Jennifer Mangels

Phone: (646) 312-4162

Location: VC 8-220


What do you want to learn about?

Seeking out knowledge is a dynamic motivational state. The overarching goal of our research is to understand how the to-be-learned material, the motivation of the individual learner, and social context in which that individual is learning work together to facilitate or inhibit one’s learning and problem-solving success. Many of our studies aim to apply this basic social, affective and cognitive neuroscience research to help students bridge gaps in knowledge and overcome academic challenges, and has direct relevance to education. Other work addresses how we seek out and use information we receive from others in social networks and informs research on military intelligence.

The Dynamic Learning Lab supports a vibrant group of undergraduate, post-bac and graduate students through volunteer, credit-based and (occasionally) paid research positions. New students typically start at the beginning of the academic semester or in the summer, but inquiries about the lab are invited all year round. This interdisciplinary research involves collaboration with scientists in cognitive and social psychology, neuroscience and computer science, at institutions throughout New York State and beyond.


Hughes, D., Adali, S., Cho, J-H, & Mangels, J. (2015). Individual differences in information processing in networked decision making, In Proceedings of BRIMS 2015 : Conference on Behavior Representation in Modeling and Simulation.

E. I. Sklar, S. Parsons, Z. Li, J. Salvit, S. Perumal, H. Wall, & J. Mangels. (2015). Evaluation of trust-modulated argumentation-based interactive decision-making tool. Autonomous Agents and Multi-Agent Systems. (DOI) 10.1007/s10458-015-9289-1.

Mangels, J. A., Good, C., Whiteman, R.C., Maniscalco, B., & Dweck, C. S. (2012) Emotion blocks the path to learning under stereotype threat. Social Cognitive and Affective Neuroscience (SCAN), 7(2), 230-241.

Mangels, J. A., Butterfield, B., Lamb, J., Good, C. D., & Dweck, C. S. (2006). Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model. Social Cognitive and Affective Neuroscience (SCAN), 1, 75-86.

Mangels, J. A., Picton, T. W., & Craik, F. I. M. (2001) Attention and successful episodic encoding: An event-related potential study. Cognitive Brain Research, 11(1), 77-95.

The City University of New York