Tyler Spears

Sederberg Lab / Cognitive Psychology Program

Christopher (Lee) Williams

Tim Wilson Lab / Social Psychology Program

Margaux Wienk

Social Psychology Program

Alexis Stanton

Avery Lab / Community Psycholgy Program

Alexandra Silverman

Teachman Lab / Clinical Psychology Program

Ariana Rivens

Hurd Lab / Clinical Psychology Program

Andrew Lampi

Jaswal Lab / Developmental Psychology Program

Yanbin (Barbara) Li

Patterson Lab / Community Psychology Program

Kyshia Henderson

Trawalter Lab / Social Psychology Program

Jessica Gettleman

Dodson Lab / Cognitive Psychology Program

Adam Fenton

Sederberg Lab / Cognitive Psychology Program

Christof Fehrman

Quantitative Psychology Program

Meghan Costello

Allen Lab / Clinical Psychology Program

Johanna Chajes

Grossmann/Vaish Labs / Developmental Psychology Program

Abha Basargekar

Lillard Lab / Developmental Psychology Program

Thomas Martin

Arts and Sciences Computing Services

Kimbo Smith

Psychology Undergraduate Major Coordinator

Emily Weichart

Sederberg Lab / Cognitive Psychology Program

Ryan Kirkpatrick

Sederberg Lab / Cognitive Psychology Program

Nicole Long

Assistant Professor

Office Address

Incoming Faculty, January 2019


Research in my lab is aimed at understanding how we use both top-down and bottom-up processes to encode and retrieve memories. We use a combination of recording techniques including scalp electroencephalography and functional magnetic resonance imaging to characterize the neural mechanisms that give rise to successful memory. Our current work is focused on investigating the spatiotemporal dynamics of the global brain states and organizational strategies that underlie the ability to successfully encode and retrieve memories.

Dr. Long will be accepting graduate students for the Fall 2019 academic year!

For more information about the Long Term Memory Lab click here. 



Selected Publications:

Long, N. M. And Kuhl, B. A. (2018). Bottom-up and town-down factors differentially influence stimulus representations across large-scale attentional networks. Journal of Neuroscience, 38 (10), 2495-2504

Long, N. M., Sperling, M. R., Worrell, G. A., Davis, K. A., Lucas, T. H., Lega, B. C., Jobst, B. C., Sheth, S. A., Zaghloul, K., Stein, J. M., Das, S. R., Gorniak, R. and Kahana, M. J. (2017) Contextually mediated spontaneous retrieval is specific to the hippocampus. Current Biology. 27, 1-6

Long, N. M. and Kahana, M. J. (2017) Modulation of task demands suggests that semantic processing interferes with the formation of episodic associations. Journal of Experimental Psychology: Learning, Memory & Cognition. 43, 167-176

Long, N. M. and Kahana, M. J. (2015) Successful memory formation is driven by contextual encoding in the core memory network. NeuroImage 119, 332-337, doi:10.1016/j.neuroimage.2015.06.073

Tara Valladares

Smith Lab Quantitative Area

Shannon Savell

Wilson Lab Clinical Area

James Freeman

Retired Faculty

Brandon Jacques

Sederberg Lab / Cognitive Psychology Program

Quinn Hirschi

Social Area- Wilson lab

Andrew Graves

Morris Lab / Cognitive Psychology Program

Jesse Grabman

Cognitive Area- Dodson Lab

Remy Furrer

Tim Wilson Lab / Social Psychology Program

Jeremy Eberle

Clinical Psychology Program

Alida Davis

Allen Lab / Clinical Psychology Program

Joshua Danoff

Connelly Lab / Systems and Behavioral Neuroscience Program

Katie Daniel

Teachman Lab / Clinical Psychology Program

Ian Becker

Lillard Lab / Developmental Psychology Program

Maura Austin

Converse Lab / Social Psychology Program

Margot Bjoring

Meliza Lab / Systems and Behavioral Neuroscience Program

Per Sederberg

Associate Professor of Psychology


Dr. Sederberg will be joining the Psychology Department in the Fall of 2017. His research broadly investigates the successes and failures of human memory with the overarching goal of developing a comprehensive theory of memory formation and retrieval that links behavior to underlying neural mechanisms. His work combines a number of approaches to uncover the neural correlates and develop computational models of the complex dynamics of human memory processes, including multivariate analysis of neural data collected via fMRI and EEG, large-scale behavioral experiments, and computational modeling to guide and interpret his experimental findings.

Selected Publications

Sederberg P.B., Miller J.F., Howard M.W., and Kahana M.J. (in press) The temporal contiguity effect predicts episodic memory performance. Memory & Cognition.

Hanke M., Halchenko Y.O., Sederberg P.B., Olivetti E., Frund I., Rieger J.W., Herrmann C.S., Hanson S.J., Haxby J.V., and Pollmann S. (2009) PyMVPA: A Unifying Approach to the Analysis of Neuroscientific Data. Fontiers in Neuroinformatics.

Sederberg P.B., Howard M.W., and Kahana M.J. (2008) A context-based theory of recency and contiguity in free recall. Psychological Review, 115, 893-912.

Sederberg P.B., Schulze-Bonhage A., Madsen J.R., Bromfield E.B., Litt B., Brandt A., and Kahana M.J. (2007) Gamma oscillations distinguish true from false memories. Psychological Science, 18, 927-932.

Sederberg P.B., Schulze-Bonhage A., Madsen J.R., Bromfield E.B., McCarthy D.C., Brandt A., Tully M.S., and Kahana M.J. (2007) Hippocampal and neocortical gamma oscillations predict memory formation in humans. Cerebral Cortex, 17, 1190-1196.

Sederberg P.B., Gauthier L.V., Terushkin V., Miller J.F., Barnathan J.A., and Kahana M.J. (2006) Oscillatory Correlates of the Primacy Effect in Episodic Memory. NeuroImage, 32, 1422-1431.

Sederberg P.B., Kahana M.J., Howard M.W., Donner E.J., and Madsen J.R. (2003) Theta and gamma oscillations during encoding predict subsequent recall. Journal of Neuroscience, 23, 10809-10814.


Hudson Golino

Assistant Professor of Psychology


Hudson Golino’s research focuses on quantitative methods, psychometrics and machine learning applied in the fields of psychology, health and education. He is particularly interested in new ways to assess the number of dimensions (i.e. latent variables) underlying multivariate data. Golino is also interested in identifying stage-like cognitive development, and in the development and validation of assessment instruments (e.g. tests and questionnaires).

Hudson Golino is the leading author of the first book written in Portuguese about the Rasch models (published by Pearson in Brazil in 2015). In 2012 he was awarded with the International Test Commission Young Scholar Scholarship and in 2015 he received the Sanofi Innovation in Medical Services award for developing a system to improve the prediction accuracy of outcomes in intensive care units using machine learning models.

Golino completed his Ph.D. in March 2015 at the Universidade Federal de Minas Gerais (Brazil), where he studied applications of machine learning in Psychology, Education and Health. 

Golino also holds an M.Sci. in Developmental Psychology (2012), an B.Sci. in Psychology (2011), all from Universidade Federal de Minas Gerais. At UVA, he will teach undergraduate and graduate courses on quantitative methods at the Department of Psychology. He expects to offer courses on applied machine learning for Psychologists and on the construction and validation of assessment instruments.

In the last couple of years, Golino has proposed a new approach, termed Exploratory Graph Analysis, that presents several advantages compared to traditional techniques used to verify the number of latent variables. At UVA, Golino will continue his Exploratory Graph Analysis project, and extend it to deal with intensive longitudinal data, which may contribute, for example, to the understanding of (1) human development, (2) the dynamics of symptoms in psychopathology, and (3) the performance of students in educational tests over time.



1)         Exploratory graph analysis: a new approach for estimating the number of dimensions in psychological research

2)         Estimating the dimensionality of intelligence like data using Exploratory Graph Analysis
3)        Developmental Differentiation and Binding of Mental Processes with g through the Life-Span
4)         Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ): An inventory to measure higher order epistemological development

5)         Random forest as an imputation method for education and psychology research: its impact on item fit and difficulty of the Rasch model

6)      c-Fos expression predicts long-term social memory retrieval in mice

7)      Stage of pricing strategy predicts earnings: A study of informal economics.

8)      The validity of the Cattel-Horn-Carroll model on the intraindividual approach.
9)       Predicting Academic Achievement of High-School Students Using Machine Learning
10)      Predicting school achievement rather than intelligence: does metacognition matter?
11)      Visualizing Random Forest’s Prediction Results
12)      The validity of the Cattel-Horn-Carroll model on the intraindividual approach.
13)       The construction and validation of a developmental test for stage identification: Two exploratory studies.
14)        Psychology data from the “BAFACALO project: The Brazilian Intelligence Battery based on two state-of-the-art models–Carroll’s Model and the CHC model”

15)        Four Machine Learning methods to predict academic achievement of college students: a comparison study

16)        Predicting Increased Blood Pressure Using Machine Learning


18)        Self-reports on students' learning processes are academic metacognitive knowledge

19)        Mining concepts of health responsibility using text mining and exploratory graph analysis


Xiaorong Liu

Assistant Professor of Biology and Psychology


Research Interests

I have been interested in understanding the regulation and misregulation of retinal structures and functions during normal development and in diseased conditions since my PhD study. I started my own laboratory in 2008 as a research assistant professor in Neurobiology and Physiology at Northwestern University, mainly working on visual system development and function. I started my tenure-track position in Ophthalmology in 2011, around which time I expanded my research interests to investigating how visual system degenerates in mouse models of experimental glaucoma. Glaucoma is a major cause of blindness characterized by progressive retinal ganglion cell (RGC) death and vision loss. Much remains to be investigated how RGCs degenerate and die with glaucoma progression. Our research on RGC normal development and function provides unique and innovative tools to characterize RGC degeneration in glaucoma, which is much needed to advance the field. In my laboratory, we have established mouse models of experimental glaucoma to study RGC death and its underlying molecular mechanisms. We combine mouse genetics, in vivo imaging, molecular biology, and physiology techniques to study the structural and functional development of RGCs as well as how RGCs degenerate in glaucoma. Moreover, we are also interested in developing novel neuroprotection strategies to preserve vision in glaucoma. For more information, please visit my website.

Dr. Liu's lab will be coming to the University of Virginia in Fall 2017.


Representative Publications:

  • Feng, L., Zhao, Y., Yoshida, M., Chen, H., Yang, J.F., Kim, T.S., Cang, J., Troy, J.B. and Liu, X. (2013) Sustained Ocular Hypertension Induces Dendritic Degeneration of Mouse Retinal Ganglion Cells that Depends on Cell-type and Location. Invest Ophthal Vis Sci 54:1106-1117
  • Chen, H., Zhao, Y., Liu, M., Feng, L., Puyang, Z., Yi, J., Liang, P., Zhang, H.F., Cang, J., Troy, J.B., and Liu, X. (2015) Progressive Degeneration of Retinal and Superior Collicular Functions in Mice with Sustained Ocular Hypertension Invest Ophthal Vis Sci. 14-15691. doi: 10.1167/iovs.14-15691.
  • Puyang, Z., Feng, L., Chen, H., Liang, P., Troy, J.B., and Liu, X. (2016) Retinal Ganglion Cell Loss is Delayed Following Optic Nerve Crush in NLRP3 Knockout Mice. Sci. Rep. 6, 20998; doi: 10.1038/srep20998.
  • Yi, J., Puyang, Z., Feng, L., Duan, L., Liang, P., Backman, V., Liu, X.* and Zhang, H.F.* (2016) Optical detection of early damages in retinal ganglion cells in a mouse model of partial optic nerve crush injury Invest Ophthal Vis Sci 57, 5665–5671 *: co-corresponding authors.
  • Feng, L., Chen, H., Yi, J., Troy, J.B., Zhang, H.F., and Liu, X. (2016) Long-Term Protection of Retinal Ganglion Cells and Visual Function by Brain-Derived Neurotrophic Factor in Mice With Ocular Hypertension Invest Ophthal Vis Sci  57(8):3793-802.
  • Feng, L., Puang, Z., Chen, H., Liang, P., Troy, J.B., and Liu, X. (2017) Overexpression of Brain-Derived Neurotrophic Factor Protects Large Retinal Ganglion Cells After Optic Nerve Crush in Mice eNeuro 4(1) e0331-16.

Jianhua 'JC' Cang

Paul T. Jones Jefferson Scholars Foundation Professor of Neuroscience


Research Interests

Research Description: The overall goal of our research is to study the organization, function and development of the mammalian visual system. With an integrative approach that combines physiology, imaging, genetics, molecular, behavioral, and computational methods, our research is mainly along two directions. First, we made a paradigm-shifting discovery regarding how sensory experience shapes visual functions in the cortex during a critical period in early life. Second, we have carried out a series of functional studies of the mouse superior colliculus, helping to establish it as a new model for studying visual information processing and sensorimotor transformation. We are now continuing both lines of research in mice by performing mechanistic studies of critical period plasticity in the cortex and visual transformation and development in the superior colliculus. For more information, please visit my website.

