CV
Jennie K. Grammer
Professor
University of California, Los Angeles
Employment
2026 - present Professor
Faculty Director, UC|CSU Collaborative for Neuroscience, Diversity and Learning
School of Education and Information Studies, UCLA
2023 - 2026 Associate Professor
Faculty Director, UC|CSU Collaborative for Neuroscience, Diversity and Learning
School of Education and Information Studies, UCLA
2022-2023 Stern Bicentennial Associate Professor
Education Leadership, Foundations and Policy Department, School of Education and Human Development
University of Virginia
2014 - 2021 Assistant Professor
Graduate School of Education and Information Studies, ICLA
2012 - 2014 Postdoctoral Fellow
Albert Einstein College of Medicine, Department of Pediatrics
2010 - 2012 Postdoctoral Fellow
The University of Michigan, Department of Psychology
Education
2010 Ph.D. in Developmental Psychology
The University of North Carolina at Chapel Hill
Concentration in Quantitative Psychology
2008 Certification in Education Policy Research
Duke University
2003 B.A. with Honors in Psychology, Minor Arts Studies
North Carolina State University
Recent Publications
Richardson, D., Peters, A., Waters, N., Hampton Wray, A., & Isbel, E. (2026). Characterizing Neural Indices of Cognitive Control in Young Children: A School-based ERP Study with Naturalistic Stimuli. Developmental Cognitive Neuroscience.
Peters, A., Waters, N., Grammer, J. K., & Isbel, E. (2026). Longitudinal Associations between Cognitive Control Consistency and Academic Skills across Kindergarten and First Grade. Journal of Experimental Child Psychology.
Mao, X. Z. & Grammer, J. K. (2026). “Paying Attention Gets Twice the Result with Half the Effort”: Teachers’ Understanding of Children’s Attention in Chinese Early Childhood Classrooms. Applied Developmental Science. doi: 10.1080/10888691.2026.2632895
Coffman, J. L., Westover, A. E., Grammer, J. K., McNeish, D. M., & Ornstein, P. A. (2025). Deliberate Memory Strategy Development: The Interplay of Children’s Self-Regulated Learning Abilities and Teachers’ Cognitive Processing Language. Journal of Applied Research in Memory and Cognition. doi: dx.doi.org/10.1037/mac0000241
Grammer, J. K. & Ahmed, S. F. (2023). Informing the Development of School-Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions. Mind, Brain, and Education. doi: 10.1111/mbe.12368
Isbell, E. & Grammer, J. G. (2022). ERP data quality in young children: Standardized measurement error of the ERN and Pe. Developmental Psychobiology. 64(4), e22245. doi: 10.1002/dev.22245
Xu, K.*, Torres, R*., Torgrimson, S. J*., Lenartowicz, A., & Grammer, J. K. (2022). EEG Data Quality in Real-World Settings: Examining Neural Correlates of Attention in School-Aged Children. Mind, Brain, and Education. doi: 10.1111/mbe.12314
Torgrimson, S.J., Tan. P. Z.., & Grammer, J. K. (in press). Response inhibition predicts differences in task persistence among highly motivated elementary students. Journal of Experimental Child Psychology.
Rapp, A. M*., Tan, P. Z., Grammer, J. K., Gehring, W. J., Miller, G. A., & Chavira, D. A. (2022). Cultural group differences in the association of neural sensitivity to social feedback and social anxiety among diverse adolescents. Journal of Psychiatric Research, 143, 400-408. doi: 10.1016/j.jpsychires.2021.09.036
Janssen, T., Grammer, J. K., Vatakis, A. Bulgarelli,C., Zion-Golumbic,E., Vassena, E., Davidesco, I., Jasińska, K., K., Bleichner, M. G., Siugzdaite, R., Dikker, S., & van Atteveldt, N. (2021). Opportunities and limitations of using portable brain technology in educational neuroscience. Mind, Brain, and Education, 15 (4), 354-370. doi: 10.1111/mbe.12302
Ellis, A., Ahmed, S. F., Zeytinoglu, S., Isbell, E., Calkins, S. D., Leerkes, E. M., Grammer, J. K., Gehring, W. J., Morrison, F. J., & Davis-Kean, P. E. (2021). Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. 2017. Journal of Numerical Cognition, 7 (3), 453-472. doi: 10.5964/jnc.7047
Grammer, J. K., *Xu, K., Lenartowicz, A. (2021). Effects of context on the neural correlates of attention in a college classroom. npj Science of Learning, 6, 15. doi.org/10.1038/s41539-021-00094-8
Ahmed, S. F., Grammer, J. K., & Morrison, F. (2021). The development and validation of classroom-based executive function assessments in school-aged children. Journal of Experimental Child Psychology, 208. doi: 10.1016/j.jecp.2021.105131
*Rapp, A. M., Tan, P. Z., Grammer, J. K., Gehring, W. J., Miller, G. A., & Chavira, D. A. (2021). Cultural values influence relations between parent emotion socialization and adolescents’ neural responses to peer rejection. Research on Child and Adolescent Psychopathology. https://doi.org/10.1007/s10802-020-00764-y