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Graduate Students

Colleen Doyle (September 2014 to Present)

Baby Colleen Doyle Colleen Doyle

Colleen Doyle is a Ph.D. student in the Developmental Psychopathology and Clinical Science program at the University of Minnesota's Institute of Child Development. Her research interests focus on how experiences and environmental influences “get under the skin” and shape brain and behavioral development. Prior to joining ICD, Colleen worked for two years as a research assistant in Dr. Catherine Monk’s Developmental Psychobiology lab at Columbia University Medical Center. She received her BA from the University of Chicago in 2007.

Angela Fenoglio (September 2013 to Present)

Angela as a baby. Angela Fenoglio

Angela Fenoglio is currently an NIMH predoctoral fellow in Child Psychology at the Institute of Child Development, where she works under the mentorship of Dr. Jed Elison. Angela is interested in the development of the "social brain." Babies and toddlers do a lot of complex problem-solving about the social world, from social smiling to following a caregiver's gaze to thinking about others' beliefs and desires, and we know little about how this reasoning develops and how that development might be led astray. Angela aims to combine brain measures and behavioral assays to characterize the precursors of high-level social cognition in infants and young children.

Prior to joining ICD, Angela completed a bachelor's degree at Boston University, where she worked in the Perceptual Neuroimaging Laboratory, and a master's degree at Harvard University, where she worked in the Laboratory for Developmental Studies. She also spent two years as a project coordinator in the Laboratory for Research on Autism & Developmental Disorders at Boston University and four years as a study coordinator in the Fetal-Neonatal Neuroimaging & Developmental Science Center at Boston Children's Hospital.

Kelly Jedd (January 2014 to Present)

Kelly as a baby. Kelly Jedd

Kelly Jedd is a third year graduate student at the Institute of Child Development. Kelly is interested in early trajectories of brain development and the development of social attention in infancy. In addition to her work in the ELAB with infants, Kelly conducts research on the effects of early life stress on cognitive and emotional processes using both behavioral and biological measures. Kelly earned her bachelor's degree from Whitman College where she studied the effects of poverty on infant attention. In the course of her research, Kelly hopes to better understand the complex changes occurring in the brain during the first few years of life and how social experiences help to shape learning and cognitive function.

Liz Sharer

Liz as a baby. Liz Sharer

Elizabeth Sharer is a Ph.D. student in the Developmental Psychopathology and Clinical Science program at the Institute of Child Development. She is interested in exploring the neurodevelopment of social cognitive functions in typical and atypical populations. Prior to joining the ELAB, Elizabeth worked for two years as a research assistant at the Center for Neurodevelopmental and Imaging Research at Kennedy Krieger with Dr. Stewart Mostofky. She received her Bachelor of Science in Psychology at Yale University in 2013.

Robyn Sifre

Robyn as a baby. Liz Sharer

Robin Sifre is a first year Ph.D. student in Child Psychology at the University of Minnesota’s Institute of Child Development. Robin is interested in studying how infants actively seek out information from and learn about the social world, and how these processes drive development. She is interested in combining neuroimaging and eye-tracking methods to answer questions about early social development. Prior to joining the ELAB, Robin received her B.S. in cognitive neuroscience from Brown University. She then spent two years at Emory University and the Marcus Autism Center as a Donald J. Cohen Fellow in Developmental Social Neuroscience, where she worked in the Developmental Social Neuroscience Lab. During her time at Emory, she worked to establish longitudinal trajectories of preferential attention to social stimuli in infants from two to 24 months of age.