I am a developmental cognitive neuroscientist studying neural mechanisms that explain how childhood trauma impacts emotion functioning in adolescence and contributes to the development of psychopathology.
I’m particularly interested in how exposure to violence may impact the functioning of brain networks involved in the percpetion of bodily states and the representation and conceptualization of emotions.
My research interests and pedagogical philosophy are informed by my education and training in Neuroscience and Developmental Psychology and my experiences as a middle school science teacher in a high poverty setting.
Weissman, D. G. (2021). Stimulus and response: Advancing theoretical rigor in early adversity research. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging. 6, 673-675. https://doi.org/10.1016/j.bpsc.2021.03.012 pdf
Weissman, D. G., Rodman, A. M., Rosen, M. L., Kasparek, S. W., Mayes, M., Sheridan, M., Lengua, L., Meltzoff, A. N., & McLaughlin, K. A. (2021). Contributions of emotion regulation and brain structure and function to adolescent internalizing problems and stress vulnerability during the COVID-19 pandemic: A longitudinal study. Biological Psychiatry: Global Open Science. https://doi.org/10.1016/j.bpsgos.2021.06.001 pdf
Cuartas, J., Weissman, D. G., Sheridan, M. A., Lengua, L., McLaughlin, K. A., (2021). Corporal punishment and elevated neural response to threat in children. Child Development. https://doi.org/10.1111/cdev.13565 pdf
Weissman, D. G., Mendes, W. B. (2021). Correlation of sympathetic and parasympathetic nervous system activity during rest and acute stress tasks. International Journal of Psychophysiology. https://doi.org/10.1016/j.ijpsycho.2021.01.015 pdf
Weissman, D. G., Nook, E. C., Dews, A. A., Miller, A. B, Lambert, H. K., Sasse, S. F., Somerville, L. H., McLaughlin, K. A. (2020). Low emotional awareness as a transdiagnostic mechanism underlying psychopathology in adolescence. Clinical Psychological Science. https://doi.org/10.1177/2167702620923649 pdf
As a secondary science and substitute teacher, a university teaching assistant and guest lecturer, and a college Psychology instructor at San Quentin prison, I have taught a full breadth of possible academic disciplines to students from age 7 to 70, who have been diverse in every conceivable way. This experience gives me the perspective, knowledge, and confidence to apply a diverse, multimodal, inclusive, practical, and interactive pedagogy at the university level.
As a white, cisgendered, heterosexual male, I recognize that my identity and outward presentation have garnered me unearned and unfair privileges in academia and in the world at large. As a scientist, teacher, member of a university community, and citizen, I am committed to: