Lisa Chinn

Assistant Research Professor

HEDCO Institute for Evidence-Based Educational Practice

College of Education

Phone: 541-346-1230

Office:

Biography

Lisa Chinn, PhD, is an assistant research professor at the HEDCO Institute for Evidence-Based Educational Practice. Her research at the HEDCO Institute centers on evidence synthesis, including a meta-analytic research domain on school-based mental health prevention interventions. Prior to returning to the University of Oregon, where she received her bachelor's degree, she received a M.S. in cognitive neuroscience and a Ph.D. in developmental psychology from Tulane University. She also spent four years at the University of Houston as a postdoctoral fellow and research assistant professor.

In addition to evidence synthesis, Dr. Chinn has conducted primary research on child development and cognitive neuroscience, using behavioral and neuroimaging methods to study early adversity, infant cognitive development, and attention. She has taught statistics laboratory sections and mentored students in research.

Education

PhD, 2019, Tulane University, New Orleans, LA
Major: Developmental Science

MS, 2016, Tulane University, New Orleans, LA
Major: Cognitive Neuroscience

BS (with honors), 2009, University of Oregon, Eugene, OR
Major: Psychology
Minor: Political Science

Honors and Awards

2021-2023 NIH Loan Repayment Program in Pediatric Research, NICHD

2021 & 2022 University of Houston Postdoctoral Travel Award

2017 Co-Winner of Babybot Challenge, IEEE ICDL-EPIROB, Lisbon, Portugal

2017 IEEE Computational Intelligence Society International Conference on Development and Learning and on Epigenetic Robotics Travel Award

2013-2017 Southern Regional Education Board/Louisiana Board of Regents Graduate Doctoral Fellowship

2015 William P. Dunlap Memorial Fellowship, Tulane University, $3000

2014 Flowerree Summer Research Fellowship, Tulane University, $3000

Publications

Selected Publications

Chinn, L. K., Noonan, C. F., Patton, K. S., & Lockman, J. J. (2024). Tactile localization promotes infant self-recognition in the mirror-mark test. Current Biology. https://doi.org/10.1016/j.cub.2024.02.028

Chinn, L. K., Momotenko, D. A., Sukmanova A. A., Ovchinnikova, I. V., Golovanova, I, V., & Grigorenko, E. L. (2023). Effects of childhood institutionalization on semantic processing and its neural correlates persist into adolescence and adulthood. Cortex. https://doi.org/10.1016/j.cortex.2022.11.015

Somogyi, E., Hamilton, M., Chinn, L. K., Jacquey, L., Heed, T., Hoffmann, M., Lockman, J. J., Fagard, J., & O’Regan, J. K. (2023). Tactile training facilitates infants’ ability to reach to targets on the body. Child Development, 1-12. https://doi.org/10.1111/cdev.13891

Chinn, L. K., Zhukova, M. A., Kroeger, R. J., Ledesma, L. M., Cavitt, J. E., & Grigorenko, E. L. (2022). Auditory brainstem deficits in learning disorders and developmental language disorder: A systematic review and meta-analysis. Scientific Reports, 12. https://doi.org/10.1038/s41598-022-20438-7

Chumakova, M. A., Momotenko, D. A., Sukmanova, A. A., Chinn, L. K. & Grigorenko, E. L. (2022). Executive functions as self-reported on the BRIEF scales in adolescents and adults with and without a history of institutionalized rearing in Russia. Cognitive Development, 64. https://doi.org/10.1016/j.cogdev.2022.101261

Myers, J. E., Chinn, L. K., Sur, S. S., & Golob, E. J. (2021). Widespread theta coherence during spatial cognitive control. Neuropsychologia, 160. https://doi.org/10.1016/j.neuropsychologia.2021.107979

Chinn, L. K., Ovchinnikova, I., Sukmanova, A. A., Davydova, A. O., & Grigorenko, E. L. (2021). Early institutionalized care disrupts the development of emotion processing in prosody. Development and Psychopathology, 1-10. https://doi.org/10.1017/S0954579420002023

Chinn, L. K., Noonan, C. F., & Lockman, J. J. (2020). The human face becomes mapped as a sensorimotor reaching space during the first year. Child Development, 92(2), 760-773. https://doi.org/10.1111/cdev.13405

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), 1063-1073. 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., 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