Welcome to the Mangels Dynamic Learning Lab at Baruch College of the City University of New York.

What do you want to learn about? Seeking out knowledge is a dynamic motivational state. The overarching goal of our research is to understand how the to-be-learned material, the motivation of the individual learner, and social context in which that individual is learning work together to facilitate or inhibit one’s learning and problem-solving success. Many of our studies aim to apply this basic social, affective and cognitive neuroscience research to help students bridge gaps in knowledge and overcome academic challenges.

Current projects include:

To gain access into learners’ cognitive processes and emotional responses we sometimes ask them directly using questionnaires, or look at how they do on specially designed behavioral tasks. Sometimes we also concurrently measure brain activity using EEG (electroencephalography), which is a non-invasive method of measuring the activity that occurs when brain cells are communicating with each other.

The Dynamic Learning Lab supports a vibrant group of undergraduate, post-bac and graduate students and accepts new students to begin at the start of each academic semester and the summer. Much of this interdisciplinary research involves collaboration with scientists in cognitive and social psychology, neuroscience and computer science at institutions throughout New York State and beyond.



Get a free copy of our latest article on Taylor & Francis Online:  Evidence that disrupted orienting to evaluative social feedback undermines error correction in rejection sensitive women.

This new work brings together theories of rejection sensitivity from Geraldine Downey with Jennifer Mangels’ models of feedback processing and learning. It has interesting implications for on-line instruction and how the effectiveness of feedback given about test performance in helping students learn may depend on whether feedback is given by a “person” (even just a face on the screen), the gender of the learner, and their sensitivity to interpersonal rejection.