Andrew Lynn, PhD
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Assistant Professor Life Sciences Building Pronouns: he/they |
Andrew Lynn, Ph.D. is an Assistant Professor in the Department of Psychological and Brain Sciences. Dr. Lynn uses behavioral assessments, eye tracking technology, and MRI methods to examine how changes in the brain support children's attention and academic development. He is especially interested in understanding how early environments shape these neurocognitive processes with the goal of informing clinical and educational policies and interventions.
He WILL be reviewing graduate student applications for admission during the 2024-2025 academic year.
He DOES have openings for research assistant (RA) positions.
Education
- Ph.D., Psychology, Brown University, 2020
- Sc.M., Psychology, Brown University, 2016
- B.S., Psychology, Pennsylvania State University, 2011
Research Interests
Dr. Lynn's research program examines how brain development shapes children’s attention and academic abilities as a function of their early environments. In the first arm of this program, he use the visual system to understand how attentional abilities development across childhood. In the second arm, he investigates the neurocognitive processes underlying math development. To assess these issues, he leverages an array of state-of-the-art cognitive neuroscience tools, such as neuroimaging (e.g., functional MRI), advanced statistical methods (e.g., machine learning, multivariate modeling), and behavioral task manipulations to (1) discover the neurocognitive mechanisms underlying attention and academic development, and (2) investigate how variability in environments shape brain development and academic achievement. Together, I aim to improve the lives of children and families by informing clinical and educational policies and interventions.
Representative Publications
- Lynn A, Maule J & Amso D. (2023) Visual and cognitive processes contribute to age-related improvements in visual selective attention. Child Development, in press.
- O’Hearn K & Lynn A. (2022). Development and replication in autism spectrum disorders: Age and other sample characteristics change results and conclusions. Frontiers in Human Neuroscience, in press.
- Lynn A, Humphreys KL & Price GR. (2022). The long arm of adversity: Children’s kindergarten math skills are associated with parent’s own childhood adversity. Child Abuse & Neglect, in press. https://doi.org/10.1016/j.chiabu.2022.105561.
- Lynn A, Luna B & O’Hearn K. (2022). Atypical development of visual working memory performance in autism spectrum disorder. Autism Research, 1-11. https://doi.org/10.1002/aur.2683
- Lynn A, Wilkey E & Price GR. (2021). Predicting children’s math skills from task-based and resting-state functional brain connectivity. Cerebral Cortex, bahab476. doi: doi.org/10.1093/cercor/bhab476.
- Lynn A & Amso D. (2021). Attention along the cortical hierarchy: Development matters. WIREs Cognitive Science, e1575. doi: 10.1002/wcs.1575
- O'Hearn K, Larsen B, Fedor F, Luna B & Lynn A. (2020). Representational similarity analysis reveals atypical age-related changes in brain regions supporting face and car recognition in autism. NeuroImage, 209, 116322.
- Lynn A, Festa E, Heindel W & Amso D. (2020). What underlies visual selective attention development? Evidence that age-related improvements in visual feature integration influence visual selective attention performance. Journal of Experimental Child Psychology, 191, 104732.
- Amso D & Lynn A. (2017). Distinctive mechanisms of adversity and socioeconomic inequality in child development: A review and recommendations for evidence-based policy. Policy Insights from Behavioral and Brain Sciences, 4(2), 139-146. doi: 10.1177/2372732217721933.
- Lynn A, Padmanabhan A, Simmonds D, Foran W, Hallquist M, Luna B & O’Hearn K. (2016). Functional connectivity differences in autism during face and car recognition: underconnectivity and atypical age-related changes. Developmental Science, 21, e12508. doi: 10.1111/desc.12508.