Chung-Yiu Chiu

Associate Professor of Psychology
401A Dyer Hall
513-556-5894
peter.chiu@uc.edu

Professional Summary

Peter Chiu received his M. A. from the University of Toronto and his Ph.D. in 1997 from Harvard University. He first developed a strong interest in the cognitive neuroscience of human memory under the influence of Endel Tulving and Daniel Schacter. His dissertation research focused on auditory implicit and explicit memory, in particular the contrast between memory for speech and environmental sounds. To nurture and further develop his interest in central auditory processing, Chiu spent two years in 1998 and 1999 at the Hearing Research Center at Boston University as a graduate student in clinical and experimental audiology working with Gerald Kidd in the area of auditory informational masking. In 1999 he joined the psychology department at the University of Cincinnati as Assistant Professor, with an adjunct appointment in the communication sciences and disorders department, and was promoted to Associate Professor rank in 2005. His research interests focus on the neural mechanisms of cognitive development in school age children using functional magnetic resonance imaging (fMRI). The psychological domains he is interested in studying include (a) language processing, (b) memory, (c) executive functions including inhibition and attention, (d) social cognition, and (e) risky decision making and choice, and (e) investment and behavioral economics.

Education

PhD, Harvard University, 1997 (Cognitive Neuroscience).

MA, University of Toronto, 1991 (Psychology).

Positions & Work Experience

1999-2005, Assistant Professor in Psychology , U. Cincinnati.

2005 to Present, Associate Professor in Psychology, U. Cincinnati.

2005 to Present, Adjunct Associate Professor in Communication Sciences and Disorders, U. Cincinnati.

Research Interests

The research focus of my lab is broadly concerned with the development of the mind and the brain in cognition (e.g., developmental cognitive neuroscience), particularly in the childhood and adolescence period. Specific examples include:

(a) Neurodevelopment of cognitive processes (esp. explicit memory; inhibition) investigated with behavior & neuroimaging tools (e.g., fMRI);

(b) Neurodevelopment of social cognition and social information processing;

(c) Individual differences in (Risky) Decision-making and its neural correlates;

(c) Effects of atypical development or clinical conditions (e.g., traumatic brain injuries) on neuro-social and neuro-cognitive processing;

(d) Human brain and cognitive development in general.

Peer Reviewed Publications

Tripp, L. D., Warm, J. S., Matthews, G., Werchan, P., & Deaton, J. E. (2006). +Gz Acceleration loss of Consciousness: Time course of performance deficits with repeated experience. Human Factors, 48, 109-120.

Brown, R. D. (2006). Neural correlates of memory development and learning: combining neuroimaging and behavioral measures to understand cognitive and developmental processes. Developmental Neuropsychology, 29, 279-291.

Schmithorst, V. J., Brown, R. D., Holland, S. K., & Dunn, S. (2006). Making memories: a cross-sectional investigation of episodic memory encoding in childhood using fMRI. Developmental Neuropsychology, 29, 321-340.

Coen-Cummings, M., Schmithorst, V. J., Holland, S. K., Nabors, L., Keith, R., Kramer, M., & Rozier, H. (2005). Sound blending in the brain: An fMRI investigation. Neuroreport, 16, 883-886.

Schmithorst, V.J., Holland, S.K, & Choo, D.I. (2004). Event-related fMRI study of recognition of simulated CI speech. International Congress Series, 1273, 390-393.

Kidd, G., Mason, C. R., Brughera, A. (2003). Discriminating harmonicity. Journal of the Acoustical Society of America, 114, 967-977.

Yampolsky, S., Waters, G., Caplan, D., Matthies, M. (2002). Effects of acoustic degradation on syntactic processing: Implications for the nature of the resource system used in language processing. Brain and Cognition, 48, 617-625.

(2000). Specificity of auditory implicit and explicit memory: Is perceptual priming for environmental sounds exemplar-specific?. Memory and Cognition, 28, 1126-1139.

Schacter, D. L. (1995). Auditory priming for nonverbal information: Implicit and explicit memory for environmental sounds. Consciousness and Cognition, 4, 440-458.

Ochsner, K. N. & Schacter, D. L. (1994). Varieties of priming. Current Opinion in Neurobiology, 4, 189-194.

Schacter, D. L. & Ochsner, K. N. (1993). Implicit memory: A selective review. Annual Review of Neuroscience, 16, 159-182.

Challis, B. H., S. A., Law, J., Schneider, L., Yonelinas, A., & Tulving, E. (1993). Perceptual and conceptual cueing in implicit and explicit retrieval. Memory, 1, 127-151.

Ramenzoni, V. C., Riley, M. A., Shockley, K. (2007). Postural responses to specific types of working memory tasks. Gait & Posture, 25, 368-373.

Nabors, L. A., Lobst, E., Weisman, J., Precht, B., & Brunner, H. (2007). School support and functioning for children with Juvenile Rheumatic Diseases. Journal of Developmental and Physical Disabilities, 19, 81-89.

Kramer, M. E., Chiu, C.-Y. P., Walz, N. C., Holland, S. K., Yuan, W., Karunanayaka, P., & Wade, S. L. (2008). Long-term neural processing of attention following early childhood traumatic brain injury: fMRI and neurobehavioral outcomes. Journal of the International Neuropsychological Society, 14, 424-435.

Post Graduate Training & Education

1997-1999, Research Associate, Boston University, .

Courses Taught

15-PSYC-101 INTRO TO PSYCHOLOGY.

15-PSYC-305 COGNITION THRU ADOL.

15-PSYC-379 RES MTDS COG PSYCH.

15-PSYC-535 INTRO COGNITIVE PSY.

15-PSYC-518 PHYSIOL PSYCHOLOGY.

15-PSYC-519 REMEMBERING BRAIN .

15-PSYC-735 CORE PSYC: COG&LRN.

15-PSYC-928 SEM COG NEUROPSYCH.

15-PSYC-929 SEM COGN NEUROSCIEN.