Dr. Cang's lab will be coming to the University of Virginia in Fall 2017.

Representative Publications

Dermina Vasc

Research Scientist and Lecturer | Lillard Lab


I am a Postdoctoral Research Associate in the Early Development Lab. I completed my PhD at the Babes-Bolyai University in Cluj-Napoca, Romania, where I worked in the Developmental Psychology Lab. My PhD thesis focused on young children's iconic gestural communication and pretend play. In addition to my research interests in children's gesture and pretend play, I am also interested in children's social learning and in studying the mechanisms of learning in children enrolled in Montessori schools.


Vasc, D & Miclea, M. (in press). Age-related changes in preschoolers’ ability to communicate using iconic gestures in the absence of speech. Early Child Development and Care. http://dx.doi.org/10.1080/03004430.2017.1321541

Ionescu, T. & Vasc, D. (2014). Embodied cognition: Challenges for psychology and education. Procedia - Social and Behavioral Sciences (128) 275-280.

Vasc, D. & Ionescu, T. (2013). Embodying cognition: gestures and their role in the development of  thinking. Cognition, brain, behavior: an interdisciplinary journal. 17 (2) 149-169.


2013: Stipendienurkunde/Scholarship for Doctoral Candidates and Young Academics and Scientists, awarded by DAAD (the German Academic Exchange Service). Duration: 4 months.

2013: Doctoral grant awarded by the Max Planck Society, for conducting studies at the Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig. Duration: 2 months.



Lucas Matthews

Research Scientist and Lecturer | Turkheimer Lab

Office Address

331A Gilmer Hall


After earning a PhD in Philosophy of Science, I am now working alongside scientists in Professor Eric Turkheimer's human behavior genetics laboratory. On the one hand, I conduct quantitative statistical analyses of human twin data on everything from the heritability of Body Mass Index (BMI) to the effects of socioeconomic status (SES) on IQ. I'm currently working on a project that demonstrates how the effect of SES on IQ is quadratic, which sadly suggests that poverty hurts intelligence more than affluence helps it. On the other hand, I use philosophical training to address the conceptual challenges that are not amenable to empirical investigation, such as the nature of human intelligence and interpretation of the controversial results of human behavior genetics. For example, Eric Turkheimer and I are currently combining our empirical and philosophical talents to tackle one of the most vexing problem in modern biology: the missing heritability problem. The problem, which has challenged scientists since the completion of the human genome project, arises from conflicting results between different scientific approaches to understanding the complex relationship between genes and behavior. Where traditional methods suggest complex behavior, such as intelligence, is largely genetic, modern molecular genetics consistently struggles to identify underlying genes. Part of the problem, we argue, is that the missing heritability problem has many faces across the sciences. We mitigate the issue by offering a careful characterization of the three facets of the problem -- heritability, prediction, and mechanism -- which permits a more directed approach to its resolution. 

Because current policies are informed by current science, it is of the utmost importance that we achieve a firm understanding of the strengths and weaknesses of the variety of different ways that we investigate the world and build evidence for our hypotheses about it. Much of my previous and current research, for example, seeks to characterize the nature of contemporary investigation and understanding of evolution. Traditionally this has been done by scientists and philosophers by tracking what is obvious: the explicit visual representations and diagrams depicted in journal publications and textbooks. I have shown, however, that there is far more to scientific understanding than what meets the eye. My unique approach is to look 'under the hood' and elucidate the various styles of scientific reasoning that drive current understanding of the world. In my (2015) paper "Embedded Mechanisms and Phylogenetic" I show, for example, that although phylogenetic tree hypotheses are in no obvious way mechanistic, the mathematical and statistical models that generate them are driven by mechanistic reasoning about the world. More recently, in my forthcoming paper "On Mechanistic Reasoning in Unexpected Places: the case of population genetics" I demonstrate how the seemingly nonmechanistic field of statistical population genetics is genuinely integrated with a host of mechanistic approaches in current efforts to build evidence for hypotheses regarding adaptive evolution.


“On Mechanistic Reasoning in Unexpected Places: the case of population genetics” (accepted). Biology & Philosophy

“On Closing the Gap between Philosophical Concepts and their Usage in Scientific Practice: a lesson from the debate about natural selection as a mechanism” (2016). Studies In History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Science, 55:pp. 21–28.

“Chance in the Modern Synthesis,” (2016, with A. Plutynski, K. B. Vernon, and D. Molter) in Chance in Evolution (G. Ramsey and C. Pence, eds.).

“Embedded Mechanisms and Phylogenetics” (2015) in Philosophy of Science. 82(5):pp. 1116–1126.

“Mechanisms and the Metaphysics of Causation” (forthcoming, with J. Tabery) in Routledge Handbook of Philosophy of Mechanisms (S. Glennan and P. Illari, eds.).

book review

“Review of Does your Family Make you Smarter? by James Flynn” (commissioned, with Eric Turkheimer) in Studies In History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Science


“On the Differential Sensitivity of IQ Subtests to SES”
47th Behavior Genetics Annual Meeting ; Oslo, Norway, July 2017 (poster presentation)

“The Missing Heritability Problem as Genetics, Psychology, and Philosophy”
Department of Philosophy Colloquium, University of Utah, 2017

“On Mechanistic Reasoning in Unexpected Places: the case of population genetics”
Biennial Meeting of the Philosophy of Science Association; Atlanta, 2016

“Population Genetics and Mechanism”
International Society for the History, Philosophy, and Social Studies of Biology (ISHPSSB); University of Montreal, Canada; 2015

“Embedded Mechanisms and Phylogenetics”
Biennial Meeting of the Philosophy of Science Association; Chicago, 2014

“Phylogenetic Mechanisms”
WISHKABIBBLE; Gorges du Verdon, France; 2013

“Conflicting Results for Natural Selection and the New Philosophy of Mechanisms”
International Society for History, Philosophy, and Social Studies of Biology (ISHPSSB); University of Montpellier, France; 2013

“Explanation and Integrative Complexity: Lessons from the Psychopath”
International Society for History, Philosophy, and Social Studies of Biology (ISHPSSB); University of Utah; 2011

“On the Value of Uncertainty: Lessons from Bootstrapped Phylogenies” 
International Society for History, Philosophy, and Social Studies of Biology (ISHPSSB); University of Utah; 2011 (Poster Presentation)

Intermountain West Graduate Philosophy Conference; University of Utah; 2011

History and Philosophy of Biology in the Desert (HPBD); Arizona State University; 2011

