A. Nayena Blankson, Ph.D.
Assistant Professor of Psychology
Ph.D., Quantitative Psychology, University of Southern California
B.A., Major: Psychology, Minor: Mathematical Sciences
Loyola University Maryland, summa cum laude
Spelman College, 2009
Department of Psychology
350 Spelman Lane, SW, Box 259
Atlanta, GA 30314
Faculty Wordpress Site
Dr. Blankson is currently an assistant professor of psychology at Spelman College. She received her Ph.D. in quantitative psychology from the University of Southern California, where she was mentored by the late Dr. John L. Horn, as well as Dr. Rand Wilcox. After her Ph.D., Dr. Blankson was a Post-doctoral Fellow at The University of North Carolina at Greensboro, where she was mentored by Dr. Marion O’Brien.
Dr. Blankson’s research interests straddle both quantitative and developmental psychology. Her developmental research interests include the organization and development of cognitive abilities as it relates to personality, parenting, schooling, and early academic achievement.Her quantitative interests include psychometrics, multivariate methods, moderated mediation, the design of psychological research, and structural equation modeling.
- Developmental Psychology
- Child Development
- Honors Thesis Seminar
- Vulcan Materials Company Teaching Excellence Award (2012)
- Spelman College Provost Faculty Development Grant (2010, 2011, 2012)
- National Institute on Aging Method to Extend Research in Time (MERIT) Awards Diversity Supplement Mentee (2008)
- National Institute of Child Health and Human Development Ruth L. Kirschstein National Research Service Award (2003-2007)
Blankson, A. N., O’Brien, M., Leerkes, E. M, Marcovitch, S., Calkins, S. D., & Weaver, J. M. Developmental dynamics of emotion and cognition processes in preschoolers. (in press). Child Development.
Nelson, J. A., O’Brien, M., Calkins, S. D., Leerkes, E. M., Marcovitch, S., & Blankson, A. N. (2012). Maternal expressive style and children’s emotional development. Infant and Child Development, 21, 267-286.
Blankson, A. N., O’Brien, M., Leerkes, E. M., Marcovitch, S., & Calkins, S. D. (2012). Differentiating processes of control and understanding in the early development of emotion and cognition. Social Development, 21, 1-20. DOI: 10.1111/j.1467-9507.2011.00593.x
Blankson, A. N., O’Brien, M., Leerkes, E. M, Marcovitch, S., & Calkins, S. D. (2011). Shyness and vocabulary: The roles of executive functioning and home environmental stimulation. Merrill-Palmer Quarterly, 57, 105-128.
Horn, J. L., & Blankson, A. N. (2012). Foundations for better understanding of cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd ed., Chapter 3). New York: The Guilford Press.
Leerkes, E. M., Blankson, A. N., O’Brien, M., Calkins, S. D., & Marcovitch, S. (2011). The relation of maternal emotional and cognitive support to pre-academic skills in preschoolers. Infant and Child Development, 20, 353-370. DOI: 10.1002/icd.728
Marcovitch, S., Leigh, J., Calkins, S. D., O’Brien, M., Leerkes, E. M., & Blankson, A. N. (2010). Moderate vagal withdrawal in 3.5-year-old children is associated with optimal performance on executive function tasks. Developmental Psychobiology, 52, 603-608.
Parade, S. H., Leerkes, E. M., & Blankson, A. N. (2010). Attachment to parents, social anxiety, and close relationships of female students over the transition to college. Journal of Youth and Adolescence, 39, 127-137. DOI:10.10007/s10964-009-9396-x.
Leerkes, E. M., Blankson, A. N., & O’Brien, M. (2009). Differential effects of maternal sensitivity to infant distress and nondistress on social-emotional functioning. Child Development, 80, 762-775.
Nelson, J. A., O’Brien, M., Blankson, A. N., Calkins, S. D., & Keane, S. P. (2009). Family stress and parental responses to children’s negative emotions: Tests of the spillover, crossover, and compensatory hypotheses. Journal of Family Psychology, 23, 671-679. PMID: 19803603.
Horn, J. L., & Blankson, N. (2005). Foundations for better understanding of cognitive abilities. In D.P. Flanagan & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., chapter 3, pp. 41-68). New York: The Guilford Press.