Academic Profile : Faculty
Dr Nastassja L. Fischer
Education Research Scientist, Centre for Research in Pedagogy & Practice
Research Scientist, National Institute of Education - Office for Research
Controlled Keywords
User Keywords (optional)
Dr Nastassja L. Fischer is a cognitive neuroscientist and early career researcher in the Centre for Research in Pedagogy and Practice (CRPP) and at the Science of Learning in Education Centre (SoLEC) at the National Institute of Education (NIE) in the Nanyang Technological University (NTU) in Singapore. She has a BSc. in Biomedical Sciences, and a MSc. and Ph.D. in Cognitive Neuroscience at the Federal University of Rio de Janeiro.
Dr. Fischer worked as Research Fellow at the Cambridge‑NTU Centre for Lifelong Learning and Individualised Cognition (CLIC) at NTU mainly investigating how cognitive flexibility would influence adolescents' creative and inventive thinking abilities. She has past experience as Post‑Doctoral Fellow at the National University of Singapore working on a project about the neural correlates of Singaporean preschoolers' (i.e., 4 to 6 years-old) socioemotional abilities, such as fairness evaluation and empathy. Finally, she has seven‑years of teaching experience as Human Physiology lecturer at the Souza Marques Medical School in Rio de Janeiro (Brazil).
She also contributes to Open Science initiatives such as the EEGManyPipelines and the ARTEM‑IS for ERP projects. In addition, she is experienced in psychophysiology methods (e.g., electroencephalography - EEG, cardiovascular, hormonal measurements), cognitive tasks, self-report assessments, and classroom-based research. She is skilled in programming languages such as MATLAB and R, and univariate and multivariate statistical analysis. She worked and published in research topics, such as 1) vulnerability and resilience factors in response to psychological stress, 2) decision making and internet behavior, 3) moral and pro‑social behaviours in young children, and 4) cognitive testing applied to education research.
Dr. Fischer current research interests aim to explore: 1) the individual factors (e.g., cognitive, neural, and/or psychological) contributing to students' creativity, curiosity and motivation to learn; 2) the cognitive and neural underpinnings of math reasoning and how these may impact learning; and 3) the classroom and individual factors influencing teachers flexible thinking, well-being, and teaching practices.
Dr. Fischer worked as Research Fellow at the Cambridge‑NTU Centre for Lifelong Learning and Individualised Cognition (CLIC) at NTU mainly investigating how cognitive flexibility would influence adolescents' creative and inventive thinking abilities. She has past experience as Post‑Doctoral Fellow at the National University of Singapore working on a project about the neural correlates of Singaporean preschoolers' (i.e., 4 to 6 years-old) socioemotional abilities, such as fairness evaluation and empathy. Finally, she has seven‑years of teaching experience as Human Physiology lecturer at the Souza Marques Medical School in Rio de Janeiro (Brazil).
She also contributes to Open Science initiatives such as the EEGManyPipelines and the ARTEM‑IS for ERP projects. In addition, she is experienced in psychophysiology methods (e.g., electroencephalography - EEG, cardiovascular, hormonal measurements), cognitive tasks, self-report assessments, and classroom-based research. She is skilled in programming languages such as MATLAB and R, and univariate and multivariate statistical analysis. She worked and published in research topics, such as 1) vulnerability and resilience factors in response to psychological stress, 2) decision making and internet behavior, 3) moral and pro‑social behaviours in young children, and 4) cognitive testing applied to education research.
Dr. Fischer current research interests aim to explore: 1) the individual factors (e.g., cognitive, neural, and/or psychological) contributing to students' creativity, curiosity and motivation to learn; 2) the cognitive and neural underpinnings of math reasoning and how these may impact learning; and 3) the classroom and individual factors influencing teachers flexible thinking, well-being, and teaching practices.