“Fleshing Out the Epidemiological Account”
National Endowment for the Humanities (NEH) Summer Experimental Philosophy Institute; University of Arizona; 2012

“Functional Reductionism and the Unpalatable Alternative: a Reply to Khalidi’s 2008 Challenge”
University of Georgia Graduate Philosophy Conference; University of Georgia; 2011

“On a Neurophilosophy of Science: Churchland’s Neurocomputational Perspective of Kuhnian Dynamics of Science”
Taft Research Fellowship Presentation; University of Cincinnati; 2010

“What is it Like to be a Dualist?”
Ohio State University Annual Undergraduate Philosophy Conference; Ohio State University; 2009


Genetics & Human Agency Postdoctoral Research Fellowship 
University of Virginia, 2016

Tanner Humanities Center Faculty Research Interest Group (RIG) 
University of Utah, 2016

Department of Philosophy Tanner Fellowship
University of Utah, 2015-2016

National Science Foundation, Travel Grant
History of Science Society meeting, Chicago, 2014

Marriner S. Eccles Graduate Research Fellowship
University of Utah, 2014-2015

National Endowment for the Humanities, Visiting Scholarship
Summer Experimental Philosophy Institute; University of Arizona, 2012

Utah Humanities Council Graduate Research Fellowship
University of Utah, 2011-2012

Children’s Cognitive Research Lab, Research Assistantship
University of Cincinnati, 2009-2010

Charles Phelps Taft Undergraduate Research Fellowship
University of Cincinnati, 2009-2010"

Lanice Avery

Assistant Professor of Women, Gender, and Sexuality and Psychology

Office Address

Gilmer B010


Dr. Avery’s overarching research interests are at the intersections of race, gender, sexuality, and mainstream media. Specifically, she is interested in Black women’s intersectional identities and how the negotiation of dominant gender ideologies and cultural stereotypes are associated with adverse psychological and sexual health outcomes. Currently, she has three lines of research that focus on understanding the ways in which gender-based psychological and sociocultural factors inform the sexual beliefs, experiences, and health practices of young Black women: (1) the health consequences associated with negotiating paradoxical expectations to perform hegemonic femininity (e.g., nurturing, submissive, communal) and stoicism (e.g., strong Black woman/superwoman stereotype); (2) the role of popular media in the socialization of disempowering gender, sex, and romantic relationship beliefs; and, (3) how the idealization of narrow feminine beauty and body standards contributes to adverse emotional (e.g., feelings of guilt and shame), cognitive (e.g., body surveillance and dissatisfaction), and behavioral (e.g., coercion, low sexual self-efficacy and assertiveness) experiences during sexual intimacy. Taken together, the primary aim of Dr. Avery’s research is to promote healthy gender and sexual development among socially marginalized and stigmatized groups. She runs the RISE (Research on Intersectionality, Sexuality, and Empowerment) Lab at the University of Virginia.

Dr. Avery is currently accepting applications for PhD students for the Community Psychology Program. She is also looking to recruit highly motivated undergraduate students for the RISELab in the Spring 2018. Interested parties should contact her directly at la4gd@virginia.edu.    

Representative Publications

  • Jerald, M. C., Cole, E. R., Ward, L. M., & Avery, L. R. (2017). Controlling images: How awareness of group stereotypes affects Black women’s well-being. Journal of Counseling Psychology, 64, 487-499. doi: 10.1037/cou0000233
  • Stanton, A. G., Jerald, M. C., Ward, L. M., & Avery, L. R. (2017). Social media contributions to strong Black woman ideal endorsement and Black women’s mental health. Psychology of Women Quarterly. Advance online publication. doi: 10.1177/0361684317732330
  • Avery, L. R., Ward, L. M., Moss, L., & Üsküp, D. (2016). Tuning gender: Representations of femininity and masculinity in popular music by Black artists. Journal of Black Psychology. Advance online publication. doi: 10.1177/0095798415627917
  • Goldey, K. L., Avery, L. R., & van Anders, S. M. (2014). Sexual fantasies and gender/sex: A multimethod approach with quantitative content analysis and hormonal responses. The Journal of Sex Research, 51, 917-931. doi:10.1080/00224499.2013.798611
  • Cole, E. R., Avery, L. R., Dodson, C., & Goodman, K. D. (2012). Against nature: How arguments about the naturalness of marriage privilege heterosexuality. Journal of Social Issues, 68, 46-62. doi: 10.1111/j.1540-4560.2012.01735.x

Alex Schiller

Clore Lab Social Area

Debra McLafferty

Cognitive Science Coordinator

Office Address

Gilmer 140A


Sean Womack

Early Steps Lab / Clinical Psychology Program

Catherine (Cat) Thrasher

Grossmann Lab Developmental Area

Crystal Slane

Dodson Lab Cognitive Area

Gustav Sjobeck

Human Dymanics Lab Quantitative Area

Jing Han (Bob) Sim

Diener-Oishi Lab Social Area

Dingjing Shi

Tong Lab / Quantitative Psychology Program

Nauder Namaky

Coan Lab Clinical Area

Amalia McDonald

Morris and Connelly Labs Neuroscience and Behavior Area

Anna Graczyk

Erisir Lab Neuroscience and Behavior Area

Evan Giangrande

Turkheimer Lab / Clinical Psychology Program

Janelle Billingsley

PHAD Lab / Community Psychology Program

Office Address

Gilmer 026C

Stefen Beeler

Vaish Lab / Developmental Psychology Program

Diane-Jo Bart-Plange

Trawalter Lab / Social Psychology Program

Hyeonjin Bak

Nosek-Oishi-Trawalter Labs / Social Psychology Program

Audrey Wittrup

PHAD Lab / Clinical Psychology Program

Janine Oostenbroek

Research Scientist and Lecturer | Vaish Lab

Office Address

B004 Gilmer Hall



I am a Postdoctoral Research Associate working in Dr Amrisha Vaish’s Early Social Development Lab. I completed my PhD investigating the mechanisms and functions of neonatal imitation at The University of Queensland, Australia. Following this, I held a postdoctoral position at The University of York, UK where my research focused on the extent to which behaviors like imitation and social motivation underpin children’s desire to interact with others. Here at UVa, I will be investigating the role of forgiveness in children and when it emerges in early childhood and its relation to other behaviors such as prosociality and cooperation.

Journal Articles

Oostenbroek, J., & Vaish, A. (in press). The emergence of forgiveness in young children. Child Development.

Kennedy-Costantini, S., Oostenbroek, J., Suddendorf, T., Nielsen, M., Redshaw, J., Davis, J., Clark, S., & Slaughter, V. (2017). There is no compelling evidence that human neonates imitate. Behavioral and Brain Sciences, 40, e392 (commentary). 

