
Rebecca Gotlieb
Assistant Researcher
Rebecca Gotlieb, Ph.D., is a human developmental psychologist and educational neuroscientist. She is an Assistant Researcher (research faculty) in the School of Education and Information Studies at the University of California, Los Angeles (UCLA). Dr. Gotlieb’s work examines the coordinated development of literacy and social emotional functioning in early childhood through young adulthood, with a special emphasis on the role of narrative skills. She is a contributing member of the Center for Dyslexia, Diverse Learners, and Social Justice and of the University of California/California State University Collaborative for Neuroscience, Diversity, and Learning. She has served as Principal Investigator or Co-PI on several federally and privately funded research projects and her work has been published in top journals for researchers and educational practitioners. Dr. Gotlieb completed her B.A. with High Honors from Dartmouth College. She earned a Ph.D. as a National Science Foundation Research Fellow in the Center for Affective Neuroscience, Development, Learning and Education at the University of Southern California and completed post-doctoral training at UCLA.
Departments
Areas of Expertise and Advising Interests
- Human Development and Psychology
- Language, Literacy, and Learning
- Learning Sciences
- Neuroscience and Disability Studies
Research Centers
Education
- Ph.D., Education, University of Southern California
- B.A. with High Honors, Psychological and Brain Sciences, Dartmouth College
Select Publications
- Gotlieb, R. J. M., Yang, X.F., Immordino-Yang, M.H. (2024) Diverse Adolescents’ Transcendent Thinking Predicts Young Adult Psychosocial Outcomes via Brain Network Development. Nature Scientific Reports, 14 (6245).
- Gotlieb, R. J. M., Immordino-Yang, M.H., Gonzalez, E., Rhinehart, L., Peuschel, E., Mahjouri, S., Nadaya, G. (2022). Becoming Literate: Current Perspectives on the Coordinated Development of Reading Skills and Social-Emotional Functioning Among Diverse Youth. Invited submission at Literacy Research: Theory, Methods, and Practice.
- Gotlieb, R., Yang, X.F., Immordino-Yang, M.H. (2022). Concrete and abstract dimensions of community adolescents’ social-emotional meaning-making, and associations with broader functioning. Journal of Adolescent Research, 39 (5).
- Gotlieb, R., Yang, X.F., Immordino-Yang, M.H. (2022). Default and executive networks’ roles in diverse adolescents’ emotionally engaged construals of complex social issues. Social, Cognitive and Affective Neuroscience, 17 (4), 421-429.
- Gotlieb, R. J. M., Yang, X.F., Immordino-Yang, M.H. (2021). Measuring learning in the blink of an eye: Adolescents’ neurophysiological reactions predict long-term memory for stories. Frontiers in Education, 5.
- Gotlieb, R. J. M., Rhinehart, L., Feuerman, R. (2023). Towards implementation of differentiated reading interventions: Lessons learned from a research-practice partnership. The Reading League Journal, 4 (3) 23-32.
- Wolf, M., Gotlieb, R. J. M., Kim, S., Pedroza, V., Rhinehart, L., Gorno-Tempini, M. L. & Sears, S. (2024). Towards a Dynamic, Comprehensive Conceptualization of Dyslexia. Annals of Dyslexia, 1-22.
- Barnert, E., Tsevat, R., Gotlieb, R., Jung, J., & M. (2024). A Call to Action for Pediatrics: Caring for Students with Learning Disabilities in Custody and in Communities. Pediatric Research.
- Rhinehart, L., & Gotlieb, R. J. M. (2023). English Learners Performance on a Measure of Dyslexia Risk. Learning Disabilities Research & Practice.
- Immordino-Yang, M.H. & Gotlieb, R. (2017). Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development.