UMass Boston

Attention and Memory Development, Executive Functioning, Developmental cognitive neuroscience 

PhD, Virginia Tech

• Blankenship, T. L., Strong, R. W., & Kibbe, M. M. (2020). Development of multiple object tracking via multifocal attention. Developmental Psychology, 56, 1684.
• Blankenship, T. L., & Kibbe, M. M. (2019). Examining the limits of memory-guided planning in 3 and 4- year olds. Cognitive Development, 52, 100820.
• Blankenship T. L., *Slough, M. A., Calkins, S. D., Deater-Deckard, K., Kim-Spoon, J., & Bell, M.A. (2019). Attention and executive functioning in infancy: links to childhood executive function and reading achievement. Developmental Science, e12824.
• Blankenship, T. L., Broomell, A. P. R., Bell, M. A. (2018). Semantic future thinking and executive functions at age 4: the moderating role of frontal activity. Developmental Psychobiology, 60, 608-614.
• Blankenship, T. L., *Keith, K., Calkins, S. D., & Bell, M. A. (2018). Behavioral performance and neural areas associated with memory processes contribute to math and reading achievement in 6-year-old children. Cognitive Development, 45, 141-151.
• Diaz, A., Blankenship, T. L., & Bell, M. A. (2018). Episodic memory in middle childhood: Age, brain electrical activity, and self-reported attention. Cognitive Development, 47, 63-70.
• Liu, R., Blankenship, T.L., Broomell, A.P.R., Garcia-Meza T., Calkins, S. D., & Bell, M. A. (2018). Executive function mediates the associations between toddler temperament and early academic achievement. Early Education and Development, 29, 641-654.
• Blankenship, T. L., O’Neill, M., Deater-Deckard, K., Diana, R. A., & Bell, M. A. (2016). Frontotemporal functional connectivity and executive functions contribute to episodic memory performance. International Journal of Psychophysiology, 107, 72-82.
• Blankenship, T. L. & Bell, M. A. (2015). Frontotemporal coherence and executive functions contribute to episodic memory performance in middle childhood. Developmental Neuropsychology, 40, 430-444.
• Blankenship, T. L., O'Neill, M., Ross, A., & Bell, M. A. (2015). Working memory and recollection contribute to academic achievement. Learning and Individual Differences, 43, 164-169.

Tashauna Blankenship’s research interests include 1) better understanding how memory processes interact with other cognitive systems across development, 2) exploring the developmental origins of memory and attention, and 3) investigating how memory and attention systems differentially impact academic achievement.

Lab Website: https://umassbostonbabylab.weebly.com

Psych 241: Infancy and Child Development

Psych 477: Cognitive Development