Oostenbroek, J., Suddendorf, T., Nielsen, M., Redshaw, J., Kennedy-Costantini, S., Davis, J., Clark, S., & Slaughter, V. (2016). Comprehensive longitudinal study challenges the existence of neonatal imitation in humans. Current Biology, 26, 1334-1338.

Oostenbroek, J., & Over, H. (2015). Young children contrast their behaviour to that of out-group members. Journal of Experimental Child Psychology, 139, 234-241.

Oostenbroek, J., Slaughter, V., Nielsen, M., & Suddendorf, T. (2013). Why the confusion around neonatal imitation? A Review. Journal of Reproductive and Infant Psychology. DOI: 10.1080/02646838.2013.832180

Suddendorf, T., Oostenbroek, J., Nielsen, M., Slaughter, V. (2013). Is newborn imitation developmentally homologous to later social-cognitive skills? Developmental Psychobiology. 55 (1), 52-58. doi: 10.1002/dev.21005

Book Chapters

Oostenbroek, J., & Over, H. (in press). The cultural transmission of social information. To appear in S. S. Obhi and E. S. Cross (eds.) Shared Representations: Sensorimotor Foundations of Social Life, Cambridge University Press, Cambridge, UK. 


Kathleen Krol

Research Scientist | Connelly and Grossmann Labs

Office Address

B004 Gilmer Hall


My main research interests lie in the hormonal and genetic modulation of social behavior. I am particularly fascinated with uncovering how early life experience, through interaction with genetic and hormonal physiology, can impact the processing of social cues in infants and their mothers. I am currently investigating how epigenetic modification of the oxytocin receptor gene impacts infant neural response to emotional expressions.

2016 Ph.D. in Psychology (Summa Cum Laude)
International Max Planck Research School on Neuroscience of Communication
(IMPRS NeuroCom), degree awarded by Heidelberg University, Germany
2012 M.Sc. in Cognitive Neuroscience (Distinction)
University College London, UK
2009 B.A. in Psychology
University of Wisconsin- Madison



Rajhans, P., Missana, M., Krol, K.M., & Grossmann, T. (2015). The association of temperament and maternal empathy with individual differences in infants' neural responses to emotional body expressions. Development and Psychopathology 27(4), 1205-1216.

Krol, K.M., Monakhov, M., Lai, P.S., Ebstein, R.P., & Grossmann, T. (2015). Genetic variation in CD38 and breastfeeding experience interact to impact infants' attention to social eye cues. Proceedings of the National Academy of Sciences 112(39), E5435-E5442.

Kamboj, S.K., Krol, K.M., & Curran, H.V. (2015). A specific association between facial disgust recognition and estradiol levels in naturally cycling women. PLoS ONE 10(4).

Krol, K.M., Rajhans, P., Missana, M., & Grossmann, T. (2015). Duration of exclusive breastfeeding is associated with differences in infants' brain responses to emotional body expressions. Frontiers in Behavioral Neuroscience 8, 459.

Krol, K.M., Kamboj, S.K., Curran, H.V., & Grossmann, T. (2014). Breastfeeding experience differentially impacts recognition of happiness and anger in mothers. Scientific Reports 4, 7006.


09.2016 Top Oral Presentation in Life Sciences
Travel Award received at the Postdoctoral Research Symposium, University of Virginia, USA

05.2015 Top Poster Award Finalist
70th Annual Society of Biological Psychiatry Meeting, Toronto, ON, Canada

05.2015 Travel Award to attend the 70th Annual Society of Biological Psychiatry Meeting, Toronto, ON, Canada
Research Academy Leipzig

07.2014 Poster Prize (Audience Choice)
4th Annual IMPRS NeuroCom Summer School, London, UK

10.2012 International Max Planck Research School Stipend
Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany

Debra Snow

Executive Secretary Senior

Office Address

102 Gilmer Hall

Tammy Seal


Office Address

016 Gilmer Hall

Tabitha Lillard


Office Address

016 Gilmer Hall

Susan Lane

Clinic Coordinator

Office Address

108 Gilmer Hall

Juanita Geer

Institute of Aging - Front Office Manager

Office Address

102 Gilmer Hall

Morgan Davis


Office Address

102 Gilmer Hall

Rebecca Grace Anderson

PreAward Grant Coordinator

Office Address

102 Gilmer Hall

-Grant applications
-Non-funded Agreements (i.e. Data Transfer Agreements, Teaming Agreements, Material Transfer Agreements)

Chengsan Sun

Research Scientist | Hill Lab

Kostadin Kushlev

Diener-Oishi Lab



  • Kushev, K., Proulx, J., Dunn, E. W. (2016). “Silence your phones”: Smartphone notifications increase inattention and hyperactivity symptoms. Proceedings of CHI 2016.
  • Chen, L., Zhang, D., Pan, G., Ma, X., Yang, D., Kushlev, K., Zhang, W., & Li, S. (2015). Bike sharing station placement leveraging heterogeneous urban open data. Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing – UbiComp '15.
  • Kushlev, K., Dunn, E. W., & Lucas, R. E., (2015). Higher income is associated with less daily sadness but not more daily happiness. Social Psychological and Personality Science, 6, 483–489.
  • Kushlev, K., & Dunn, E. W. (2015). Checking email less frequently reduces stress. Computers in Human Behavior, 43, 220–228.
  • Lickel, B., Kushlev, K., Savalei, V., Matta, S., & Schmader, T. (2014). Shame and the motivation tchange the self. Emotion, 14, 1049–1061.
  • Nelson, S. K., Kushlev, K., Dunn, E. W., & Lyubomisrky, S. (2014). Parents are slightly happier than nonparents, but causality still cannot be inferred: A reply to Bhargava, Kassam, and Loewenstein. Psychological Science, 25, 303–304
  • Nelson, S. K, Kushlev, K., & Lyubomirsky, S. (2014). The pains and pleasures of parenting: When, why, and how is parenthood associated with more or less well-being? Psychological Bulletin, 140, 846–895.
  • Ashton-James, C., Kushlev, K., & Dunn, E. W. (2013). Parents reap what they sow: Child-centrism and parental well-being. Social Psychology and Personality Science, 4, 635–642.
  • Nelson, S. K., Kushlev, K., English, T., Dunn, E. W., & Lyubomisrky, S. (2013). In defense of parenthood: Children are a source of joy, not misery. Psychological Science, 24, 3–10
  • Kushlev, K., Dunn, E. W., & Ashton-James, C. (2012). Does affluence impoverish the experience of parenting? Journal of Experimental Social Psychology, 48, 1381–1384.
  • Kushlev, K., & Dunn, E. W. (2012). Affective forecasting: Knowing how we will feel in the future. In S. Vazire and T. D.Wilson (Eds.), Handbook of self-knowledge (277–292). New York, NY: The Guilford Press.

