We are working to characterize the developmental trajectory of different forms of learning (e.g. implicit vs. explicit) and how they relate to developmental changes in the striatum, the hippocampus and their dopaminergic inputs. We are especially interested in brain development during adolescence and how it relates to both adaptive and maladaptive behaviors during this phase of development - both in the laboratory and in the classroom. Adolescence is characterized by changes to dopaminergic processes and to the function of the striatum. We are interested in learning more about how the balance between multiple brain systems is impacted by adolescence and what this reveals for understanding adaptive and maladaptive behaviors during this phase of development, both in the laboratory and in the classroom.