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Bradley C. Taber-Thomas

Assistant Professor
Bailey 118
585-245-5255
taberthomas@geneseo.edu
Image
Portrait of Bradley Taber-Thomas

Bradley Taber-Thomas has been a member of Geneseo faculty since 2018.

Office Hours

Fall 2019: Tuesday/Thursday 1-2pm and by appointment

Research Interests

  • Dr. Taber-Thomas' research is at the intersection of cognitive, affective, and developmental neuroscience. Our lab studies the role that emotion and attention-related brain systems play in social-emotional functioning, development, and risk for psychopathology. We are particularly interested in what happens to attention and social-emotional processes when the frontolimbic brain system is modified by typical or atypical development, by brain injury (stroke or concussion), or by intervention (attention bias modification, Parent-Child Interaction Therapy, pharmacological). Current research studies include: studying patterns of attention and brain function in children at risk for anxiety, developing novel methods for capturing behavioral and brain markers of psychological risk, and examining daily fluctuations in attention biases.

Curriculum Vitae

Education

  • Ph.D., Cognitive Neuroscience, University of Iowa, 2011

  • M.A., Philosophy, Georgia State University, 2008

  • B.A., Modern Languages, Northeastern University, 2004

Recent Courses Taught

  • Introductory Psychology

  • Developmental Social-Cognitive Neuroscience

  • Introduction to Behavioral Research Methods

  • Child Development

  • Adolescent Development

  • Psychophysiology

Selected Publications

  • Liu, P., Taber-Thomas, B.C., Fu, X., & Pérez-Edgar, K.E. (2018). Biobehavioral markers of attention bias modification in temperamental risk for anxiety: a randomized control trial. Journal of the American Academy of Child & Adolescent Psychiatry 57(2), 103-110.

  • Morales, S., Taber-Thomas, B.C., & Pérez-Edgar, K.E. (2017). Patterns of attention to threat across tasks in behaviorally inhibited children at risk for anxiety. Developmental Science 20, e12391.

  • Taber-Thomas, B.C., Morales, S., Hillary, F., & Pérez-Edgar, K.E. (2016). Altered topography of intrinsic functional connectivity in childhood risk for social anxiety. Depression and Anxiety 33(11), 995-1004.

  • Taber-Thomas, B.C.,* Asp, E.W.,* Koenigs, M., Sutterer, M., Anderson, S.W., & Tranel, D. (2014). Arrested Development: Abnormally Egocentric Moral Judgment After Developmental-Onset Prefrontal Cortex Damage. Brain 137(4), 1254-1261. (*equal contribution)

  • https://scholar.google.com/citations?user=cAUpQoYAAAAJ

Classes

  • PSYC 216: S/Adolescent Development

    An overview of the nature and course of human development during adolescence. Biological, cognitive, social, and personality development are considered, with emphasis on families, schools, and cultures as contexts for adolescent development.

  • PSYC 321: DevPsy:DevSocl/CogNeuroscience

    An advanced course examining particular developmental domains or issues, with an emphasis on evaluation of contemporary research. Typical offerings include topics in cognitive development, social development, and applied developmental psychology.

  • PSYC 452: AdvRes: BiomarkersMentalHlth

    A selected-topic seminar that integrates, at an advanced level, a particular content area with its appropriate literature, research methods, and statistics. In the course of study of the selected issue, students review literature, design research, collect data, analyze and interpret results, and produce both oral and written reports.