Anahid Modrek

Anahid S. Modrek is an assistant professor at California State University at San Bernardino, Department of Psychology. Anahid Modrek's research spans developmental psychology, cognitive science, and education where her research has been supported by private, federal and international granting institutions.
Modrek was awarded the Deeper Learning Fellowship with the American Institutes for Research and American Educational Research Association, funded by the Hewlett Foundation.
Anahid Modrek serves as an Editorial Fellow for American Psychological Association's journal, Developmental Psychology and currently serves as an Editorial Board member for journals Learning & Instruction and Learning and Individual Differences.
Modrek's doctoral studies were funded by the Luys Foundation for five consecutive years. Modrek's study with children in Ghana was supported by the UBS Optimus Foundation, The Strategic Impact Evaluation Fund (SIEF) and the United Kingdom Government’s Global Challenges Research Fund, among others.
Early life and education
Modrek is granddaughter of musician and microminiature sculptor Hagop Sandaldjian.
Modrek grew up figure skating competitively. She completed her Bachelors degree at the University of California, Berkeley, and worked as a research assistant for the Greater Good Science Center.
Modrek earned a M.S. in Applied Statistics and a PhD in Developmental Psychology from Columbia University, training with Deanna Kuhn. She was a National Science Foundation postdoctoral fellow, with Dr. William A. Sandoval at University of California, Los Angeles. Modrek subsequently completed postdoctoral fellowships at both University of California, Los Angeles and University of California, San Diego.
Career
Prior to her current position, Modrek started tenure track in the Psychology Department at Thomas Jefferson University,
Research
Modrek's research spans developmental psychology, cognitive science, and education by examining the interplay between self-regulation and executive functioning, socio-cultural factors, and inductive reasoning in relation to real-world outcomes. This spans early childhood to adolescence, employing both laboratory and field-based methodologies.
Select Publications:
* Modrek, A. S., & Drew, S. (2025) Integrating imagination with evidence when writing. Creativity Research Journal.
* Modrek, A. S., & Lombrozo, T. (2024) Allow me to explain: Benefits of explaining extend to distal academic performance. Cognitive Science.
* Modrek, A. S., & Wolf, S. (2024) Is the development of diversification in executive functioning universal? Longitudinal evidence from Ghana. Social Development.
* Modrek, A. S. et al (2021) Do adolescents want more autonomy? Testing gender differences in autonomy across STEM. Journal of Adolescence, 92, 237-246.
* Modrek, A. & Ramirez, G. (2021) Cognitive regulation outdoes behavior regulation in predicting state standardized test scores over time. Metacognition & Learning, 16, 113-134.
* Modrek, A. S. (2021) Accounting for cognitive costs: Can scientists be creative? Philosophical Psychology, 34(5), 756-759.
* Modrek, A. S., & Sandoval, W. A. (2020) Can autonomy play a role in causal reasoning? Cognitive Development, 54(C), 1-9.
* Modrek, A. S. et al (2019) Cognitive regulation, not behavior regulation, predicts learning. Learning and Instruction, 60(C), 237 - 244.
* Modrek, A. S., & Kuhn, D. (2017). A cognitive cost of the need to achieve? Cognitive Development, 44, 12-20.

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