I am interested in any and all applications of cognitive science to education and training. I am particularly keen to understand how we can apply what we know in the areas of attention, memory, and psycholinguistics.
ESL Pedagogy, Western Washington University
U.S. Peace Corps Science Pedagogy, and Cross-Cultural Training
Neville, H., Stevens, C., Pakulak, E., & Bell, T. (in press). Commentary: Neurocognitive consequences of socioeconomic disparities. Developmental Science.
Neville, H., Stevens, C., Pakulak, E., Bell, T.A., Fanning, J., Klein, S. and Isbell, E. (2013). Family-based training program improves brain function, cognition and behavior in lower socioeconomic status preschoolers. PNAS, Early Edition.
Anderson, D.E., Bell, T.A., Awh, E. (2012). Polymorphisms in the 5-HTTLPR gene mediate storage capacity of visual working memory. Journal of Cognitive Neuroscience 24, 1069-1076. 22332803 [PubMed – in process]
Neville, H., Andersson, A., Bagdade, O., Bell, T., Currin, J., Fanning, J., Heidenreich, L., Klein, S., Lauinger, B., Pakula, E., Paulsen, D., Sabourin, L., Stevens, C., Sundborg, S., and Yamada, Y. (2009). How can musical training improve cognition. In S. Dehaene and C. Petit (eds.). The Origins of human dialog: Speech and music, Odile Jacob, Paris, pp. 277-290.
Neville, H., Andersson, A., Bagdade, O., Bell, T. Currin, J., Fanning, J., Klein, S., Lauinger, B., Pakulak, E., Paulsen, D., Sabourin, L., Stevens, C., Sundborg. S., and Yamada, Y. (2008). Effects of music training on brain and cognitive development in under-privileged 3- to 5-year-old children: Preliminary results. In C. Asbury and B. Rich (Eds.). Learning, arts, and the brain. Organized by M. Gazzaniga. Dana Press; New York, pp. 105-116.
Bell, T., Batterink, L., Currin, J., Pakulak, E., Stevens, C., and Neville H. (2008) Genetic influences on selective auditory attention as indexed by ERPs. Cognitive Neuroscience Society 15.
Anderson, M.C., & Bell, T. (2001). Forgetting our facts: The role of inhibitory processes in the loss of propositional knowledge. Journal of Experimental Psychology: General, 130, 544-570.
Bell, T. (2005). Individual Differences in Memory Inhibition, Unpublished doctoral dissertation, University of Oregon, Eugene.
Mayr, U., & Bell, T. (In press). On how to be unpredictable: Evidence from the voluntary task-switching paradigm. Psychological Science.