Education and Training
Postdoctoral Training in developmental neuroscience, Massachusetts Institute of Technology, Cambridge, MA
Ph.D., Cognitive Neuroscience, University of California, Irvine, Irvine, CA
M.A., Cognitive Neuroscience, Johns Hopkins University, Baltimore, MD
B.S., Biological Sciences, Montana State University, Bozeman, MT
Dr. Mattfeld is the Director of the Memory and Development (MaD) Lab, where research is focused on understanding the neurobiological mechanisms that support learning and memory, and how these mechanisms change as a result of development and neurodevelopmental disorders. Memory is the product of a richly interacting network of brain regions. The extent to which these networks operate in concert, and the nature of their interactions, are not well understood. The MaD Lab uses multimodal imaging methodologies, as well as computational models of associative learning, to investigate both the distinct mechanisms and the interactions of different learning and memory systems. The guiding questions of the lab include: (1) What are the neural mechanisms and subsequent interactions between different learning and memory systems? (2) How do those neural mechanisms and interactions change as a function of development and neurodevelopmental diseases such as ADHD? and (3) How can our knowledge about the neurobiology of learning and memory help us develop more efficient teaching practices, as well as better diagnoses and treatments of developmental disorders?
1. Mattfeld, A.T. & Stark, C.E.L. (2010). Striatal and medial temporal lobe functional interactions during visuomotor associative learning. Cerebral Cortex, 21, 647-658.
2. Yassa M.A., Mattfeld, A.T., Stark S.M., & Stark C.E.L. (2011). Age-related memory deficits to circuit-specific disruptions in the hippocampus. Proceedings of the National Academy of Sciences USA, 108(21), 8873-8878.
3. Mattfeld, A.T., Gluck, M.A., Stark, C.E.L. (2011). Functional specialization within the striatum along both the dorsal/ventral and anterior/posterior axes during associative learning via reward and punishment. Learning and Memory, 18, 703-711.
4. Hargreaves, E.L., Mattfeld, A.T., Stark, C.E.L., Suzuki, W. (2012). Conserved fMRI and LFP signals during new associative learning in the human and macaque monkey medial temporal lobe. Neuron. 74, 743-752.
5. LePort, A.K.R., Mattfeld, A.T., Anson, H., Fallon, J.H., Stark, C.E.L., Kruggel, F.R., Cahill, L., McGaugh, J.L. (2012). A behavioral and neuroanatomical investigation of highly superior autobiographical memory (HSAM). Neurobiology of Learning and Memory, 98, 78-92.
6. Mattfeld, A.T., Gabrieli, J.D.E., Biederman, J., Spencer, T., Brown, A., Kotte, A., Kagan, E., & Whitfield-Gabrieli, S. (2014). Resting-state functional connectivity in a longitudinal study of ADHD children grown-up reflects persistent diagnostic status. Brain. doi: 10.1093/brain/awu137
7. Allen, T.A., Morris, A.M., Mattfeld, A.T., Stark, C.E.L., Fortin, N.J. (2014). Memory for sequences of events shows parallels in humans and rats. Hippocampus. doi: 10.1022/hipo.22301