© 2015 by Jennie Grammer

CV

Jennie K. Grammer

 

Assistant Professor

University of California, Los Angeles

Employment

 

2014 - present         Assistant Professor

Graduate School of Education and Information Studies, University of California, Los Angeles  

 

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

Coffman, J. L., Grammer, J. K., Hudson, K. N., Thomas, T. E., Villwock, D., & Ornstein, P. A. (2018). Relating children’s early elementary classroom experiences to later skilled remembering and study skills. Journal of Cognition and Development, (epub ahead of print).

 

Grammer, J. K., Gehring, W. J., & Morrison, F. J. (2018).  Longitudinal changes in error-related brain activity in early childhood. Psychophysiology. doi:10.1111/psyp.13040

Grammer, J. K., Gehring, W. J., & Morrison, F. J. (2017).  Longitudinal changes in error-related brain activity in early childhood. Psychophysiology. doi:10.1111/psyp.13040

Kim, S. H., Grammer, J. K., Benrey, N., Morrison, F. J., & Lord, C. (2017).  Stimulus processing and error monitoring in more-able kindergarteners with Autism Spectrum Disorder (ASD): A short review and a preliminary ERP study, European Journal of Neuroscience. doi: 10.1111/ejn.13580

Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Young children’s motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes. Journal of Experimental Child Psychology, 155, 32 – 47. 

Kim, M. H., Grammer, J. K., Marulis, L. M., Carrasco, M., Morrison, F. J., & Gehring, W. J. (2016). Early math and reading achievement are associated with the error positivity. Developmental Cognitive Neuroscience, 22, 18-26. 

 

Kim, M. H., Marulis, L. M., Grammer, J. K., Morrison, F. J., & Gehring, W. J. (2017). Young children’s motivational beliefs and achievement-related emotions are associated with electrophysiological measures of error monitoring processes. Journal of Experimental Child Psychology, 155, 32 – 47. 

Grammer, J. K., Coffman, J. L., Sydney, P. G., &    

Ornstein, P. A. (2016).  Linking teacher instruction and student achievement in mathematics:  The role of teacher language. Journal of Cognition and Development, 17, 468-485.

 

Morrison, F. J. & Grammer, J. K.  (2016). Conceptual clutter and measurement mayhem:  A proposal for a cross disciplinary approach to conceptualizing and measuring executive function. In J. A. Griffin, L. S. Freund, & P. McArdle (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. D.C.: APA.

Grammer, J. K., Carrasco, M., Gehring, W. J. & Morrison, F. J. (2014).  Age-related differences in error processing in young children. Developmental Cognitive Neuroscience, 9, 93-105

Grammer, J. K., Coffman, J. L., & Ornstein, P. A. (2013). The impact of teachers' memory relevant language on children's strategy use and knowledge. Child Development, 84, 1989-2002. 

 

Grammer, J. K., Coffman, J. L., & Ornstein, P. A., & Morrison, F. J. (2013). Change over Time: Conducting Longitudinal Studies of Children’s Cognitive Development.  Journal of Cognition and Development, 14, 1-14. 

 

Grammer, J. K., Purtell, K. P., Coffman, J. L., & Ornstein, P. A. (2011). Relations between children’s metamemory and strategic performance: Time-varying covariates in early elementary school. Journal of Experimental Child Psychology, 108, 139-155.