Rebecca Martin

Rebecca Martin profile picture

I am a PhD student in the lab of Kevin Ochsner at Columbia University. I use behavioral and neuroimaging methods to study social and emotional development in humans. Specifically, I am interested in how social influence shapes emotions as well as the neural trajectory of emotion regulation development.

Previously, I worked in the lab of John Gabrieli at MIT researching the development of neural systems supporting executive function and memory. I have a master's degree in Mind, Brain, and Education from Harvard Graduate School of Education, a master's in Teaching from UC Santa Cruz, and a bachelor’s degree in history from New York University.

Before I did brain research, I taught history at Berkeley High School, interned at Saturday Night Live, and was on the United States National Team for synchronized swimming.

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  • Martin, R.E., Weber, J., & Ochsner, K.N. (in prep). I feel how you feel: neural substrates of the social regulation of emotion.
  • Martin, R.E., Villanueva, Y., Stephano, T., Franz, P.J., & Ochsner, K.N. (under review). Social influence on food preference in adolescence and young adulthood.
  • Silvers, J. A., Insel, C., Powers, A., Franz, P., Helion, C., Martin, R., Weber, J., Casey, B.J., Mischel, W., & Ochsner, K.N. (2016). The transition from childhood to adolescence is marked by a general decrease in amygdala reactivity and an affect-specific ventral-to-dorsal shift in medial prefrontal recruitment. Developmental Cognitive Neuroscience.
  • Martin, R.E., & Ochsner, K.N. (2016). The neuroscience of emotion regulation development: implications for education. Current Opinion in Behavioral Sciences. 10, 142–148.
  • Silvers, J.A., Insel, C., Powers, A., Franz, P., Helion, C., Martin, R.E., Weber, J., Casey, B.J., Mischel, W., & Ochsner, K.N. (2016). vlPFC-vmPFC-amygdala interactions underlie age-related differences in cognitive regulation of emotion. Cerebral Cortex.
  • West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2015). Promise and paradox: measuring students’ non-cognitive skills and the impact of schooling. Educational Evaluation and Policy Analysis, 0162373715597298.
  • Saygin, Z. M., Osher, D. E., Koldewyn, K., Martin, R. E., Finn, A., Saxe, R., Gabrieli, J. D. E., & Sheridan, M. (2015). Structural connectivity of the developing human amygdala. PLoS ONE, 10(4), e0125170.
  • Finn, A. S., Kraft, M. A., West, M. R., Leonard, J. A., Bish, C. E., Martin, R. E., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2014). Cognitive skills, student achievement tests, and schools. Psychological Science, 25(3), 736–744.
  • Sheridan, M., Kharitonova, M., Martin, R. E., Chatterjee, A., & Gabrieli, J. D. E. (2014). Neural substrates of the development of cognitive control in children ages 5–10 Years. Journal of Cognitive Neuroscience, 1–11.
  • Kharitonova, M., Martin, R. E., Gabrieli, J. D. E., & Sheridan, M. A. (2013). Cortical gray-matter thinning is associated with age-related improvements on executive function tasks. Developmental Cognitive Neuroscience, 6, 61–71.
  • Martin, R. E., & Groff, J. S. (2011). Collaborations in mind, brain, and education: an analysis of researcher–practitioner partnerships in three elementary school intervention studies. Mind, Brain, and Education, 5(3), 115–120.