Associate Professor, Psychology
Carr Lab Investigating Memory and the Brain (CLIMB)
(Virtual) Office hours
Tues/Thurs 1:30 - 2:30pm
Email me for a Zoom link!
PSYC 155 (Human Learning)
PSYC 121e (Advanced Research Methods: Psychophysiology Lab)
ENGR 120 (Prorgramming for Social Sciences)
- Postdoctoral Fellow, Psychology, Stanford
- Doctor of Philosophy, Neuroscience, UCLA, 2008
- Bachelor of Science, Biological Psychology, The College of William & Mary, 2001
Dr Valerie Carr earned her PhD in Neuroscience from UCLA in 2008 where she examined strategic factors influencing memory in both younger and older adults. Afterwards she pursued an NIH-funded postdoctoral fellowship at Stanford University where she investigated neural mechanisms of memory and how these mechanisms change with age. She is currently an Associate Professor in the Psychology department where she leverages her knowledge of cognitive neuroscience to understand factors that influence the content, quality, and durability of memories across the lifespan.
Students in her lab conduct research investigating whether and how factors such as aerobic fitness, mobile device use, and wakeful rest affect long-term memory and executive function. Additionally, Dr Carr maintains strong collaborative relationships with researchers at Stanford University and members of the Hippocampal Subfields Group regarding the structure and function of medial temporal lobe subfields. Finally, given Dr Carr’s passion for teaching social science students how to program (see: Applied Computing for Behavioral and Social Sciences), she is involved in pedagogical research regarding interdisciplinary computing.
(See CLIMB website for a full list)
Carr, V. A., Wei, B. W., Jones, M. E. (2020). A Technology Pathway Program in data technology and applications. In 2020 American Society for Engineering Education Annual Conference & Exposition Proceedings.
Trelle, A. N., Carr, V. A., Guerin, S., Thieu, M. K., Jayakumar, M., …, and Wagner, A. D. (2020). Hippocampal and cortical mechanisms at retrieval explain variability in episodic remembering in older adults. eLife.
Carr, V. A., Wei, B. W., and Jones, M. E. (2020). Interdisciplinary Computing: Applied Computing for Behavioral and Social Sciences Minor. Proceedings of the 2020 ACM SIGCSE Technical Symposium on Computer Science.
Olsen, Carr, V. A., Daugherty, A. M., la Joie, R., …, and Wisse, L. E. M., for the Hippocampal Subfields Group (2019). Progress update from the hippocampal subfields group. Alzheimer’s & Dementia: Diagnosis, Assessment, & Disease Monitoring, 11, 439-449.
Marbouti, F., Carr, V. A., Wei, B. W., Jones, M. E., and Strage, A. (2018). Applied Computing for Behavioral and Social Sciences (ACBSS) Minor. In 2018 American Society for Engineering Education Annual Conference & Exposition.
Carr, V.A., Bernstein, J. D., Favila, S. E., Wagner, A. D. and Kerchner, G. A. (2017). Individual differences in associative memory among older adults explained by hippocampal subfield structure and function. Proceedings of the National Academy of Sciences, 114, 12075-12080.
Wisse, L. E. M., Daugherty, A. M., Olsen, R. K., Berron, D., Carr, V. A., …, and la Joie, R., for the Hippocampal Subfields Group (2017). A harmonized segmentation protocol for hippocampal and parahippocampal subregions: Why do we need one and what are the key goals? Hippocampus, 27, 3-11.
Brown, T. I., Carr, V. A., LaRocque, K. F., Favila, S. E., Gordon, A. M., Bowles, B., Wagner, A. D. (2016). Prospective representation of navigational goals in the human hippocampus. Science, 352, 1323-1326.
Yushkevich, P. A., Amaral, R. S. C., Augustinack, J. C., Bender, A. R., Bernstein, J. D., Boccardi, M., Bocchetta, M., Burggren, A. C., Carr, V. A., ..., and Zeineh, M. M. (2015). Quantitative comparison of 21 protocols for labeling hippocampal subfields and parahippocampal cortical subregions in in vivo MRI: Initial steps towards a harmonized segmentation protocol. Neuroimage, 11, 526-541.
Carr, V. A., Castel, A.D., and Knowlton, B. J. (2015). Age-related differences in subsequent memory performance after attending to distinctiveness or similarity during learning. Aging, Neuropsychology, and Cognition, 22, 155-169.