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I am the co-director of the REDD lab, and my research focuses on the development and plasticity in social cognitive brain networks in typically developing children and adolescents, and in high anxious participants. Prior to coming to Oxford, I conducted my PhD research (funded by a Marie Curie Fellowship) on the behavioural and neural bases of face processing abilities in childhood at the Centre for Brain and Cognitive Development, Birkbeck College (supervised by Mark Johnson and Fred Dick) (2006-2009). I then received postdoctoral training at the Institute of Cognitive Neuroscience, UCL, where I worked with Sarah-Jayne Blakemore on neural face processing during adolescence (funded by a ESRC postdoctoral fellowship) (2009-2011).
- Researching Emotional Disorders and Development Research Group
Kathrin Cohen Kadosh
Diplom (Frankfurt), PhD (London)
- Co-Director REDD lab
- Stipendiary Lecturer, St Hugh's College
- STEM Ambassador of the Science Technology Engineering and Mathematical Network
How does the brain learn to make sense of the social world?
In my work, I investigate how different factors, such as improving cognitive abilities and changes in brain function and structure shape the trajectories of emerging social brain networks during development.
I am particularly interested in the relationship between development and plasticity and in exploring plasticity along the boundaries of typical development, i.e., in at-risk groups such as high anxious children or in enhancing cognitive functioning (face processing training).
My research approach combines cognitive paradigms and neuroimaging techniques (f/MRI, MRS, and TMS) with testing typically and atypically developing children, adolescents and adults.
At the translational level, my work looks at how an understanding of the developmental changes and/or plasticity can guide the search for biomarkers and help us discover sensitive periods during which intervention and enhancement are most likely to be successful. This line of work, which is funded by the European Commission, adopts a novel method, real-time fMRI-based neurofeedback for use with children and adolescents in combination with cognitive training paradigms (e.g., attention training).
Psychotic Experiences, Working Memory, and the Developing Brain: A Multimodal Neuroimaging Study.
Fonville L. et al, (2015), Cereb Cortex, 25, 4828 - 4838
High trait anxiety during adolescence interferes with discriminatory context learning.
Cohen Kadosh K. et al, (2015), Neurobiol Learn Mem, 123, 50 - 57
Social anxiety disorder in adolescence: How developmental cognitive neuroscience findings may shape understanding and interventions for psychopathology.
Haller SP. et al, (2015), Dev Cogn Neurosci, 13, 11 - 20
Age-related changes in attentional control across adolescence: how does this impact emotion regulation capacities?
Cohen Kadosh K. et al, (2014), Front Psychol, 5
The role of peer rejection in adolescent depression.
Platt B. et al, (2013), Depress Anxiety, 30, 809 - 821