescales. Neuropsychologia, 111(C), 216-228. 10.1016/j.neuropsychologia.2018.01.031
Barbarin, O. A., Chinn, L. K., & Wright, Y. (2014). Creating Developmentally Auspicious School Environments for African American Boys. In L. S. Liben and R. S. Bigler, (Eds), The Role of Gender in Educational Contexts and Outcomes, (333-365). UK: Academic Press. https://doi.org/10.1016/bs.acdb.2014.04.003
Jenny Flick is the project manager for the P20 study. She graduated December 2019 with a Bachelor of Science in psychology and minor in laws, values and policies. Her interests include: working with court involved youth, especially those with: a) learning disabilities, particularly reading disabilities; b) language disorders, particularly as they relate to their contribution to recidivism in the youths’ ability to navigate complex daily interactions, understand the court processes and make progress in school; and c) the cultural factors that moderate both. She would like to work with girls, as that population is understudied. She is planning on applying to graduate school in clinical psychology with an emphasis on forensic psychology.
Jessica Garcia is a student in the clinical child psychology Ph.D. program. She graduated from Northern Arizona University in 2014 with bachelor’s degrees in both psychology and criminal justice, and she completed her master's in clinical psychology from Loyola University Maryland in 2016. Broadly, she is interested in the etiology of externalizing disorders in childhood and adolescence, with a primary focus on the sociocultural factors that affect their development and presentation.
Lesley Hart, Ph.D.
Lesley Hart, Ph.D. is a clinical associate professor in the department of psychology and serves as clinical director of the Psychology Research and Services Center (PRSC), assessment director of the clinical training program and a co-director of the Academic Skills Clinic. Her areas of expertise include neuropsychological assessment and learning, language and developmental disabilities. With the GENESIS lab, she is involved in research on cross-cultural cognitive assessment development, the genetics of reading and language disorders and reading disabilities in court-involved youth. She currently teaches undergraduate Forensic Topics and Graduate Assessment II.
Shiva Khalaf, Ph.D.
Shiva Khalaf, Ph.D., is a postdoctoral fellow in the GENESIS lab and a member of the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston. Khalaf’s research focus is on applying advanced statistical models to examine the language development of bilingual children and problems related to English Language Learners with and without disabilities.
Khalaf, S., Santi, K.L., Kulesz, P.A., Bunta, F., Francis, D.J. (2019). "Bilingual phonological awareness: Construct validation of grade 1 Spanish-speaking English learners." In D.J. Francis (Ed.), "Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students." New Directions for Child and Adolescent Development, 166, 1-31.
Santi, K.L., Khalaf, S., Bunta, F., Rojas, R., Francis, D.J. (2019). "IQ-Achievement discrepancy for identification of disabilities in Spanish-speaking English learners." In D. J. Francis (Ed.), "Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students." New Directions for Child and Adolescent Development, 166, 1-32.
Francis, D.J., Rojas, R., Gusewski, S, Santi, K.L., Khalaf, S., Hiebert, L., Bunta, F. (2019). "Speaking and reading in two languages: On the identification of Reading and Language Disabilities in Spanish-speaking EL students." In D.J. Francis (Ed.), "Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-Speaking EL Students." New Directions for Child and Adolescent Development, 166, 1-32.
Santi, K.L., Kulesz, P.A., Khalaf, S., Francis, D.J. (2015.). "Developmental changes in reading and visual processing: An application of explanatory item response models in grades K-2." Frontiers in Psychology, 6 (116), 1-13. doi: 10.3389/fpsyg.2015.00116
Khalaf, S., Santi, K.L., Hawkins, J. (2015). "How to identify and support English language learners at-risk for reading difficulties: An overview of the response to intervention program model." Journal of Human Development, 4(3), 43-52, doi: 10.15640/jehd.v4n3a5
Hechmi Kilani graduated from the University of Houston with a Bachelor of Arts in psychology in May 2019 and is a research assistant in the GENESIS lab. His interests include neuroimaging, cultural psychology and clinical psychology. He is working on projects investigating the effectiveness of a prophylaxis treatment against malaria in The Gambia and its potential protective effects on cognition as well as a case study on parasocial interaction (iPad) and the processes of learning. He is planning on applying to graduate school in clinical psychology.
