Theresa Cheng is a doctoral candidate in Developmental Psychology at the University of Oregon. She received her BA in Philosophy and BS in Biology at California State University, Los Angeles, and she also holds an EdM in Mind, Brain, and Education from the Harvard Graduate School of Education. She is primarily interested in understanding how adolescence may be a sensitive period of enhanced plasticity for social learning. This question has led her to examine puberty, stress, and different types of peer interactions in relation to the developing brain. A former middle and high school teacher, she is interested in the implications of developmental science in clinical and educational contexts. Outside of the lab, she enjoys the gorgeous greenery of Oregon and dabbles in cooking, language learning, and dance.