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Theresa Cheng

M.Ed., Mind, Brain, and education, Harvard Graduate School of Education
B.S., Biological Sciences, California State University, Los Angeles
B.A., Philosophy, California State University, Los Angeles

Theresa is a graduate student in the developmental psychology program at the University of Oregon. Her current research examines the role of social context in adolescent risk decisions and developmental changes in self-evaluation. Her previous work focused on the development of prosocial emotions in bicultural adolescents. She is broadly interested in how environmental factors affect neurobiological development in the social and affective domain. A former middle and high school teacher, she is also interested in the implications of such research for education.



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