Department of Psychology
Department of Psychology

Jessica Church-Lang


Assistant ProfessorPh.D., Washington University at St. Louis

Jessica Church-Lang

Contact

Interests


brain networks, development of task control, development of reading, developmental disorders, neuroimaging

Biography


Selected Representative Publications

Engelhardt LE, Mann FD, Briley DA, Church JA, Harden KP, Tucker-Drob EM. Strong genetic overlap between executive functions and intelligence. Journal of Experimental Psychology: General. 2016. doi:10.1037/xge0000195

Church JA, Bunge SA, Petersen SE, Schlaggar BL. Preparatory engagement of cognitive control networks increases late in childhood. Cerebral Cortex. 2016. doi: 10.1093/cercor/bhw046

Greene DJ, Church JA, Dosenbach NUF, Nielsen AN, Adeyemo B, Nardos, B, Petersen SE, Black KJ, Schlaggar BL. Multivariate pattern classification of pediatric Tourette syndrome using functional connectivity MRI. Developmental Science. 2016. doi: 10.1111/desc.12407

Stewart SB, Greene DJ, Lessov-Schlaggar CN, Church JA, Schlaggar BL. Clinical correlates of parenting stress in children with Tourette Syndrome and in Typically Developing Children. The Journal of Pediatrics. 2015. 166(5):1297-1302. http://dx.doi.org/10.1016/j.jpeds.2015.01.041

Church JA, Schlaggar BL. Pediatric Tourette syndrome: insights from recent neuroimaging studies. Journal of Obsessive-Compulsive and Related Disorders. Special Issue: Tourette Syndrome Update. 2014; 3(4):386-393. http://dx.doi.org/10.1016/j.jocrd.2014.04.002

Church JA, Balota DA, Petersen SE, Schlaggar BL. Manipulation of length and lexicality localizes the functional neuroanatomy of phonological processing in adult readers. Journal of Cognitive Neuroscience 2011. 23(6): 1475-1493. 

Church JA, Petersen SE, Schlaggar BL. The Task B problem and other issues in developmental functional neuroimaging. Human Brain Mapping. 2010. 31(6): 852-862.

Courses


PSY 339 • Behavior Problems Of Children

43125 • Fall 2016
Meets TTH 9:30AM-11:00AM NOA 1.126

Adjustment difficulties during childhood and adolescence; causation and treatment. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 394S • Current Tpcs In Devel Psych

42514 • Fall 2015
Meets M 12:00PM-3:00PM SEA 1.332

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 394S • Stding Brain: Findgs Dev

42890 • Spring 2015
Meets M 9:00AM-12:00PM SEA 5.106

Seminars in Developmental Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

 

PSY 339 • Behavior Problems Of Children

43700 • Fall 2014
Meets TTH 11:00AM-12:30PM NOA 1.126

Adjustment difficulties during childhood and adolescence; causation and treatment. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 304 • Intro To Child Psychology

43895 • Spring 2014
Meets TTH 9:30AM-11:00AM NOA 1.126

General introduction to physical, social, and cognitive development from conception onward. Three lecture hours a week for one semester. Psychology 304 and 333D may not both be counted. Prerequisite: Psychology 301 with a grade of at least C.

PSY 339 • Behavior Problems Of Children

43745 • Fall 2013
Meets TTH 11:00AM-12:30PM NOA 1.126

Adjustment difficulties during childhood and adolescence; causation and treatment. Three lecture hours a week for one semester. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 304 • Intro To Child Psychology

43250 • Spring 2013
Meets MWF 2:00PM-3:00PM NOA 1.124

This course is designed to introduce the field of Child Psychology and encourage students to think like a developmental psychologist. I think this is valuable for many reasons. First, at least 80% of you will become parents someday, and understanding how a child develops can give you insight and aid in effective parenting. Second, we were all children once, and learning about how a child grows to adulthood teached us about what it is to be human. Third, the media and popular opinion portrayals of parenting and of science are often far off the mark, and learning more about child development helps you to critically evaluate new information and claims. Finally, fourth, you will hopefully be able to apply the information from this course to both everyday life and the policies you endorse as a citizen.

PSY 304 • Intro To Child Psychology

43160 • Fall 2012
Meets MWF 3:00PM-4:00PM NOA 1.124

This course is designed to introduce the field of Child Psychology and encourage students to think like a developmental psychologist. I think this is valuable for many reasons. First, at least 80% of you will become parents someday, and understanding how a child develops can give you insight and aid in effective parenting. Second, we were all children once, and learning about how a child grows to adulthood teached us about what it is to be human. Third, the media and popular opinion portrayals of parenting and of science are often far off the mark, and learning more about child development helps you to critically evaluate new information and claims. Finally, fourth, you will hopefully be able to apply the information from this course to both everyday life and the policies you endorse as a citizen.

Links


Labs and Affiliatations

Developmental Cognitive Neuroscience Lab (Church Lab): http://labs.la.utexas.edu/church-lang/

Curriculum Vitae


Profile Pages


External Links



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  • Department of Psychology

    The University of Texas at Austin
    SEA 4.208
    108 E. Dean Keeton Stop A8000
    Austin, TX 78712-1043
    512-471-1157