Weissman School of Arts and Sciences

Jennifer Mangels

 

Email: Jennifer.Mangels@baruch.cuny.edu
Phone: (646) 312-4162

Location: VC 8-296
Website: http://www.baruch.cuny.edu
/faculty/jmangels/

 

Jennifer Mangels joined the Baruch College Psychology Department as an Associate Professor in 2007, and was promoted to Professor in 2012. Prior to joining Baruch, she was a faculty member at Columbia University for nine years. She remains as an Adjunct Research Associate there and is a frequent collaborator with faculty in their Psychology department. At Baruch, she is Principal Investigator of the Dynamic Learning Lab, whose research goals are, broadly speaking, to understand the complex manner in which attention, learning, and memory interact, from multiple perspectives that integrate social, cognitive and affective neuroscience. See http://www.baruch.cuny.edu/faculty/jmangels/ for more information.

She began her research career studying the relationship between cognitive control, memory, and temporal processing in patients with brain damage at University of California, Berkeley, where she received her PhD in 1995. Then, beginning with her Post-Doctoral research at the Rotman Research Institute, Baycrest Centre for Geriatric Care and University of Toronto, she expanded her research into noninvasive methods of measuring human cognition, including event-related potentials, and functional neuroimaging (PET, fMRI), in the late 1990s. While at Columbia University, she primarily used these non-invasive methods to study the top-down and bottom-up processes that supported selection of task-relevant information, including those that supported encoding of information into long-term memory.

Her current research leverages this basic research in a more applied direction. This direction could be best described as the study of epistemic curiosity, an emotional or motivational condition that creates the drive for knowledge-seeking, potentially suppressing anxiety and fear that might arise in the face of uncertainty or even failure. In particularly, she addresses how factors associated with the stimulus material (novelty), the seeker's personality (theories of intelligence), and social environment (stereotype threat) facilitate or inhibit the desire to seek out information that can help one to address gaps in knowledge. 

She has authored more than 35 articles, including two Science publications, and currently holds grants from the National Science Foundation, the Institute for Educational Sciences, and the Department of Defense (Army Research Laboratories). Professor Mangels has spoken widely on applications of cognitive neuroscience to learning, including the keynote address at the 2007 and 2010 Learning and the Brain conferences.

Dr. Mangels enjoys mentoring both graduate and undergraduate students in Cognitive Neuroscience and its Social and Affective subdomains. She is currently a member of the Doctoral Faculty in Psychology at CUNY, and mentors students through both the Behavioral and Cognitive Neuroscience training program and the Cognition, Language and Development subprogram. Students interested in joining the lab should contact her at jenimangels@gmail.com.

Selected Bibliography

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, Manzi, A., Summerfield, C. (2009) The first does the work but the third time’s the charm: The role of massed repetition in episodic encoding of face-name associations. Journal of Cognitive Neuroscience.

Joerger, T., & Mangels, J. A. (2008) Neural correlates of false memory suppression by true recollection, NeuroReport, 19(17), 1695-8.

Lai, G., & Mangels, J. A. (2007). Cueing effects on semantic and perceptual categorization: ERPs reveal differential effects of validity as a function of processing stage. Neuropsychologia, 45, 2038-2050.

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.

Summerfield, C., Greene, M., Wager, T., Egner, T., Hirsch, J., & Mangels, J. (2006). Neocortical connectivity during episodic memory formation. Public Library of Science: Biology, 4(5), e128.

Butterfield, B., & Mangels, J. A. (2003). Neural correlates of error detection and correction in a semantic retrieval task. Cognitive Brain Research, 17, 793-817.

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