- Postdoctoral Fellow, Pediatrics, Albert Einstein College of Medicine
- Postdoctoral Fellow, Psychology, University of Michigan
- Ph.D., Developmental Psychology, University of North Carolina at Chapel Hill
- B.A., Psychology, North Carolina State University
I explore changes in children’s cognitive skills from early childhood across the transition to elementary school and the contexts that promote this growth. Specifically, employing both behavioral and neurological methods, I examine the development of executive functions, memory, and metacognition between the ages of 3-8. In addition, I work to identify aspects of the classroom and home environment that promote this development. Bringing together these two parallel lines of research, the goal of this work is to understand the ways in which early enrichment and schooling experiences can positively impact brain and behavioral development.
- Kim, M. H., Grammer, J. K., Marulis, L. M., Carrasco, M., Morrison, F. J., & Gehring, W. J. (in press). Early math and reading achievement are associated with the error positivity. Developmental Cognitive Neuroscience.
- Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (in press). Young children’s motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes.
- Grammer, J. K., Coffman, J. L., Sydney, P. G., & Ornstein, P. A. (2016). Linking teacher instruction and student achievement in mathematics: The role of teacher language. Journal of Cognition and Development, 17, 468 – 485. doi: 10.1080/15248372.2015.1068777
- Morrison, F. J. & Grammer, J. K. (2016). Conceptual clutter and measurement mayhem: A proposal for a cross disciplinary approach to conceptualizing and measuring executive function. In J. A. Griffin, L. S. Freund, & P. McArdle (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. D.C.: APA.
- Grammer, J. K., Carrasco, M., Gehring, W. J. & Morrison, F. J. (2014). Age-related differences in error processing in young children. Developmental Cognitive Neuroscience. doi: 10.1016/j.dcn.2014.02.001
- Grammer, J. K., Coffman, J. L., & Ornstein, P. A. (2013). The impact of teachers’ memory relevant language on children’s strategy use and knowledge. Child Development, 84, 1989-2002. doi: 10.1111/cdev.12100