Martha Ann Bell

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Faculty, Department of Psychology
Faculty, Developmental Science
Director, CAP Lab
Office Hours
Fall 2021
Monday 9-10, Tuesday 3-4, Thursday 11-12
(and by appointment)
Choose the meeting modality you prefer:
In person --- Williams 333
On zoom --- https://virginiatech.zoom.us/j/5402312546
Office Address
333 Williams Hall
Office Phone
Curriculum Vitae
Short Bio
since 2021 --- University Distinguished Professor, Virginia Tech
since 2019 --- College of Science Faculty Fellow, Virginia Tech
since 2016 --- Adjunct Professor of Neuroscience, Virginia Tech
since 2015 --- Affiliated Faculty in Human Development, Virginia Tech
since 2014 --- Professor of Health Sciences, Virginia Tech
since 2012 --- Professor of Basic Science, VT Carilion School of Medicine
since 2010 --- Professor of Psychology, Virginia Tech
2001-2010 --- Associate Professor of Psychology, Virginia Tech
1996-2001 --- Assistant Professor of Psychology, Virginia Tech
1993-1996 --- Visiting Assistant Prof of Psychology, Univ of South Carolina
1992-1993 --- Research Associate, Child Dev Research Lab, Univ of Maryland
Interests

Developmental changes in brain-behavior relations during infancy and early childhood; developmental cognitive neuroscience and developmental psychophysiology (executive function, emotion regulation, EEG, ECG); individual differences in development; integration of cognition and emotion in early development.

Recent Courses Taught
  • PSYC 6944 - Advanced Topics in Developmental Psychology - most recent seminar was titled "Developmental Affective Neuroscience - Emotion Regulation"
  • PSYC 5544 - Cognitive Development ("Developmental Cognitive Neuroscience")
  • PSYC 4034- Special Topics in Dev Psyc ("Child Cognitive and Social Development")
Select Publications
  • RECENT CHAPTERS:
  • Cuevas, K., & Bell, M.A. (in press). EEG frequency development across infancy and childhood. To appear in P. Gable, M. Miller, & E. Bernat (Eds.), Oxford handbook of human EEG frequency analysis. Oxford University Press.
  • Bell, M.A. (2020). Mother-child behavioral and physiological synchrony. In J. Benson (Ed.), Advances in child development and behavior, Vol 58 (pp. 163-188). Oxford, UK: Elsevier. https://authors.elsevier.com/b/1aimFErO9zLWb
  • Bell, M.A., & Garcia Meza, T. (2020). Executive function. In J.B. Benson (Ed.), Encyclopedia of infant and early childhood development, 2nd ed (Vol 1, pp. 568-574). Oxford, UK: Elsevier.

  • RECENT JOURNAL PUBLICATIONS:
  • 2021
  • Blankenship, T.L., Calkins, S.D., & Bell, M.A. (2021_online). The role of executive functions in familiarity and recollection development. Journal of Cognition and Development.
  • Broomell, A.P.R., Savla, J., Calkins, S.D., & Bell, M.A. (in press). Infant EEG coherence and early childhood inhibitory control: Foundations for social cognition in late childhood. Developmental Psychology.
  • Clark, E.A., Duncan, S.E., Bell, M.A., Lahne, J., Gallagher, D.L., & O’Keefe, S.F. (2021). Characterizing consumer emotional response to milk packaging guides interpretation of consumer behavior. Food Quality and Preference, 87, article 103984.
  • Goodman, S.H., Liu, R., Lusby, C.M., Park, J.S., Bell, M.A., Newport, D.J., & Stowe, Z.N. (2021). Consistency of EEG asymmetry patterns in infants of depressed mothers. Developmental Psychobiology, 63, 768-781.
  • Hong, Y., McCormick, S., Deater-Deckard, K., Calkins, S.D., & Bell, M.A. (2021). Household chaos, parental responses to emotion and child emotion regulation in middle childhood. Social Development, 30, 786-805.
  • Hunter H., Allen, K.B., Liu, R., Jaekel, J., & Bell, M.A. (2021_online). Examining the bidirectional relationships between maternal intrusiveness and child internalizing symptoms in a community sample: A longitudinal study from infancy to middle childhood. Depression and Anxiety.
  • Liu, L., Phillips, J.J., Ji, F., Shi, D., & Bell, M.A. (in press). Temperamental shyness and anger/frustration in childhood: Normative development, individual differences, and the impacts of maternal intrusiveness and frontal EEG asymmetry. Child Development.
  • Rajan, V., Cuevas, K., & Bell, M.A. (in press). Memory binding and theta EEG during middle childhood. Developmental Psychobiology.
  • Whedon, M., Perry, N., Curtis, E., & Bell, M.A. (2021). Private speech and the development of self-regulation: The importance of temperamental anger. Early Childhood Research Quarterly, 56, 213-224.
  • 2020
  • Broomell, A.P.R., Smith, C.L., Calkins, S.D., & Bell, M.A. (2020). Context of maternal intrusiveness during infancy and associations with preschool executive function. Infant and Child Development, 29, e2162.
  • Clark, E.A., Kessinger, J., Duncan, S.E., Bell, M.A., Lahne, J., Gallagher, D.L., & O’Keefe, S.F. (2020). The Facial Action Coding System for characterization of human affective response to consumer product-based stimuli: A systematic review. Frontiers in Psychology / Emotion Science, 11, article 920.
  • Gartstein, M.A., Hancock, G.R., Potapova, N.V., Calkins, S.D., & Bell, M.A. (2020). Modeling development of frontal electroencephalogram (EEG) asymmetry: Sex differences and links with temperament. Developmental Science, 23, e12891.
  • Goodman, S.H., Liu, R., Lusby, C.M., Park, J.S., Bell, M.A., Newport, D.J., & Stowe, Z.N. (2020 on-line). Consistency of EEG asymmetry patterns in infants of depressed mothers. Developmental Psychobiology.
  • Helm, A.F., McCormick, S.A., Deater-Deckard, K., Smith, C.L., Calkins, S.D., & Bell, M.A. (2020). Parenting and children’s executive function stability across the transition to school. Infant and Child Development, 29, e2171.
  • Liu, R., & Bell, M.A. (2020). Fearful temperament and the risk for child and adolescent anxiety: The role of attention biases and effortful control. Clinical Child and Family Psychology Review, 23, 205-228.
  • Liu, R., Calkins, S.D., & Bell, M.A. (2020 on-line). Frontal EEG asymmetry moderates the associations between negative temperament and behavioral problems during childhood. Development and Psychopathology.
  • Whedon, M., Perry, N.B., & Bell, M.A. (2020). Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children’s early academic skills. Brain & Cognition, 146, e105636.
Degrees
  • 1992 --- Ph.D., Human Development, Univ of Maryland
  • 1983 --- M.S., Child and Family Studies, Univ of Tennessee
  • 1978 --- B.S., Home Economics, Carson-Newman College