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Bradley C. Taber-Thomas

Assistant Professor
Bailey 118
585-245-5255
taberthomas@geneseo.edu
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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 100: Introductory Psychology

    An introduction to the scientific study of behavior and cognitive processes. Topics include the biological basis of behavior, perception, learning, memory, thinking, human development, emotion, psychological disorders and social psychology.

  • PSYC 321: Dev Psych:DevSocl/CogNeurosci

    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 331: Neur&ChmBsBh: Mind,Body,&Brain

    An advanced course examining aspects of neural function and neurochemical influences on human and animal behavior, with an emphasis on evaluation of contemporary research. Typical offerings include topics on hormones, drugs of addiction, psychoactive drug treatments, and neurotoxicology.