Martha Ann Bell

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Faculty, Department of Psychology
Faculty, Developmental Science
Director, CAP Lab
Office Hours
Spring 2020 --- amended March 16, 2020
Please email me and we can set an appointment to meet via Zoom.
Office Address
333 Williams Hall
Office Phone
Curriculum Vitae
Short Bio
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
1993-96 --- Visiting Assistant Prof of Psychology, Univ of South Carolina
1993 --- Research Associate, Child Dev Research Lab, Univ of Maryland

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 -"Developmental Affective Neuroscience - Emotion Regulation"
  • PSYC 6944 - Advanced Topics in Developmental Psychology - "Early Development of Self Regulation"
  • PSYC 5544 - Cognitive Development ("Developmental Cognitive Neuroscience")
  • PSYC 4034- Child Cognitive and Social Development
Select Publications
  • CHAPTERS (2019, 2020, in 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.
  • *Bell, M.A., *Wolfe, C.D., Diaz, A., & Liu, R. (2019). Cognition-emotion interactions. In V. LoBue, K. Perez-Edgar, & K. Buss (Eds.), Handbook of emotional development (pp. 375-403). New York: Springer. [*co-first authorship]
  • Bell, M.A., & Garcia Meza, T. (in press). Executive function. To appear in J.B. Benson (Ed.), Encyclopedia of infant and early childhood development. Oxford, UK: Elsevier.
  • 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.

  • JOURNAL PUBLICATIONS (2019 & 2020)
  • Liu, R., Calkins, S.D., & Bell, M.A. (in press). Frontal EEG asymmetry moderates the associations between negative temperament and behavioral problems during childhood. Development and Psychopathology.
  • Liu, R., & Bell, M.A. (2019_early view). Fearful temperament and the risk for child and adolescent anxiety: The role of attention biases and effortful control. Clinical Child and Family Psychology Review.
  • 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.
  • 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.
  • 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.
  • Blankenship, T. L., Slough, M. A., Calkins, S. D., Deater-Deckard, K., Kim-Spoon, J., & Bell, M.A. (2019). Attention and executive functioning in infancy: Links to childhood executive function and reading achievement. Developmental Science, 22, e12824.
  • Brito, N.H., Fifer, W.P., Amso, D., Barr, R., Bell, M.A., Calkins, S., Flynn, A., Montgomery-Downs, H.E., Oakes, L.M., Richards, J.E., Samuelson, L.M., & Colombo, J. (2019). Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood. Developmental Neuropsychology, 44, 220-247.
  • Broomell, A.P.R., Savla, J., & Bell, M.A. (2019). Infant electroencephalogram coherence and toddler inhibition are associated with social responsiveness at age 4. Infancy, 24, 43-56.
  • Diaz, A., Swingler, M.S., Tan, L., Smith, C.L., Calkins, S.D., & Bell, M.A. (2019). Infant frontal EEG asymmetry moderates the association between maternal behavior and toddler negative affectivity. Infant Behavior and Development, 55, 88-99.
  • Dunsmore, J., Ashley, R., Zhou, Y., Swain, D., Factor, R., Broomell, A., Waldron, J., Bell, M.A., & Scarpa, A. (2019). Marching to the beat of your own drum? A proof-of-concept study assessing physiological linkage in Autism Spectrum Disorder. Biological Psychology, 144, 37-45.
  • Kim-Spoon, J., Deater-Deckard, K., King-Casas, B., Calkins, S., & Bell, M. A. (2019). Commonality between executive functioning and effortful control related to adjustment. Journal of Applied Developmental Psychology, 60, 47-55.
  • Kraybill, J.H., Kim-Spoon, J., & Bell, M.A. (2019). Infant attention and age 3 executive function. Yale Journal of Biology and Medicine, 92, 3-11.
  • 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