Samantha Heintzelman

Diener-Oishi Lab


Recent Publications
  • Buttrick, N. R., Heintzelman, S. J., & Oishi, S. (in press). Inequality and well-being. Current Opinion in Psychology.
  • Kushlev, K., & Heintzelman, S. J. (in press). Put the phone down: Testing a complement–interfere model of computer-mediated communication in the context of face-to-face interactions. Social Psychological and Personality Science.
  • Heintzelman, S. J. (in press). Meaning in life in context. In J. Maddux (Ed.) Social Psychological Foundations of Well-Being and Life Satisfaction. Routledge.
  • Heintzelman, S. J., & Tay, L. (in press). Subjective well-being: Payoffs of being happy and ways to promote happiness. In D. Dunn (Ed.) Frontiers of Social Psychology: Positive Psychology. Routledge.
  • Heintzelman, S. J. (in press). King, Laura. In V. Zeigler-Hill and T. K. Shakelford (Eds.) Encyclopedia of Personality and Individual Differences.
  • *Kushlev, K., *Heintzelman, S. J., Lutes, L. D., Wirtz, D., Oishi, S., & Diener, E. (2017). ENHANCE: Design and rationale of a randomized controlled trial for promoting happiness. Contemporary Clinical Trials, 52, 62-74.
    *Co-first authors
  • Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/Psychologie Canadienne, 58, 87-104.
  • King, L. A., Heintzelman, S. J., & Ward, S. J. (2016). Beyond the search for meaning:  The Contemporary Science of Meaning in Life. Current Directions in Psychological Science, 25, 211-216.
  • Oishi, S., & Heintzelman, S. J. (in press). Individual and societal well-being. In K. Deaux and M. Snyder (Eds.) The Oxford Handbook of Personality and Social Psychology. Oxford University Press.
  • Fleming, K. A., Heintzelman, S. J., & Bartholow, B. D. (2016). Specifying associations between conscientiousness and executive control: Attention shifting, not inhibition or working memory updating. Journal of Personality, 84, 348-360.
  • Heintzelman, S. J., Trent, J., & King, L. A. (2016). How would the self be remembered? Evidence for posthumous self-verification. Journal of Research in Personality, 61, 1-10.
  • Heintzelman, S. J., & King, L. A. (2016). Meaning in life and intuition. Journal of Personality and Social Psychology, 110, 477-492.
  • Heintzelman, S. J., & King, L. A. (2015). Self-reports of meaning in life matter. American Psychologist, 70, 575-576.
  • Heintzelman, S. J., Trent, J., & King, L. A. (2015). Revisiting desirable response bias in well-being reports. Journal of Positive Psychology, 10, 167-178.
  • Heintzelman, S. J., & Bacon, P. L. (2015). Relational self-construal moderates the effect of social support on life satisfaction. Personality and Individual Differences, 73, 72-77
  • Heintzelman, S. J., & King, L. A. (2014). Life is pretty meaningful. American Psychologist, 69, 561-574.
  • Heintzelman, S. J., & King, L. A. (2014). (The feeling of) meaning-as-information. Personality and Social Psychology Review, 18, 153-167.
  • *Society for Personality and Social Psychology Student Publication Award, 2015
  • Heintzelman, S. J., & King, L. A. (2013). On knowing more than we can tell: Intuitive processes and the experience of meaning. Journal of Positive Psychology, 6, 471-482.
  • Burton, C. M., Heintzelman, S. J., & King, L. A. (2013). A place for individual differences in what everyone knows about what everyone does: Positive affect, cognitive processes, and Cognitive Experiential Self Theory. Social and Personality Psychology Compass, 7, 749-761.
  • Heintzelman, S. J., Trent, J., & King, L. A. (2013). Encounters with objective coherence and the experience of meaning in life. Psychological Science, 24, 991-998.
  • Heintzelman, S. J., & King, L. A. (2013). The origins of meaning: Objective reality, the unconscious mind and awareness. In J.A. Hicks and C. Routledge (Eds.) The Experience of Meaning in Life: Classical Perspectives, Emerging Themes, and Controversies (pp. 87-99). New York: Springer Press.
  • Heintzelman, S. J., Christopher, J., Trent, J., & King, L. A. (2013). Counterfactual thinking about one's birth enhances well-being judgments. Journal of Positive Psychology, 8, 44-49.
  • Heintzelman, S. J., & King, L. A. (2011). The local baby and the global bathwater: Circumscribed goals for the future of the multilevel personality in context model. Psychological Inquiry, 22, 23-25.

Aisha Griffith



I am a William T. Grant postdoctoral research fellow in the Department of Psychology’s Promoting Healthy Adolescent Development Lab and the Youth-Nex Center to Promote Effective Youth Development. I earned my Ph.D. in Human and Community Development from University of Illinois at Urbana-Champaign in 2014. My research broadly focuses on the development and function of supportive relationships between youth and non-parental adults within contexts serving youth, with a goal of sharing findings with practitioners. Specific research interests include:

  • The function and development of trusting relationships within informal and formal educational contexts;
  • Leveraging supportive youth-adult relationships to increase youth’s sense of belonging and reduce inequality;
  • Relational processes within youth-serving organizations in the U.S. and abroad;
  • Adolescent development;
  • Youth programs and extracurricular activities;
  • Conducting and disseminating research driven by the priorities of practitioners working with youth.

Recent Publications

Recent Conference Presentations

  • Negrate, A., Griffith, A., & Hurd, N.M. (July 2016). Examining natural mentoring relationships among underrepresented college students over time. Presentation to be given at the Society for
  • the Psychological Study of Culture, Ethnicity, and Race Conference,Division 45 of the American Psychological Association (APA). Palo Alto, CA.
  • Griffith, A. & Johnson, H. E. (April 2016). Building trust: Reflections of adults working with youth in project-based programs. Presentation given at the annual meeting of the American
  • Educational Research Association. Washington D.C.
  • Griffith, A. (May 2015). Employing theoretical sampling to inform a grounded theory model of trust formation in youth programs. Presentation given at the International Congress of
  • Qualitative Inquiry. Champaign, IL.
  • Griffith, A., Larson, R., Johnson, H., & Silver, N. (May 2015). The art of providing feedback in project-based youth programs. Poster presented at the University of Virginia Annual
  • Postdoctoral Research Symposium. Charlottesville, VA.
  • Griffith, A. (March 2015). Adolescents’ initial perceptions of adult leaders at youth programs. Poster presented at the biennial meeting for the Society for Research on Child Development.
  • Philadelphia, PA.

