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Freedberg, Michael
Yes

Mike Freedberg

Assistant Professor
Kinesiology and Health Education


michael.freedberg@austin.utexas.edu

Phone: 718-290-6729

Office Location
BEL 542

Postal Address
2109 SAN JACINTO BLVD
AUSTIN, TX 78712

Michael received his undergraduate degree in Psychology from Plattsburgh State University in New York in 2010 and received his PhD in Neuroscience from the University of Iowa in 2016. His dissertation topic is titled: Examining the effects of reward and punishment on incidental learning. Michael's research at the University of Iowa involved studying learning and memory in healthy younger and older adults and patients with Parkinson's disease. 

After receiving his doctorate, he completed a postdoctoral fellowship at the National Institute for Neurological Disorders and Stroke (NINDS) at the National Institutes of Health (NIH) in Bethesda, Maryland. Michael's work at NINDS involved the combined use of repetitive transcranial magnetic stimulation (rTMS) and fMRI to improve connectivity in targeted networks that support memory and understand interactions between memory networks.

Michael will be joining the department of Kinesiology and Health Eduction in January of 2021 as an Assistant Professor. He will continue to use rTMS and fMRI to understand the organization of the brain's memory networks, with an emphasis on developing targeted treatments to reduce memory loss in populations suffering from memory loss, such as patients with Alzheimer's disease, Traumatic Brain Injury, and older adults.

Dr. Freedberg uses repetitive transcranial magnetic stimulation and fMRI to identify mechanisms that support learning and memory in order to develop targeted therapies for patients suffering from memory loss.

Roembke, T., Freedberg, M., Hazeltine, E. & McMurray, B. (2020). Simultaneous training on overlapping grapheme phoneme correspondences augments learning and retention. Journal of Experimental Child Psychology, 191(March), 104731. doi:https://doi.org/10.1016/j.jecp.2019.104731.

Freedberg, M., Reeves, J., Hussain, S., Zaghloul, K. & Wassermann, E. (2020). Identifying site-and stimulation-specific TMS-evoked EEG potentials using a quantitative cosine similarity metric. Plos one, 15(1), e0216185. doi:https://doi.org/10.1371/journal.pone.0216185.

Freedberg, M., Toader, A., Wassermann, E. & Voss, J. (2019). Competitive and cooperative interactions between medial temporal and striatal learning systems. Neuropsychologia, 136(January), 107257. doi:https://doi.org/10.1016/j.neuropsychologia.2019.107257.

Freedberg, M., Reeves, J., Toader, A., Hermiller, M., Kim, E., Haubenberger, D., Cheung, Y., Voss, J. & Wassermann, E. (2019). Optimizing Hippocampal-Cortical Network Modulation via Repetitive Transcranial Magnetic Stimulation: A Dose?Finding Study Using the Continual Reassessment Method. Neuromodulation: Technology at the Neural Interface(October). doi:https://doi.org/10.1111/ner.13052.

Freedberg, M., Reeves, J., Toader, A., Hermiller, M., Voss, J. & Wassermann, E. (2019). Persistent enhancement of hippocampal network connectivity by parietal rTMS is reproducible. Eneuro, 6(5), ENEURO.0129–19.2019 . https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6795558/. doi:doi: 10.1523/ENEURO.0129-19.2019.

Schintu, S., Freedberg, M., Alam, Z., Shomstein, S. & Wassermann, E. (2018). Left-shifting prism adaptation boosts reward-based learning. Cortex, 109(December), 279–286. doi:https://doi.org/10.1016/j.cortex.2018.09.021.

Voss, M., Clark, R., Freedberg, M., Weng, T. & Hazeltine, E. (2018). Striking a chord with healthy aging: memory system cooperation is related to preserved configural response learning in older adults. Neurobiology of Aging, 63(March), 44–53. doi:https://doi.org/10.1016/j.neurobiolaging.2017.11.001.

Clark, R., Hazeltine, E., Freedberg, M. & Voss, M. (2018). Age differences in episodic associative learning. Psychology and aging, 33(1), 144–157. doi:https://doi.org/10.1037/pag0000234.

Freedberg, M., Schacherer, J., Chen, K., Uc, E., Narayanan, N. & Hazeltine, E. (2017). Seperating the effect of reward from correctdive feedback during learning in patients with Parkinson's disease. Cognitive, Behavioral, & Affective Neuroscience, 17, 678–695. doi:https://doi.org/10.3758/s13415-017-0505-0.

Freedberg, M., Glass, B., Filoteo, J., Hazeltine, E. & Maddox, W. (2017). Comparing the effects of positive and negative feedback in information-integration category learning. Memory & Cognition, 45, 12–25. doi:https://doi.org/10.3758/s13421-016-0638-3.

Freedberg, M., Schacherer, J. & Hazeltine, E. (2016). Incidental learning of rewarded associations bolsters learning on an associative task.. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(5), 786–803. doi:https://doi.org/10.1037/xlm0000201.

Clark, R., Freedberg, M., Hazeltine, E. & Voss, M. (2015). Are There Age-Related Differences in the Ability to Learn Configural Responses?. Plos one, 10(8), e0137260. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0137260. doi:https://doi.org/10.1371/journal.pone.0137260.

Freedberg, M., Wagschal, T. & Hazeltine, E. (2014). Incidental learning and task boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(6), 1680–1700. doi:https://doi.org/10.1037/xlm0000010.

Institute for Neuroscience