Julie Schneider

Associate Project Scientist, UC|CSU Collaborative for Neuroscience, Diversity and Learning

Dr. Julie Schneider is an Associate Project Scientist with the UC|CSU Collaborative for Neuroscience, Diversity, and Learning. Prior to this, she was an Assistant Professor at Louisiana State University where she directed the Language, Environment, and Neurodevelopment Lab. She completed her Ph.D. in Psychological Sciences at the University of Texas at Dallas, followed by an NSF-funded post-doctoral fellowship in Cognitive Science at the University of Delaware. Julie’s research examines how neurobiological and environmental influences interact to impact children’s individual paths to learning. By identifying factors that benefit a child’s ability to learn and grow, she believes that we can start to elicit positive change in the education system and in our communities.

Departments

Department of Education

Areas of Expertise and Advising Interests

Research Centers

UC/CSU California Collaborative for Neuroscience, Diversity and Learning

Education

Ph.D. Psychological Sciences, University of Texas at Dallas, 2018
M.S. Applied Cognition and Neuroscience, University of Texas at Dallas, 2013
B.A. English, Texas Tech University, 2011

Awards, Honors and Fellowships

NSF Postdoctoral Fellow, Department of Cognitive and Linguistic Sciences, University of Delaware
Repronim/INCF Fellow, Organization for Human Brain Mapping
Neurohackademy Fellow, University of Washington

Select Publications

Schneider, J. M., & Maldonado, M. (2025). Bridging the Divide: Understanding Language Beliefs and Practices Among Caregivers in the Deep South to Inform Culturally Responsive Interventions. Journal of Cognition and Development, 1-21.
Schneider, J.M., Kim, J., Poudel, S., Lee, Y. & Maguire, M.J. (2024). Environmental experiences and cognitive outcomes are predicted by resting-state EEG in school-aged children. Developmental Cognitive Neuroscience.
Buckalew, G., Ramirez, A.G. & Schneider, J.M. (2024). Maternal Question Use Relates to Syntactic Development in Children at School-Entry. Journal of Speech-Language-Hearing Sciences, 67(12).
Fan, T., Decker, W. & Schneider, J.M. (2024). The neural basis of auditory statistical learning in children. Neurobiology of Language, 1-70.
Kucker, S. & Schneider, J.M. (2024). Social interactions offset the detrimental effects of digital media use on children’s vocabulary. Frontiers in Developmental Psychology.
Schneider, J.M., Behboudi, M.H. & Maguire, M.J. (2024). The necessity of taking culture and context into account when studying the relationship between socioeconomic status and brain development Brain Sciences, 14(4), 392.
Schneider, J.M., Scott, T.L., Legault, J. & Qi, Z. (2024). Limited but specific engagement of the mature language network during linguistic statistical learning. Cerebral Cortex, 34(4)
Schneider, J.M. Poudel, S.*, Abel, A.D. & Maguire, M.J (2023). Age and vocabulary knowledge differentially influence the N400 and theta responses during word processing. Developmental Cognitive Neuroscience.
Momsen, J., Schneider, J.M. (2022). Developmental differences in EEG oscillations supporting the identification of novel word meaning from context. Developmental Cognitive Neuroscience, 58, 101185.
Schneider, J. M., McIlvain, G.*, & Johnson, C. (2022). Mechanical properties of the developing brain are associated with language input and vocabulary outcome. Developmental Neuropsychology.