Julia Kovalenko is a Ph.D. student in child clinical psychology. She graduated from Northwestern University in 2017 with a degree in psychology. During her junior and senior years she was a lab manager at NU. She is primarily interested in studying the development of conduct disorder and antisocial behavioral disorders, as well as the genetic and environmental factors that are involved in their development. She grew up in Russia and moved to the U.S. to attend college. In her free time she enjoys reading (especially thrillers), traveling and trying new food.
Francisca Leal is an assessment coordinator for the University of Houston and holds a master’s degree in counseling psychology. She has served as research staff at The University of Texas Health Science Center at Houston (1994–2002) and at the University of Houston/Texas Institute of Measurement, Evaluation and Statistics (2002–present). She has recruited schools and study participants, managed data collections for various projects in schools, and has hired, trained and supervised data collectors. Leal is a native Spanish speaker who has conducted data collection in Spanish and has served as a translator for the past 20 years.
Nan Li is a Ph.D. student in measurement, quantitative methods and learning sciences. He earned his master’s degree in sociology from the University of Houston. His research interests focus on academic and social-emotional development in children and adolescents, using advanced quantitative analytic methods to study the interplay between contexts in which individuals are embedded and their development. Currently, he is involved in research on cognitive assessment and psychometrics.
Li, N., Hein, S., Ye, L., Liu, Y. (2019). "Social decision making mediates the association between anger and externalising problems in Chinese adolescents." International Journal of Psychology, 54(4), 501-509.
Li N., Hein S. (2019). "Parenting, autonomy in learning, and development during adolescence in China." In Y. Liu (Ed.), "Child and Adolescent Development in China." New Directions for Child and Adolescent Development, 163, 67–80.
Tang, J., Li, N., Sandoval, J.R., Liu, Y. (2018). "Parenting styles and academic motivation: A sample from Chinese high schools." Journal of Child and Family Studies, 27(10): 3395–3401.
Fan, W., Li, N., Sandoval, J.R. (2018). "A reformulated model of barriers to parental involvement in education: Comment on Hornby and Lafaele" (2011). Educational Review, 70(1):120-127.
Oxana Yu. Naumova, Ph.D.
Oxana Yu. Naumova earned a Ph.D. in genetics in 2008 from the Vavilov Institute of General Genetics (VIGG), Russia. Naumova’s main scientific interests are in the field of human population genetics and epigenetics. Her ongoing research focuses on understanding the role of dynamic interactions between the genome/gene pool and environment genetic in the development of genetic diversity of populations and psychophysiological phenotypes of individuals. She has authored or co-authored more than 30 publications in the field of gene geography, paleogenetics and epigenetics. Currently, Naumova is a senior researcher at the VIGG and an assistant professor at the University of Houston.
Mei Tan has been a research assistant in the Grigorenko Lab for 11 years. She earned her master's degree in cognitive studies in education from Teachers College, Columbia University and is now a graduate student in the developmental, cognitive, and behavioral neuroscience program in the psychology department at UH. Her primary area of interest is child development in diverse contexts, with a particular focus on children affected by HIV in rural Zambia. She has worked extensively on assessment development projects concerning both cognition and learning in the U.S. and internationally, concentrating her efforts on the development of mathematical thinking.
Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., Grigorenko, E.L. (2013). "From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach." Learning and Individual Differences, 28, 167-176. doi:10.1016/j.lindif.2012.09.003
Barbot, B., Tan, M., Grigorenko, E.L. (2013). "The genetics of creativity: The generative and receptive sides of the creativity equation." In O. Vartanian, A.S. Bristol, J.C. Kaufman (Eds.), The Neuroscience of Creativity (pp. 71-93). Cambridge, MA: The MIT Press.
Barbot, B., Tan, M., Randi, J., Santa-Donato, G., Grigorenko, E.L. (2012). "Essential skills for creative writing: Integrating multiple domain-specific perspectives." Thinking Skills and Creativity, 7(3), 209-223.
