Anahid Modrek , CSUSB , United States
Dr. Anahid S. Modrek is an Assistant Professor in the Department of Psychology and Core Faculty in the College of Education at California State University, San Bernardino. She also leads the Learning to Learn (L2L) Lab. Dr. Modrek’s research investigates the socio-cognitive development of reasoning, learning, and academic achievement, focusing on pedagogy, autonomy, culture, and interventions. Previously, she held appointments at Thomas Jefferson University and was a postdoctoral scholar at UC San Diego and UCLA. Her work has earned recognition and funding from prestigious institutions, including the National Science Foundation and the Bill & Melinda Gates Foundation. Dr. Modrek’s contributions to developmental psychology and education are highly regarded, and she continues to advance understanding in these fields through her innovative research and dedicated teaching.
Publication Profile
Google Scholar
Education
Dr. Anahid S. Modrek earned her Ph.D. in Developmental Psychology from Columbia University in 2016, where she was advised by Deanna Kuhn and served on a distinguished committee including Jeanne Brooks-Gunn, Kimberly Noble, Tory Higgins, and Nim Tottenham. She also holds an M.S. in Applied Statistics from Columbia University. Prior to this, she completed her B.A. in Psychology at UC Berkeley in 2011, where she worked with advisors such as Joseph Campos, Dacher Keltner, and Alison Gopnik, and was involved in Public Policy research under Robert Reich at the Goldman School of Public Policy. Dr. Modrek’s strong academic foundation supports her extensive research and teaching in developmental and educational psychology.
Experience
Dr. Anahid S. Modrek is currently an Assistant Professor in the Department of Psychology at California State University, San Bernardino, and holds a courtesy appointment in the College of Education. She previously served as an Assistant Professor at Thomas Jefferson University, where she was also Core Faculty in the College of Population Health. Her academic career includes a tenure-track position at the University of Pennsylvania and postdoctoral research at UC San Diego and UCLA, working with William A. Sandoval. Dr. Modrek’s experience spans leading research labs, securing significant funding, and advising doctoral and undergraduate students. Her roles have involved collaborative research and contributions to prominent journals, reflecting her expertise in developmental psychology and educational research.
Awards and Honors
Dr. Anahid S. Modrek has received numerous accolades for her impactful work in developmental psychology and education. She was awarded the 2023 Provost Early Career Faculty Achievement Award from Thomas Jefferson University and the 2022-2024 JEMS Junior Faculty Award. She has also been recognized as a 2021 Deeper Learning Fellow by the American Educational Research Association. Dr. Modrek has held prestigious fellowships, including the Luys Foundation Fellowship and the Columbia University Population Research Center Graduate Fellowship. Her contributions to her field were further acknowledged through invitations to host sabbaticals at Princeton University and participation in prominent conferences. These honors underscore her significant contributions to research and her dedication to advancing understanding in her areas of expertise.
Research Focus
Dr. Anahid S. Modrek’s research focuses on the socio-cognitive development of reasoning, learning, and academic achievement. She examines how pedagogy, autonomy, and cultural factors influence cognitive processes and educational outcomes. Her work integrates developmental psychology with educational interventions to enhance learning and reasoning skills. Dr. Modrek’s research explores the role of autonomy in causal reasoning, cognitive regulation in learning, and the impact of pedagogical practices on academic achievement. Her studies aim to bridge theoretical insights with practical applications to improve educational strategies and interventions. By addressing these areas, Dr. Modrek contributes to a deeper understanding of how cognitive and socio-cultural factors shape educational experiences and outcomes.
Publications Top Notes
Do reasoning limitations undermine discourse?
Authors: D. Kuhn, A. Modrek
Journal: Thinking & Reasoning
Year: 2018
Citations: 41
Summary: This paper explores the limitations in reasoning skills and their impact on productive discourse, highlighting how deficits in reasoning may lead to less effective communication and debate. The study investigates how individuals engage in argumentation, showing that improving reasoning can enhance discourse quality.
