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Active Research Projects
Primary Research and Clinical Interests
Dr. Bryck received his Ph.D. in Psychology from the University of Oregon in 2008. His graduate work centered on the study of executive processes using both behavioral and neuroscience methodologies (fMRI and ERP). Specifically, he explored the interaction between long-term memory and top-down control processes. His current interests involve questions of how stressful early life events affect cognitive functioning, in particular, the development of executive control processes. This includes assessment of change in these systems in at-risk children participating in interventions with a self-regulatory focus. Related research involves the development of novel cognitive training and classroom based prevention/intervention methods, such as the CTrain project. This study tests the effects of an in-home, computerized working memory training program for low-SES children. Previous work at OSLC explored the effectiveness of an attention training paradigm to reduce anxiety and stress vulnerability in children with maltreatment history, and the development of a working memory and attentional filtering task for young children.
Bryck, R. L., & Fisher, P. A. (2012). Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science. American Psychologist, 67, 87-100.
Jost, K., Bryck, R. L., Vogel, E. K., & Mayr, U. (2011). Are old adults just like low working memory young adults? Filtering efficiency and age differences in visual working memory. Cerebral Cortex, 21, 1147–1154.
Bryck, R. L. & Mayr, U. (2008). Switch cost asymmetry without switching. Psychonomic Bulletin & Review, 15(1), 128-134.
Mayr, U. & Bryck, R. L. (2007). Outsourcing control to the environment: effects of stimulus/response locations on task selection. Psychological Research, 71, 107-116.
Bryck, R. L. & Mayr, U. (2005). On the role of verbalization during task-set selection: Switching or serial order control? Memory and Cognition, 33, 611-623.
Mayr, U. & Bryck, R. L. (2005). Sticky rules: Integration between abstract rules and specific actions. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 337-350.
Gehring, W., Bryck, R. L., Jonides, J., Albin, R. & Badre, D. (2003). The mind’s eye looking inward? In search of executive control in internal attention shifting. Psychophysiology, 40, 572-585.