Geiser, C., Mandelman, S.D., Tan, M., Grigorenko, E.L. (2015). "Multi-trait-multimethod assessment of giftedness: An application of the correlated traits - correlated (methods-1) model." Structural Equation Modeling: A Multidisciplinary Journal, 1-15. doi:10.1080/10705511.2014.937792
Hein, S., Stone, L., Tan, M., Barbot, B., Grigorenko, E.L., Luthar, S. (in press). "Child internalizing problems and mother-child discrepancies in maternal rejection: Evidence for bidirectional associations." Journal of Family Psychology.
Hein, S., Tan, M., Aljughaiman, A., Grigorenko, E.L. (2014). "Characteristics of the home context for the nurturing of gifted children in Saudi Arabia." High Ability Studies, 25(1), 23-33.
Hein, S., Tan, M., Aljughaiman, A.M., Grigorenko, E.L. (2015). "Gender differences and school influences with respect to three indicators of general intelligence: Evidence from Saudi Arabia." Journal of Educational Psychology, 107(2), 486-501.
Hein, S., Tan, M., Rakhlin, N., Doyle, N., Hart, L., Macomber, D., ... Grigorenko, E.L. (in press). "Psychological and sociocultural adaptation of children adopted from Russia and their associations with pre-adoption risk factors and parenting." Journal of Child and Family Studies.
Hein, S., Tan, M., Reich, J., Thuma, P., Grigorenko, E.L. (2015). "School effects on reading-related and non-verbal cognitive skills in rural Zambia." Learning and Individual Differences.
Kaufman, A.B., Kornilov, S.A., Bristol, A.S., Tan, M., Grigorenko, E.L. (2010). "The neurobiological foundation of creative cognition." In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 216-232). New York: Cambridge University Press.
Mandelman, S.D., Barbot, B., Tan, M., Grigorenko, E.L. (2013). "Addressing the 'quiet crisis': Gifted identification with Aurora." Educational and Child Psychology Journal, 30(2), 101-109.
Mandelman, S.D., Tan, M., Aljughaiman, A., Grigorenko, E.L. (2010). "Intellectual giftedness: Economic, political, cultural, and psychological considerations." Learning and Individual Differences, 20, 287-297.
Mourgues, C.V., Barbot, B., Tan, M., Grigorenko, E.L. (2015). "The interaction between culture and the development of creativity." In L.A. Jensen (Ed.), The Oxford handbook of human development and culture: An interdisciplinary perspective (pp. 255-270). Oxford, UK: Oxford University Press.
Mourgues, C.V., Tan, M., Hein, S., Elliott, J.G., Grigorenko, E.L. (2016). "Using creativity to predict future academic performance: An application of Aurora's five subtests for creativity." Learning and Individual Differences.
Reich, J., Tan, M., Hart, L., Thuma, P., Grigorenko, E.L. (2013). "Reading comprehension and its component skills in a resource-limited and linguistically complex setting: Learning to read in rural Zambia." Insights on Learning Disabilities: Froom Prevailing Theories to Validated Practices, 10, 67-88.
Shivers, J., Levenson, C., Tan, M. (2017). "Visual literacy, creativity and the teaching of argument." Learning Disabilities: A Contemporary Journal, 15(1), 67-84.
Skiba, T., Tan, M., Sternberg, R.J., Grigorenko, E.L. (2010). "Roads not taken, new roads to take: Looking for creativity in the classroom." In R.A. Beghetto & J.C. Kaufman (Eds.), Nurturing creativity in the classroom. New York: Cambridge University Press.
Tan, M., Aljughaiman, A., Elliott, J.G., Kornilov, S.A., Ferrando-Prieto, M., Bolden, D.S., ... Grigorenko, E.L. (2009). "Considering language, culture, and cognitive abilities: The international translation and adaptation of the Aurora Assessment Battery." In E.L. Grigorenko (Ed.), Multicultural psychoeducational assessment (pp. 443-468). New York: Springer.
