Bio

I'm an NIH T32 Sports Neuroscience Postdoctoral Fellow in the Center for Interdisciplinary Brain Sciences Research working with Dr. Allan Reiss. My research focuses on improving cognitive and physical health outcomes supplemented with fNIRS through programming exercise-based VR/XR experiences, specifically for individuals who struggle with attention regulation.

Professional Education

  • Doctor of Philosophy, Carnegie Mellon University (2022)
  • Diploma, Virginia Polytechnic Institute & State University (2016)
  • Bachelor of Science, Pennsylvania State University (2015)
  • Master of Science, Carnegie Mellon University (2019)
  • Ph.D., Carnegie Mellon University, Psychology (2022)
  • M.S., Carnegie Mellon University, Psychology (2019)
  • R25 NIH PREP, Virginia Tech, Developmental Science (2016)
  • B.S., The Pennsylvania State University, Psychology, Neuroscience (2015)

Stanford Advisors

Contact

  • Academic
    cassie24@stanford.edu
    University - Scholar Department: Psychiatry and Behavioral Sciences Position: Postdoctoral Scholar

Additional Info

Links

All Publications

  • Contingent Responsivity in E-Books Modeled From Quality Adult-Child Interactions: Effects on Children's Learning and Attention DEVELOPMENTAL PSYCHOLOGY Eng, C. M., Tomasic, A. S., Thiessen, E. D. 2020; 56 (2): 285-297

    Abstract

    Experiences of contingent responsivity during shared book reading predict better learning outcomes. However, it is unclear whether contingent responsivity from a digital book could provide similar support for children. The effects on story recall and engagement interacting with a digital book that responded contingently on children's vocalizations (contingent book) were investigated, with a focus on the role of individual differences in attention. The study used a within-subject design with 3 experiments from 90 3- to 5-year-old children. Children were presented with a contingent book and 3 noncontingent control conditions: a board book (Experiment 1), a static digital book (Experiment 2), and an animated book (Experiment 3). The use of the contingent book significantly increased children's story recall and was found to be especially useful for children with less developed attention regulation. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

    View details for DOI 10.1037/dev0000869

    View details for Web of Science ID 000508180800008

    View details for PubMedID 31855013

  • Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readers NPJ SCIENCE OF LEARNING Eng, C. M., Godwin, K. E., Fisher, A. V. 2020; 5 (1)

    View details for DOI 10.1038/s41539-020-00073-5

    View details for Web of Science ID 000619090300014

  • Doctoral Colloquium-Enhancing Brain Plasticity and Cognition Utilizing Immersive Technology and Virtual Reality Contexts for Gameplay Eng, C. M., Calkosz, D. M., Yang, S. Y., Williams, N. C., Thiessen, E. D., Fisher, A., Economou, D., Klippel, A., Dodds, H., PenaRios, A., Lee, M. J., Beck, D., Pirker, J., Dengel, A., Peres, T. M., Richter, J. IEEE. 2020: 395-398

    View details for Web of Science ID 000621216400075

https://orcid.org/0000-0002-9825-8864