Natalie Saragosa-Harris is a fourth year Cognitive Science major interested in social cognitive development. Her research specifically looks at social working memory and its plasticity throughout childhood and adolescence. Social working memory is the mechanism that supports the maintenance of multiple pieces of social information (“social load”) in mind (Meyer & Lieberman, 2012; Meyer et al., 2012). Previous research has indicated that social cognitive abilities (such as perspective-taking or understanding others’ goals and intentions) can be improved by practicing tasks that recruit social working memory (Meyer & Lieberman, 2016). Training has previously involved keeping various amounts of social information in mind and mentally manipulating these distinct amounts of information load (e.g., mentally ranking four, five, or six people in terms of a given characteristic, such as kindness). The benefits of a previous training also transferred to other measures of social cognitive abilities, including performance on a perspective-taking task. However, the majority of behavioral and fMRI research regarding social working memory has been collected on adults between the ages of 18 and 25. The goal of Natalie’s study is to determine whether this type of training can also benefit adolescents, who are still developing the neural regions involved in social cognition.