Tan, M., Barbot, B., Mourgues, C., Grigorenko, E.L. (2013). "Measuring metaphors: Concreteness and similarity in metaphor comprehension and gifted identification." Educational and Child Psychology Journal, 30(2), 89-100.
Tan, M., Grigorenko, E.L. (2010). "Where creativity and the curriculum meet." New Horizons for Learning, 8(2).
Tan, M., Grigorenko, E.L. (2013). "All in the family: Is creative writing familial and heritable?" Learning and Individual Differences, 28, 177-180.
Tan, M., Grigorenko, E.L. (2017). "Biomedicine, creativity, and the story of AIDS." In J. Baer, J.C. Kaufman, V.P. Glaveanu (Eds.), Studying creativity across different domains. Cambridge, UK: Cambridge University Press.
Tan, M., Mourgues, C., Hein, S., MacCormick, J., Barbot, B., Grigorenko, E.L. (2015). "Differences in judgments of creativity: How do academic domain, personality, and self-reported creativity influence novice judges' evaluations of creative productions?" Journal of Intelligence, 3, 73-90. doi:10.3390/jintelligence3030073
Tan, M., Mourgues, C.V., Aljughaiman, A., Ayoub, A., Mandelman, S.D., Zbainos, D., Grigorenko, E.L. (2012). "What the shadow knows: Assessing aspects of practical intelligence with Aurora's Toy Shadows." In H. Stoeger, A. Aljughaiman, B. Harder (Eds.), Talent development and excellence. Muenster, Germany: LIT.
Tan, M., Mourgues, C.V., Bolden, D.S., Grigorenko, E.L. (2014). "Making Numbers Come to Life: Two Scoring Methods for Creativity in Aurora's Cartoon Numbers." The Journal of Creative Behavior, 48(1), 25-43. doi:10.1002/jocb.39
Tan, M., Randi, J., Barbot, B., Levenson, C., Friedlaender, L.K., Grigorenko, E.L. (2012). "Seeing, connecting, writing: Developing creativity and narrative writing in children." In E.L. Grigorenko, E. Mambrino, D. Preiss (Eds.), Writing: A mosaic of new perspectives (pp. 275-291). New York: Psychology Press.
Tan, M., Reich, J., Hart, L., Thuma, P., Grigorenko, E.L. (2012). "Examining the specific effects of context on adaptive behavior and achievement in a rural African community: Six case studies from rural areas of Southern Province, Zambia." Journal of Autism and Developmental Disorders, 44, 271-282. doi:10.1007/s10803-012-1487-y
Tina Thomas is a graduate student in the clinical psychology program, with a focus in neuropsychology. She graduated with a bachelor’s degree in biology (physiology and neurobiology) and psychology from the University of Maryland. She completed her master's degree in psychology at American University, where she used transcranial direct current stimulation (tDCS) to examine predictive processing across a variety of cognitive tasks. She also has experience as a clinical assistant in a private practice setting, an ABA therapist and a call specialist at a national suicide lifeline. Tina is currently researching interventions for orphans and vulnerable children affected by HIV/AIDS and is broadly interested in development and neuropsychological functioning in pediatric populations.
Marina Zhukova, M.A., LPA, is a Ph.D. student in the child clinical psychology program. She received her specialist degree in clinical psychology from Saint-Petersburg State University, Russia, in 2014. The central topic of Marina’s research is the impact of early adversity on human development. She has experience participating in large scale research projects supported by international and Russian research foundations. Currently, Marina is the principal investigator of three projects investigating language development and cross-generational impact of institutionalization: “Language Development in Children Born to Mothers Raised in Institutional Settings,” supported by the grant from the Society for Research in Child Development, “Neurobiological and behavioral dyadic synchrony in children and mothers with a history of institutionalization,” supported by the largest grant for young investigators in Russia from the Russian Science Foundation and “Teaching to Talk and Talking to Teach: Analysis of Language Environment at Home and in the Preschool,” supported by the grant from the president of Russian Federation. The specific focus of Marina’s scientific interests is the understanding of the role of environmental factors and early adversity on human development, with a special focus on neurobehavioral indices of cognitive and linguistic development.
