Education
BSc University of Aston in Birmingham, U.K
Bio
As a cognitive neuroscientist, Jill Grose-Fifer uses EEG recording to investigate sensory and cognitive function across the lifespan. Her research focuses primarily on brain development during mid and late adolescence with a view to better understanding increased risk taking and other behaviors in these populations. More recently, she and her student have also used EEG recording to investigate how certain personality traits, such as empathy, may affect how people process emotional information. She is also active in the scholarship of teaching and learning. She was the recipient of the John Jay Distinguished Teaching Prize in 2009 and 2019, and the John Jay Outstanding Scholarly Mentor award in 2012.
Scholarly Work
Selected Publications (* = student/recent graduate authors):
Grose-Fifer, J., & †Vidals, D. (2021). Mental health stigma and emotional face processing: An ERP study. Social Neuroscience. https://doi.org/10.1080/17470919.2021.1973556
Grose-Fifer, J., Crossman, A., & †Baker, S. (2021). Flipping professional development to improve writing skills in undergraduates. College Teaching. http://dx.doi.org/10.1080/87567555.2021.1954871
Grose-Fifer, J., †Lobel, M., †diFilipo, D., & Gordon, J. (2020). Low spatial frequency sensitivity and emotional face processing in adolescents: An ERP study. Developmental Neuropsychology, 5(5), 279-296. https://doi.org/10.1080/87565641.2020.1789144
Grose-Fifer, J., Brooks, P. J., & O’Connor, M. (2019). Teaching Psychology: An evidence-based approach. New York, NY: John Wiley and Sons.
Medina*, A., Kirilko*, E., & Grose-Fifer, J. (2016). Emotional processing and psychopathic traits in male college students: An event-related potential study. International Journal of Psychophysiology, 106, 39-49. https://doi.org/10.1016/j.ijpsycho.2016.06.004
Zottoli*, T. M. & Grose-Fifer, J. (2012). The feedback-related negativity (FRN) in adolescents. Psychophysiology, 49, 413–420. https://doi.org/ doi.org/10.1111/j.1469-8986.2011.01312.x
