Lisa Chinn

Lisa Chinn is a Postdoctoral Scholar at the HEDCO Institute for Evidence-Based Educational Practice within the University of Oregon's College of Education, and a Research Assistant Professor at the University of Houston. Her research focuses on evidence synthesis of school-based interventions, child development, neuroscience, and cognitive control, employing methods like EEG, virtual reality, and behavioral studies. She has mentored undergraduate and graduate students in research and serves as an editorial fellow at Psychological Review.

• Education:
• PhD in Developmental Science (2019), Tulane University
• MS in Cognitive Neuroscience (2016), Tulane University
• BS in Psychology (with honors, 2009), University of Oregon

Research Interests: Dr. Chinn’s work bridges developmental psychology, neuroscience, and education. She investigates how sensory-motor experiences influence infant cognition (e.g., tactile localization for self-recognition), the neurodevelopmental impacts of institutional care, and auditory processing deficits in learning disorders. Her interdisciplinary approach integrates behavioral experiments, neuroimaging (EEG), and virtual reality.

Publications: Her recent work examines infant motor development, the long-term effects of institutionalization on semantic processing, and systematic reviews on learning disorders. These studies highlight her focus on translational research linking basic science to educational practice.

• Awards:
  • NIH Loan Repayment Program in Pediatric Research (2021–2023)
  • University of Houston Postdoctoral Travel Award (2021, 2022)
  • Babybot Challenge Co-Winner (IEEE ICDL-EPIROB, 2017)

Advising & Grants: Dr. Chinn has mentored students in research labs and contributed to grants supporting her work on child development and evidence-based interventions. Her editorial role at Psychological Review reflects her commitment to advancing academic rigor in psychological sciences.

Labs & Affiliations: She is affiliated with the HEDCO Institute, focusing on evidence-based educational practices, and collaborates across disciplines to address developmental challenges in underserved populations.