Dr. Isbell’s research focuses on the development and neuroplasticity of cognitive control skills (also known as executive functions), which allow individuals to pursue goal-directed behaviors, especially in the face of internal and external distractions. She investigates the neurodevelopmental and behavioral changes in cognitive control skills, particularly during preschool and early elementary school years, and in relation to academic readiness and achievement.
Guided by bioecological models of development, she aims to identify how children’s everyday experiences in households and classrooms relate to cognitive control development, within the broader context of children’s socioeconomic and cultural backgrounds. She adopts an integrative developmental science approach that combines electroencephalogram/event-related potentials (EEG/ERP), behavioral assessments, and naturalistic observations.
