SH Annabel CHEN
Division of Psychology,
School of Social Sciences
Acting Director, Centre for Research and Development in Learning (CRADLE)
Annabel CHEN is a clinical neuropsychologist (licensed in Clinical Psychology, USA; Singapore Registry of Psychologists) and has worked with both adult and child populations. She received her Doctorate in Clinical Rehabilitation Psychology from Purdue University at Indianapolis. After completing her clinical psychology internship at West Virginia University School of Medicine, she went on to pursue a post-doctoral clinical residency in adult clinical neuropsychology at the Medical College of Wisconsin. She subsequently worked as a post-doctoral research affiliate at the Lucas MRS/I Center at Stanford University School of Medicine, and was an assistant professor at the National Taiwan University in the Graduate Clinical Psychology programme. She joined NTU as an associate professor and served as the Associate Chair for Research for the School of Humanities and Social Sciences before becoming an Acting Director in CRADLE.
Annabel has a diverse research background, including animal drug studies, human neuropsychological research and cognitive rehabilitation. She has applied Positron Emission Tomography (PET) to study individuals with post-concussion sequelae from mild traumatic brain injury, and has been involved in functional Magnetic Resonance Imaging (fMRI) research examining language processing, executive functions, and affective memory in healthy and clinical populations (e.g. stroke, anxiety, schizophrenia, dementia), as well as, assessing neural systems used in motor timing/timing perception in patients with Parkinson's Disease. Her main research interests are to investigate underlying neural substrates involved in higher cognition in the cerebellum, as well as changes in cognitive processes in healthy aging and dementia through the application of neuroimaging techniques, such as fMRI, diffusion MRI and Transcranial Magnetic Stimulation (TMS). The goal of her research is to apply these paradigms to study and to develop neuroimaging markers in the cerebro-cerebellar circuitry for clinical groups, and to further understand the processes of neurodevelopmental (e.g. schizophrenia, dyslexia, autism) and neurodegenerative (e.g. dementia, healthy aging) conditions that would be informative to evidence-based interventions.
Research Interest in the Neuroscience of Learning and Education
• Neurophysiological changes in the aging brain for learning in
- Language, memory and executive control networks
- Neuromodulation to optimize and/or enhance brain functions through
• Cognitive training (including motor control training)
• Non-invasive Brain Stimulation (Transcranial Magnetic Stimulation (rTMS), Transcranial Direct
Current Stimulation (tDCS)
• Contribution of the cerebellum to higher cognitive functions in learning
- Working memory, emotion and motivation, and music in healthy and atypical groups (ASD, Dyslexia, ADHD)
- Developing interventions using cognitive training and brain-computer interface (BCI)