Dr. Christy Wolfe

Dr. Christy Wolfe is an Assistant Professor in the Department of Psychology. She received her BS in psychology from the University of Virginia’s College at Wise, where she was involved in undergraduate research and was the President of Psi Chi. She received her MA in experimental psychology from East Tennessee State University (ETSU); while a graduate student there, she worked in the Office of Student Affairs administering many college student opinion and experiences surveys and after graduation worked in the medical school assisting MD’s with their research. Dr. Wolfe received her PhD in psychological sciences with an emphasis on developmental processes from Virginia Tech in 2005. She has taught at the College of Charleston in South Carolina and most recently at the University of Louisville (UofL) where she was the faculty advisor of Psi Chi.

Dr. Wolfe’s research interests focus on the development of working memory from infancy to early childhood and how this relates to temperament, patterns of brain electrical activity, and measures of heart rate. Her most recent investigation includes an exploration of the developmental relation between working memory and shyness. You can read some of her research in journals such as Brain and Cognition, Developmental Neuropsychology, Cognitive Development, and Developmental Psychobiology.

Dr. Wolfe has taught Introduction to Psychology, Foundations of Psychology, Developmental Psychology, Cognitive Psychology, Research Methods, and Theories of Personality. When she isn’t teaching, she responds to emails, rearranges furniture, vacuums, goes to the movies, does yoga, and watches American Idol, The Office, The Dog Whisperer, and college sports (and she enjoys most of these things).


  • Hannesdóttir, D. K., Doxie, J., Bell, M. A., Ollendick, T. H., & Wolfe, C. D. (2010). Emotion regulation and anxiety during middle childhood:  Associations with frontal EEG asymmetry in infancy and early childhood. Developmental Psychobiology, 52, 197-204. (pdf)
  • Bell, M. A., Greene, D. R., & Wolfe, C. D. (2010). Psychobiological Mechanisms of Cognition-Emotion Integration in Early Development. In S. Calkins & M.A. Bell (eds.), The Integration of Cognition and Emotion in Early Development. Washington, DC:  American Psychological Association.
  • Bell, M.A., & Wolfe, C.D. (2008). Electroencephalographic (EEG) measures in cognitive developmental research. In L.A. Schmidt & S.J. Sigalowitz (eds.), Developmental Psychophysiology. New York: Cambridge University Press.
  • Wolfe, C.D., & Bell, M. A. (2007a). Sources of variability in working memory in early childhood: A consideration of age, temperament, language, and brain electrical activity. Cognitive Development, 22, 431-455. (pdf)
  • Wolfe, C.D., & Bell, M. A. (2007b). The integration of cognition and emotion during infancy and early childhood: Regulatory processes associated with the development of working memory. Brain and Cognition, 65, 3-13.(pdf)
  • Bell, M. A., & Wolfe, C.D. (2007c). Brain reorganization from infancy to early childhood: Evidence from EEG power and coherence during working memory tasks. Developmental Neuropsychology, 31, 21-38.(pdf)
  • Bell, M.A., & Wolfe, C.D. (2007d). The cognitive neuroscience of early socioemotional development. In C.A. Brownell & C.B. Kopp (Eds.), Socioemotional Development in the Toddler Years. New York: Guilford.
  • Bell, M.A., Wolfe, C.D., & Adkins, D.R. (2007e). Frontal lobe development during infancy and childhood: Contributions of brain electrical activity, temperament, and language to individual differences in working memory and inhibitory control. In D. Coch, G. Dawson, & K.W. Fischer (Eds.), Human behavior and the developing brain (2nd ed.): Typical development (pp. 247-276). New York: Guilford. (pdf)
  • Bell, M. A., & Wolfe, C.D. (2004a). Emotion and cognition: An intricately bound developmental process. Child Development, 75, 366-370. (pdf)
  • Wolfe, C.D., & Bell, M. A. (2004b). Working memory and inhibitory control in early childhood: Contributions from electrophysiology, temperament, and language. Developmental Psychobiology, 44, 68-83.(pdf)