Phillip Chow



Peer-Reviewed Journal Articles

  • Chow, P. I., Berenbaum, H., & Wang, C. (2015).  The validity and reliability of an abridged version of the Perceived Affect Utility Scale (PAUSe).  European Journal of Psychological Assessment.
  • Chow, P. I., & Berenbaum, H. (2015).  The relation between depression and appreciation: The role of perceptions of emotional utility in an experimental test of causality.  Cognition and Emotion.
  • Chow, P. I., Berenbaum, H., & Flores, L. E. (2014).  Examining the temporal and contextual stability of perceptions of emotional utility.  Cognition and Emotion, 29, 1224-1238.
  • Chow, P. I., & Roberts, B. W. (2014).  Examining the Relationship between Changes in Personality and Changes in Depression.  Journal of Research in Personality, 51, 38-46.
  • Schoenleber, M. L., Berenbaum, H., & Chow, P. I. (2014).  Self-conscious emotions in worry and Generalized Anxiety Disorder.  British Journal of Clinical Psychology, 53, 299-314.
  • Chow, P. I., Berenbaum, H., & Flores, L. E. (2013).  Is energy expenditure in emotion regulation dependent on individual differences and the specific emotion in question?  Motivation and Emotion, 37, 758-764.
  • Chow, P. I., Berenbaum, H., & Flores, L. E. (2013).  The role of perceived utility of emotion in interpersonal sensitivity and depression.   Journal of Social and Clinical Psychology, 32, 859-877.
  • Berenbaum, H., Chow, P. I., Flores, L., & Schoenleber, M. (2013).  Pleasurable emotions, age, and life satisfaction.  The Journal of Positive Psychology, 8, 140-143.
  • Huang, S., Berenbaum, H., & Chow, P. I. (2013).  Distinguishing voluntary from involuntary attention to emotion.  Personality and Individual Differences, 54, 894-898.
  • Chow, P. I., and Berenbaum, H. (2012).  Perceived utility of emotion: The structure and construct validity of the Perceived Affect Utility Scale in a cross-ethnic sample.  Cultural Diversity and Ethnic Minority Psychology, 18, 55-63.

Peer-Reviewed Conference Proceedings

  • Chow, P. I., Xiong, H., Fua, K., Bonelli, W., Teachman, B. A., & Barnes, L. E. SAD: Social Anxiety and Depression monitoring system for college students.  CHI Conference for Human-Computer Interaction.

Peer-Reviewed Monographs

  • Rosengren, K. S., Miller, P. J., Gutierrez, I. T., Chow, P. I., Schein, S., & Anderson, K. N. (2014).  Children’s Understanding of Death: Toward a Contextualized and Integrated Account.  Monographs of the Society for Research in Child Development.

Monograph Chapters

  • Miller, P. J., Gutierrez, I. T., Chow, P. I., & Schein, S. (2014). European Americans in Centerville: Community and family contexts.  Monographs of the Society for Research in Child Development, 79, 19-42.

N. Meltem Yucel

Vaish Lab / Developmental Psychology Program

Office Address

Gilmer B045

Kelly Wroblewski

Connelly Lab / Systems and Behavioral Neuroscience Program

Erin Westgate

Tim Wilson Lab Social Area


For more information see my web page

Veronica Weser

Research Scientist | Proffitt and Sederberg Labs

Office Address

Gilmer 117

 Monday 2:30-3:30 pm and Tuesday 11-12 pm

Alexandra Werntz

PACT Lab Clinical Area

Jane Tucker

Converse-Wilson Labs Social Area

Jessica Taggart

The Early Development Lab

Office Address

B006 Gilmer Hall

Tuesday 3:30-5:30

Joseph Tan

KLIFF Lab Clinical Area

Jason Sumontha

Patterson Lab Community Area

Adi Shaked

Clore Lab Social Area

Rolf Skyberg

Hill Lab Neuroscience and Behavior Area

Steve Scheid

Kubovy Lab Cognitive Area

Meghan Puglia (McDermott)

Morris and Connelly Labs / Systems and Behavioral Neuroscience Program

Andrea Negrete

PHAD Lab Community Area

Rachel Narr

KLIFF Lab Clinical Area

Alison Nagel

Reppucci Lab Community and Clinical Area

Robert Moulder

Human Dynamics Lab Quantitative Area

Michael (Joey) Meyer

Human Dymanics Lab Quantitative Area

Sara Medina-Deviliers

Coan Lab Clinical Area

Jessica Mazen

Tong Lab / Quantitative Psychology Program

Victoria Mauer

Reppucci Lab / Community Psychology Program

Erin Maresh

Coan Lab Clinical Area

Erin Maher

Erisir Lab / Systems and Behavioral Neuroscience Program

Emily Loeb

KLIFF Lab Clinical Area

Katie Lancaster

Morris and Connelly Lab Social Area

Claire La Fleur

Salthouse Lab Cognitive Area

Caroline Kelsey

Grossmann Lab Developmental Area

Jessica Kansky

KLIFF Lab / Clinical Psychology Program

Office Address

Gilmer 329B

Meret Hofer

Early Steps Community Area

Doyle Tate

Patterson Lab Developmental and Community Area

Lucy Guarnera

Reppucci Lab / Community Psychology Program

Marlen Gonzalez

Coan Lab Clinical Area

Jeffrey Glenn

PACT Lab Clinical Area


My research interests revolve around the question of why it is that otherwise rational individuals sometimes behave in ways that lead to serious clinical outcomes.  Specifically, I am interested in the role of cognitive processes -- both automatic and strategic -- in anxiety, depression, and suicide.  Such processes include attention, autobiographical memory, prospection, time perception, and mental imagery.  I also am interested in better understanding the causal relations between cognitive processing and emotion regulation.

Anup Gampa

Implicit Cognition Lab, Social Area

Karl Fua

PACT Lab / Clinical Psychology Program

Charles Ebersole

Implicit Cognition Lab / Social Psychology Program

Sierra Eisen

The Early Development Lab / Developmental Psychology Program

Marissa Drell

Jaswal Lab Developmental Area

Matthew Domiteaux

Emery Lab / Clinical Psychology Program

Lindsay Collins

Neuro Lab Neuroscience and Behavior Area

Sarah Coe-Odess

KLIFF Lab / Clinical Psychology Program

Hyewon Choi

Oishi Lab / Social Psychology Program

Nicholas Buttrick

Tim Wilson Lab / Social Psychology Program

Miranda Beltzer

PACT Lab / Clinical Psychology Program

Jamie Albright

PHAD Lab / Clinical Psychology Program

Timothy D. Wilson

Sherrell J. Aston Professor of Psychology

Office Address

319 Gilmer Hall

Office Hours:
Tue: 10:30-12:00
Fri: 10:30-12:00


Research Interests

Self-reflection, self-knowledge, social cognition, social psychological interventions, affective forecasting.

