Lisa Chinn

Research Assistant Professor

University of Houston

United States

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About

Lisa Chinn is a Research Assistant Professor at the University of Houston, United States. Her research focuses on child development, executive functioning, and the effects of institutionalization on language and cognitive processes. Recent articles highlight her contributions to understanding student demographics in educational psychology, as well as the implications of stress on cognitive performance in virtual reality environments.

Articles (14)

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2025

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2025

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2021

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2021

Collaborators (4)

Tobias Heed

Professor for Cognitive Psychology

Paris Lodron University of Salzburg

AUSTRIA

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Matej Hoffmann

Assistant Professor

Czech Technical University in Prague, Faculty of Electrical Engineering

CZECH REPUBLIC

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J. Kevin O'Regan

FRANCE

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Eszter Somogyi

Lecturer

UNITED KINGDOM

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Lisa Chinn

Research Interests

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Articles (14)

Reporting of Student Demographics in School-Based Depression Prevention Trials: The Need for a Core Baseline Set in School Psychology

Response Inhibition and Working Memory in Virtual Reality: Behavioral and Event-Related Potential Effects of Stress in a Military Sample

The modulating role of interactional contexts in executive functioning of bilinguals: a scoping review

Impact of maternal institutionalization on children’s language development: A multidisciplinary study

Stimulus Color Wavelength Influences Performance in a Virtual Reality Go/No-Go Task

Tactile localization promotes infant self-recognition in the mirror-mark test

Tactile training facilitates infants' ability to reach to targets on the body

Effects of childhood institutionalization on semantic processing and its neural correlates persist into adolescence and adulthood

Auditory brainstem response deficits in learning disorders and developmental language disorder: a systematic review and meta-analysis

Executive functions as self-reported on the BRIEF scales in adolescents and adults with and without a history of institutionalized rearing in Russia

A Russian Translation of the BRIEF2 Disproportionately Flags Typical Russian and Previously Institutionalized Individuals on Validity Scales

Widespread theta coherence during spatial cognitive control

Early institutionalized care disrupts the development of emotion processing in prosody.

Early institutionalized care disrupts the development of emotion processing in prosody

Collaborators (4)

Tobias Heed

Matej Hoffmann

J. Kevin O'Regan

Eszter Somogyi

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