Testing reciprocal links between trouble getting to sleep and internalizing behavior problems, and bedtime resistance and externalizing behavior problems in toddlers
Authors: A. Conway, A. L. Miller, A. S. Modrek
Journal: Child Psychiatry & Human Development
Year: 2017
Citations: 40
Summary: This study examines the bidirectional relationship between sleep problems (such as bedtime resistance and trouble falling asleep) and behavioral issues (internalizing and externalizing behaviors) in toddlers. It provides insights into how sleep and behavior are interconnected during early childhood development.
Cognitive regulation, not behavior regulation, predicts learning
Authors: A. S. Modrek, D. Kuhn, A. Conway, T. S. Arvidsson
Journal: Learning and Instruction
Year: 2019
Citations: 35
Summary: This publication presents research on the role of cognitive regulation (the ability to manage thought processes) in learning outcomes. The authors found that cognitive regulation has a more significant impact on learning success than behavior regulation (managing external actions).
Patterns of Classroom Talk Through Participation in Discourse-Focused Teacher Professional Development
Authors: W. A. Sandoval, A. J. Kwako, A. S. Modrek, J. Kawasaki
Conference Proceedings: Proceedings of the 13th Annual International Conference of the Learning Sciences
Year: 2018
Citations: 32
Summary: This study analyzes how teachers’ participation in professional development that focuses on classroom discourse changes the patterns of classroom talk. It investigates the effect of discourse-focused training on teachers’ ability to facilitate effective communication and learning in the classroom.
Choose Your Evidence
Authors: D. Kuhn, A. S. Modrek
Journal: Science & Education
Year: 2022
Citations: 23
Summary: This paper emphasizes the importance of evidence selection in scientific thinking and reasoning. The study focuses on how individuals, particularly students, choose evidence to support their claims and the factors that influence these decisions.
Can autonomy play a role in causal reasoning?
Authors: A. S. Modrek, W. A. Sandoval
Journal: Cognitive Development
Year: 2020
Citations: 19
Summary: This research investigates the role of autonomy in fostering causal reasoning skills, focusing on how providing individuals with a sense of control and independence influences their ability to reason about cause and effect.
A cognitive cost of the need to achieve?
Authors: A. Modrek, D. Kuhn
Journal: Cognitive Development
Year: 2017
Citations: 19
Summary: This paper explores the cognitive demands associated with high achievement motivation. It suggests that while the need to achieve can drive performance, it may also impose cognitive costs that affect decision-making and problem-solving.
Mere exposure to dialogic framing enriches argumentive thinking
Authors: D. Kuhn, A. S. Modrek
Journal: Applied Cognitive Psychology
Year: 2021
Citations: 16
Summary: The authors argue that simply being exposed to dialogic (discussion-based) reasoning frameworks can enhance argumentative thinking. The study highlights the cognitive benefits of engaging with diverse perspectives during debates and discussions.
Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time
Authors: A. S. Modrek, G. Ramirez
Journal: Metacognition & Learning
Year: 2021
Citations: 9
Summary: This paper provides evidence that cognitive regulation, more than behavior regulation, is a stronger predictor of academic achievement as measured by standardized test scores. It underlines the importance of developing cognitive self-regulation skills for long-term educational success.
Do adolescents want more autonomy? Testing gender differences in autonomy across STEM
Authors: A. S. Modrek, R. Hass, A. Kwako, W. A. Sandoval
Journal: Journal of Adolescence
Year: 2021
Citations: 8
Conclusion
Dr. Anahid S. Modrek is a highly deserving candidate for the Research for Best Researcher Award. Her impressive record of research achievements, significant funding accomplishments, high-impact publications, and numerous awards illustrate her outstanding contributions to the field of developmental psychology. Her leadership in research and dedication to advancing knowledge in her field position her as a leading figure in her discipline. Addressing the areas for improvement could further enhance her profile and broaden the impact of her work. Overall, Dr. Modrek’s qualifications and achievements make her a strong contender for this prestigious award.