Manuscripts in Print/Accepted for Publication
Zhukova M.A., Talantseva O.I., An I., Grigorenko, E.L. "Unexpected Bilingualism: A Case of a Russian Child With ASD." Journal of Autism and Developmental Disorders, 2021.
Vakhrushev D.S., Zhukova M.A. "Current view on the dyadic synchrony mechanism [Aktual'nyj vzgljad na mehanizm diadnoj sinhronizacii]." Journal of Modern Foreign Psychology [Sovremennaia zarubezhnaia psikhologiia], 2021.
Vakhrushev D.S., Zhukova M.A. "Current view on the dyadic synchrony mechanism [Aktual'nyj vzgljad na mehanizm diadnoj sinhronizacii]." Journal of Modern Foreign Psychology [Sovremennaia zarubezhnaia psikhologiia], 2021.
Ledesma L., Zhukova M.A., Chinn L., Grigorenko E.L. "N100 and Academic Achievement in Juvenile Delinquents in Response to Reading Intervention." Texas Psychologist, 2021.
Naumova O. Yu., Dobrynin P.V., Gibitova E.A., Zhukova M.A., Rychkov S.Yu., Zhukova O.V., Grigorenko E.L. "Ekzomnoe sekvenirovanie pri neobJasnimyh zaderzhkah razvitija: issledovanie semejnogo trio [Exome Sequencing of Unexplained Developmental Disabilities: a Family Trio Study]." Genetica, 2021.
Zhukova M.A., Kilani H., Garcia J.L., Tan M., Parell P.D., Hein S., Grigorenko E.L. "How Do Toddlers Experience Digital Media?" A Case Study of a 28-Month Old Child Learning to Use iPad. Modelirovanie i analiz dannykh = Modelling and Data Analysis, 2020. Vol. 10, no. 3, pp. 5–23.
Petrov M., Zhukova M., Ovchinnikova I., Golovanova I., Vasilyeva M., Muhamedrahimov R., Naumova Ox., Grigorenko E. (2020) "Resting-State EEG Spectral Power in Children with Experience of Early Deprivation." Experimental Psychology, Vol. 13, no. 4, pp. 115–124, DOI: https://doi.org/10.17759/exppsy.2020130408
Logvinenko, T., Cheek, C., Khalaf, S., Prikhoda, N., Zhukova, M.A., Grigorenko, E.L. (2020). "Individual Differences in Word-Level Skills and Paragraph Reading Comprehension in a (Semi-) Transparent Orthography." Learning Disability Quarterly, 0731948720963664.
Zhukova, M. A., Ovchinnikova, I., An, I., Grigorenko, E.L. (2020). "Altered neural processing of emotional words in adults with a history of institutionalization: Evidence from the emotional Stroop task." European Journal of Neuroscience. DOI: 10.1111/ejn.15015
Zhukova, M. A., Talantseva, O.I., Logvinenko, T.I., Titova, O.S., Grigorenko, E.L. (2020). "Complementary and Alternative Treatments for Autism Spectrum Disorders: A Review for Parents and Clinicians." Clinical Psychology and Special Education, 9(3), 142-173.
Naumova O., Rychkov S., Burenkova O., Solodunova M., Polyanskaya I., Arintcina I., Zhukova M.A., Ovchinnikova I., Grigorenko E.L. (2020). "Male Pseudohermaphroditism: A Case Study of 46,XY Disorder of Sexual Development Using Whole-Exome Sequencing." Clinical Case Reports, 2020;00:1–6. https://doi.org/10.1002/ccr3.3286
An, I., Zhukova, M.A., Ovchinnikova, I., Grigorenko, E.L. (2020). "An Event‐Related Potentials Study of Executive Functioning in Adults with a History of Institutionalization." New Directions for Child and Adolescent Development, 2020 (169), 25-40.
Zhukova, M.A., Ovchinnikova, I., Logvinenko, T.I., Grigorenko, E.L. (2020). "Language Development of Children Raised in Institutional Settings: Behavioral and Neurophysiological Findings." New Directions for Child and Adolescent Development, 2020 (169), 75-96.
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