• ACADEMIC POSITIONS & EDUCATION

    Assistant Professor of Neuroscience

    in the Department of Psychology

    Assumption University

    • Instructing Research Methods, Introduction to Brain and Behavior, Perception, and Cognitive Neuroscience
    • Overseeing an integrative research program exploring neural correlates of cognitive and socioemotional outcomes throughout development
    • Developed a new Major in Neuroscience (with a Psychology Path) and two new courses based in human neuroscience (Cognitive Neuroscience and Experimental Techniques in Human Neuroscience)
    • Advising Psychology and Neuroscience majors on course registration, degree completion, and professional development

    Visiting Assistant Professor in the Department of Psychology

    College of the Holy Cross

    • Instructed Introduction to Psychology, Cognition & Memory, and Research Methods
    • Led a research program aimed at characterizing relations between sociocultural factors and behavioral outcomes associated with developmental psychopathology in collaboration with Worcester Public Schools
    • Advised approximately 25 Psychology majors 

    Post-Doctoral Research Fellow

    Boston Children's Hospital, Harvard Medical School

    Advised by Drs. Susan Faja and Charles Nelson

    in the Laboratories of Cognitive Neuroscience

    • Conducted independent and collaborative research evaluating:
      • Reliability of objective biomeasures of cognition and social communication in children with autism spectrum disorder as part of the Autism Biomarkers Consortium for Clinical Trials and other longitudinal studies
      • Developmental trajectories of executive functioning and socioemotional outcomes in children with and without neurodevelopmental disorders
    • Advised research assistants and undergraduate volunteers on independent projects and career development

    PhD in Neuroscience & Behavior

    University of Massachusetts Amherst

    Advised by Drs. Rebecca Spencer and Jennifer McDermott

    • Conducted independent and collaborative research evaluating:
      • Differences in sleep quality and quantity among children with and without ADHD
      • Sleep-dependent memory consolidation in preschool-aged children
      • The role of napping on emotional and non-emotional attention and executive functioning in preschool-aged children
      • The cumulative effects of sleep and temperament (i.e., temperamental negative affect) on behavioral outcomes in preschool-aged children
    • Advised undergraduate research assistants and on independent projects and career development

    BS in Psychology and Biology

    Merrimack College

    Advised by Drs. Michael Stroud and Raymond Shaw

    • Conducted independent research evaluating the role of context in proactive interference and release from proactive interference
    • President of the Merrimack College Chapter of Psi Chi

  • RESEARCH INTERESTS

    Trajectories of Cognitive and Socioemotional Development

    Throughout typical development, cognitive functions such as inhibition and working memory support an array of socioemotional outcomes including emotion regulation, self-control, and social communication. My research evaluates these outcomes in young children in order to identify early predictors or precursors of aberrant or atypical development.

    Biomarkers of Developmental Outcomes

    Accumulating evidence indicates that changes in the brain precede observable deficits in cognitive and socioemotional outcomes in young children. In my studies, we use measures of cognitive electrophysiology (namely EEG and ERP) to identify and characterize biomeasures of these outcomes.

    Biopsychosocial Determinants of Neurodevelopmental Disorders

    A complimentary line of my research explores how distal and proximal factors create challenges during early childhood. In the next several years, a primary focus of my research will be to examine the ways environmental (i.e., sleep) and sociocultural (i.e., SES) variables influence developmental trajectories of children with and without neurodevelopmental disorders.

    Targeted Interventions

    By integrating measures of cognitive electrophysiology with behavioral paradigms, across children with and without cognitive deficits, my studies can aid in the development of effective treatment strategies and, ultimately, improve long-term outcomes for young children. Relatedly, I also explore the influence of protective factors that reduce or eliminate risk for maladaptive outcomes.

  • PUBLICATIONS

    Clinical Neurophysiology (2019)

    Cremone-Caira, A., Vaidyanathan, A., Hyatt, D., Gilbert, R., & Faja, S.

    Research in Developmental Disabilities (2019)

    Cremone-Caira, A., Buirkle, J., Gilbert, R., Nayudu, N., & Faja, S.

    Featured in the Centre for Autism, Middletown, UK Research Bulletin​

    Journal of Attention Disorders (2019)

    Cremone-Caira, A., Root, H., Harvey, E.A., McDermott, J.M., & Spencer, R.M.C.

    Child Neuropsychology (2018)

    Cremone, A., Lugo-Candelas, C.I., Harvey, E.A., McDermott, J.M., & Spencer, R.M.C.

    Experimental Brain Research (2017)

    Cremone, A., Lugo-Candelas, C.I., Harvey, E.A., McDermott, J.M., & Spencer, R.M.C.

    Journal of Pediatric Psychology (2017)

    Cremone, A., McDermott, J.M., & Spencer, R.M.C. (2017).

    Child Development (2017)

    Cremone, A., de Jong, D.M., Kurdziel, L.B.F., Desrochers, P., Sayer, A., LeBourgeois, M., Spencer, R.M.C., & McDermott, J.M.

    Developmental Science (2016)

    Cremone, A., Kurdziel, L.B.F., Fraticelli, A., McDermott, J.M., & Spencer, R.M.C.

  • TEACHING

    Over the course of my career, I have had the privilege of teaching undergraduate classes and advising research assistants at both large, R1 universities and small, liberal arts colleges. In these positions, I have worked with students from diverse sociocultural and academic backgrounds with a wide-range of research interests and career goals.

     

    As a first-generation college student, I have first-hand experience of the myriad of benefits that come from a positive mentoring experience. As such, I am dedicated to creating an inclusive and supportive learning environment within and beyond the classroom.

    Student testimonies are provided below. Summarized teaching evaluations are also available upon request.

    "I appreciate [Prof. Cremone-Caira's] availability. Also [her] whole calm, laid back, approachable energy is amazing and made me feel that this class was less intimidating."   

    "Professor Cremone-Caira was great at providing helpful material in interesting ways so that it was understandable and not boring."
    "The PowerPoints were great and Prof. Cremone-Caira always had fun activities to help us understand the material."

    "Office hours were incredibly helpful throughout the entire semester, and having a very positive attitude all the time and a smile really made the class better for me."

    "[Prof. Cremone-Caira] was funny and related topics to everyday life which was very helpful in helping me [learn the course material]."

    "Incredible professor, would recommend 100% of the time."

    "Prof. Cremone-Caira made class very enjoyable, she is always able to capture the attention of the class and makes learning exciting."

    "[Prof. Cremone-Caira] cares SO much. You can tell she really loves teaching and is dedicated to it."

    Feedback on course instruction following the transition to remote learning in response to the COVID-19 pandemic (Spring 2020)

    "Live lectures were great! Felt like we were back in our normal classroom."   

    "Always super available and flexible to our new situation of remote-learning. Thank you for being so understanding and flexible! I also appreciated how you always checked in on how we were doing and brought up stuff to make us laugh and get through the hard time."

  • CONTACT INFORMATION

    500 Salisbury St, Worcester, MA 01609
    (508) 767 - 7213
    (508) 767 - 7213
    am.cremonecaira@assumption.edu
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