Richard Bryck, Ph.D.

Affiliated Scientist
Oregon Social Learning Center

Primary Research and Clinical Interests

Dr. Bryck’s primary affiliation is with Landmark College in Putney, VT. Landmark College is one of only two colleges that exclusively serve students with learning differences, such as dyslexia, ADHD, or Autism. Rick serves as the Dean of Educational Research and Innovation at Landmark, where is work revolves around understanding executive function (EF)—primarily the efficacy of interventions, tools, and strategies for supporting EF in students, including best practices for supporting EF in online environments. Dr. Bryck has served as the principal investigator on grants exploring an in-home cognitive training program for low income children, the well-being and academic effects of resilience training for college students with learning differences, and as a program evaluator on a National Science Foundation project that provides STEM mentoring for neurodiverse students. Bryck regularly presents professional development workshops on executive functioning, Universal Design for Learning, and educational techniques for enhancing learning. Rick also regularly teaches an online course for educators, Student Engagement, Self-Regulation, and Motivation. Previous work at OSLC explored the effectiveness of an attention training paradigm to reduce anxiety and stress vulnerability in children with maltreatment histories, the development of a working memory and attentional filtering task for young children, and a computerized training intervention aimed at improving working memory ability in children from low-SES backgrounds.

Selected Publications

  • 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.