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Danielle Bolling is a second year PhD student in the interdepartmental neuroscience program at Yale. After obtaining a BA in psychology from Cornell University, Danielle completed an MSc in Psychodynamic Developmental Neuroscience from University College London, for which she did her thesis work in the Child Neuroscience Lab at Yale studying the brain mechanisms for processing social exclusion and rule violation in children with and without autism spectrum disorders. She is broadly interested in using functional neuroimaging techniques to study social cognition and emotion regulation.
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Su Mei Lee is a graduate student in the
Child Neuroscience Lab. She received her B.A. in Computer Science and Economics from the
University of California, Berkeley, and became interested in autism after volunteering briefly with
the Children's Hospital Autism Intervention program in Oakland, CA. She subsequently enrolled in the
Mind, Brain, and Education program at the Harvard Graduate School of Education, where she also became
fascinated with the brain and cognitive neuroscience in general. Her research interests include the
neural bases of autism, social perception/cognition, and cognitive control.
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Sarah Shultz is a graduate student in Cognitive Psychology
working with Drs Kevin Pelphrey, Ami Klin, Warren Jones, and Gregory McCarthy. As an undergraduate, Sarah
did research on speech perception in infancy with Dr. Athena Vouloumanos at McGill University.
Prior to becoming a student at Yale, Sarah was a Donald J. Cohen Fellow in Developmental Social
Neuroscience at the Yale Child Study Center where she investigated eye-blinking as a measure of visual
engagement in toddlers with autism under the supervision of Drs. Ami Klin and Warren Jones.
In collaboration with Dr. James McPartland she also studied the role of context in face processing using
ERP. Sarah’s current research investigates social and cognitive development in typically-developing
infants and infants at-risk for ASD, and the neural mechanisms underlying social perception and cognition i
n infancy and adulthood using fMRI.
