Nathan RoseAssistant Professor of Psychology
- E344 Corbett Family Hall
Notre Dame, IN 46556
Research and teaching interests
Research Interests: cognitive neuroscience of working memory, prospective memory and aging Teaching Interests: cognitive psychology, cognitive neuroscience, neuroscience research methods for humans.
Professor Rose's lab conducts research on the cognitive neuroscience of memory and aging. We study the neurocognitive processes that support working memory, long-term memory, and prospective memory in young adults and healthy older adults. The research uses behavioral assessments, noninvasive neuroimaging (EEG/ERP, fMRI), and noninvasive brain stimulation (TMS) to test and inform theories of memory and aging. In addition to studying basic memory processes, the research also assesses how cognitive theories can be applied to understanding memory performance in the real world and how cognitive training techniques can be utilized to improve memory performance.
Ph.D. Washington University in St. Louis
B.S. Aquinas College
Approach to MentoringThe Rose Lab is deeply committed to promoting a diverse, equitable, and inclusive environment within the lab, as well as through lab member interactions outside the lab. We oppose racism and hate. We do so through acceptance, ally ship, learning and listening. We seek to recruit diverse people with diverse perspectives. The diversity that each person brings to our science strengthens our discussions and research. Diverse thinking is expected, valued, and appreciated as a benefit to our efforts. Professor Rose expects his trainees to: ... take the primary responsibility for the successful completion of their degree. ... meet regularly with him and provide him with updates on the progress and results of their activities and experiments. ... work with him to develop a thesis/dissertation project and select a committee. ... initiate requests for feedback and seek advice from him and other mentors. ... be knowledgeable of the policies and requirements of the Program, Department, and University. ... attend and participate in lab meetings, seminars, and journal clubs. ... keep up with original literature in their field. ... be a good lab citizen, maintaining a safe and clean space and working collegially with everyone. ... maintain detailed, organized, and accurate research records (e.g., lab notebook). ... discuss policies on work hours, sick leave, and vacation as early as possible. ... discuss policies on authorship and attendance at professional meetings as early as possible. Trainees can expect Professor Rose to: ... be committed to their education and training as a future member of the scientific community. ... be committed to helping plan and direct their research project, allowing them to take ownership of their research while setting reasonable goals and establishing a timeline for completion. ... provide and seek regular and honest feedback on an ongoing basis. ... be committed to improving as a mentor. ... be open and encouraging with regards to discussing concerns, and helpful with finding acceptable solutions to problems as they arise. ... be knowledgeable of, and guide them through, their Program’s requirements/deadlines. ... advise and assist with your thesis committee selection. ... lead by example and facilitate their training in complementary skills needed to be a successful scientist, such as communication, writing, management, and ethical behavior. ... discuss authorship policies, acknowledge their scientific contributions to his lab, and work with them to publish their work in a timely manner prior to their graduation.
Rose, N.S. (2020). "The dynamic processing model of working memory." Current Directions in Psychological Science, 29(4), 378–387.
Rose, N. S., LaRocque, J. J., Riggall, A. C., Gosseries, O., Starrett, M. J., Meyering, E. E., & Postle, B. R. (2016). "Reactivation of latent working memories with transcranial magnetic stimulation." Science, 354(6316), 1136-1139.
Rose, N. S., Craik, F. I. M. & Buchsbaum, B. (2015). "Levels of processing in working memory: Differential involvement of frontotemporal networks." Journal of Cognitive Neuroscience, 7, 3, 522–532, doi:10.1162/jocn_a_00738
Rose, N.S., Thomson, H., & Kliegel, M. (2019) "No effect of transcranial direct-current stimulation to dorsolateral prefrontal cortex on prospective memory in healthy young and older adults." Journal of Cognitive Enhancement
Rose, NS, Craik, FIM, Hering, A, Rendell, PG, Bidelman, GM, & Kliegel, M (2015). "Cognitive and Neural Plasticity in Older Adults' Prospective Memory Following Training on the Virtual Week Computer Game." Frontiers in Human Neuroscience, 9.