Professor Stevens received her BA in linguistics from Reed College and her MS and PhD in cognitive neuroscience from the University of Oregon. Prior to joining the Willamette faculty in 2008, Dr. Stevens lived in New York City where she was a research associate at Weill Cornell Medical College and visiting faculty member at Sarah Lawrence College. In her research, Dr. Stevens examines typical and atypical brain development using non-invasive neuroimaging techniques (EEG/ERP, fMRI, DTI). She is particularly interested in the neural systems important to selective attention, as well as the role of selective attention on academic foundations, including language and literacy acquisition. Dr. Stevens’ research has appeared in several venues including the Journal of Cognitive Neuroscience, Developmental Science, Brain Research, and the Journal of Learning Disabilities. She has also lectured both nationally and internationally on the development of attention.
Professor Stevens joined the Willamette faculty in 2008, where she is currently director of Willamette’s Cognitive Neuroscience Laboratory (CNL). Professor
Stevens teaches Cognitive Neuroscience, Language & Literacy Acquisition, Statistics, and Introduction to Psychology, as well as topical senior and freshmen seminars.
If you are interested in gaining research experience as a volunteer in the Cognitive Neuroscience Laboratory, please contact Professor Stevens to learn about current research opportunities available in the CNL.
Stevens, C., Harn, B., Chard, D., Currin, J., Parisi, D., & Neville, H. (in press). Examining the role of attention and instruction in at-risk kindergarteners:. Electrophysiological measures of selective auditory attention before and after an early literacy intervention. Journal of Learning Disabilities.
Stevens, C. (2011). Integrating community outreach into the undergraduate neuroscience classroom. Journal of Undergraduate Neuroscience Education, 10, A44-49.
Yamada, Y., Stevens, C., Dow, M., & Neville, H. (2011). Emergence of the neural network for reading in five-year-old beginning readers of different levels of preliteracy abilities: An fMRI study. NeuroImage, 57, 704-713.
Stevens, C., & Neville, H. (2009). Profiles of development and plasticity in human neurocognition. In M. Gazzaniga (Ed.), The new cognitive neurosciences IV (pp. 165-181). Cambridge, MA: MIT Press.
Stevens, C., Lauinger, B., & Neville, H. (2009). Vulnerability of selective auditory attention in children from low socio-economic backgrounds. Developmental Science, 12, 634-646.
Stevens, C., Fanning, J., Coch, D., Sanders, L., & Neville, H. (2008). Changes in selective auditory attention following computerized language training: ERP evidence from language-impaired and typically developing children. Brain Research, 1205, 55-69.
Stevens, C., & Awh, E. (2007). Commentary: Specificity, mechanisms, and timing in the study of spatial cognition. In J. Plumert & J.P. Spencer (Eds.), The Emerging Spatial Mind (pp. 362-371). New York: Oxford University Press.
Stevens, C., Sanders, L., & Neville, H. (2006). Neurophysiological evidence for selective auditory attention deficits in children with specific language impairment. Brain Research, 1111, 143-152.
Cromer, L.D., Stevens, C., DePrince, A.P., & Pears, K. (2006) The relationship between executive attention and dissociation in children. Journal of Trauma & Dissociation, 7, 135-153.
Stevens, C., & Neville, H. (2006). Neuroplasticity as a double-edged sword: Deaf enhancements and dyslexic deficits in motion processing. Journal of Cognitive Neuroscience, 18, 701-714.
Sanders, L., Stevens, C., Coch, D., & Neville, H. (2006). Selective auditory attention in 3-5-year-old children: An event-related potential study. Neuropsychologia, 44, 2126-2138.