Selected Publications

  • Gilbert, D. T., King, G., Pettigrew, S., & Wilson, T. D. (2016. March 4). Comment on “Estimating the reproducibility of psychological science.” Science, 351, 1037. http://science.sciencemag.org/content/351/6277/1037.2
  • Eggleston, C. M., Wilson, T. D., Lee, M., & Gilbert, D. T. (2015). Predicting what we will like: Asking a stranger can be as good as asking a friend. Organizational Behavior and Human Decision Processes, 128, 1-10.
  • Wilson, T. D., Reinhard, D., Westgate, E. C., Gilbert, D. T., Ellerbeck, N., Hahn, C., Brown, C. L., & Shaked, A. (2014). Just think: The challenges of the disengaged mind. Science, 345, 75-77.
  • Quoidbach, J., Gilbert, D. T., & Wilson, T. D. (2013). The end of history illusion.  Science, 339, 96-98.
  • Wilson, T. D. (2012). Redirect: The surprising new science of psychological change. New York: Little, Brown.
  • Wilson, T. D., & Gilbert, D. T. (2008). Explaining away: A model of affective adaptation. Perspectives on Psychological Science, 3, 370-386.
  • Gilbert, D. T., & Wilson, T. D. (2007). Prospection: Experiencing the future. Science, 317, 1351-1354.
  • Wilson, T. D. (2002). Strangers to ourselves: Discovering the adaptive unconscious. Cambridge, MA: Harvard University Press.


Melvin N. Wilson

Professor of Psychology

Office Address

306 Gilmer Hall

Office Hours:
Mon: 11:00-1:00


Dr. Melvin Wilson's academic, research, and training activities generally focus on understanding contextual processes and outcomes and conducting parental interventions in low-income, ethnic minority families. Specifically, he has conducted analyses on young, low-income, unwed, and nonresident fathers and their involvement with their children. In addition, he is interested in developing intervention protocols aimed at helping young men meet family responsibilities and involvements. Currently, Dr. Wilson is conducting a preventive intervention involving low-income families with toddlers at-risk for conduct disorder.

Daniel Willingham

Professor of Psychology, Director of Graduate Studies

Office Address

Office Hours:
Tue: 1:00-4:00


I am interested in all areas of cognition as it applies to to K-12 education.


Willingham, D. T. (2009). Why Don't Students Like School? Jossey-Bass.
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42, 266-271.

Willingham, D. T. (2015). Moving Educational Psychology into the Home: The Case of Reading. Mind, Brain, and Education, 9, 107-111.

Willingham, D. T. (2015) Raising Kids Who Read. Jossey-Bass.

Cedric Williams

Professor of Psychology

Office Address

184 Gilmer Hall

Office Hours:
Wed: 11:00-12:30 and 3:00-4:30


My lab is involved in creating novel behavioral and cognitive protocols to train standard laboratory rodents and African Gambian rats to detect target scents associated with explosive odorants using automated methods. We design computer-automated instrumental learning techniques in training rodent species to become efficient bio-detectors of explosives odorants or a wide range of hazardous chemical agents. The objective of this work is to create proven behavioral strategies that reduce the time frame for training rodents to reliably search for, identify and distinguish explosive and other harmful odorants from a number of distractor odors.

A separate interest of the lab involves understanding how physiological changes induced by emotionally arousing events, influences neural circuits in the brain to encode these experiences into memory more effectively. This question is approached with a battery of behavioral learning tasks, immunocytochemistry and neurochemistry to identify chemical transmitters that are released in the brain during learning to affect memory storage. The combined approaches are expected to reveal how meaningful or arousing events influence neural activity within the Amygdala, Prefrontal Cortex and Hippocampus to transform representations of everyday experiences into permanent memories.



Kerfoot , E. C. & Williams, C. L. (2018). Contributions of the Nucleus Accumbens Shell in Mediating the Enhancement in Memory Following Noradrenergic Activation of Either the Amygdala or Hippocampus. Frontiers in Pharmacology, 9:47.

King, S. O. & Williams, C. L. (2017). The Brainstem, Arousal and Memory. In The Brainstem and Behavior, 255-290. Edited by R. Lalonde. Nova Science Publishers.

Young, E. J. & Williams, C. L. (2013). Differential Activation of Amygdala Arc Expression By Positive and Negatively Valenced Emotional Learning Conditions. Frontiers in Behavioral Neuroscience, v7, 7:191.

Park, S. M. & Williams, C. L. (2012). Contribution of Serotonin Type-3 Receptors in the Successful Extinction of Cued or Contextual Fear Conditioned Responses: Interactions with GABAergic Signaling. Reviews in Neurosciences, 23, 555-569.

Chen, C. & Williams, C. L. (2012). Interactions Between Epinephrine, Ascending Vagal Fibers and Central Noradrenergic Systems in Modulating Memory for Emotionally Arousing Events. Frontiers in Behavioral Neuroscience, 6: 35; 1-20.

McIntyre, C.K., Williams, C. L. & McGaugh, J. L. (2012). Interacting Brain Systems Modulate Memory Consolidation. Neuroscience and Biobehavioral Reviews. 36, 1750-1762.

Young, E. J. & Williams, C. L. (2010). Valence Dependent Asymmetric Release of Norepinephrine in the Basolateral Amygdala. Behavioral Neuroscience, 124, 633-644.

Amrisha Vaish

Assistant Professor


Dr. Amrisha Vaish received her B.A. in Psychology and English from the University of Virginia in 2002, her M.A. in Psychology from the University of Chicago in 2006, and her PhD in Psychology from the Max Planck Institute for Evolutionary Anthropology and the Free University Berlin in 2010. Prior to starting at U.VA, she was a Dilthey Postdoctoral Fellow at the Max Planck Institute for Evolutionary Anthropology.

Research Interests

Humans are inordinately cooperative beings, and our ultra-cooperative, moral nature is thought to account for our success as a species. My research focuses on the ontogenetic emergence of the moral emotions, cognitions, and behaviors that make children successful cooperators. This includes the emergence of social emotions such as sympathy, guilt, and forgiveness; of moral evaluations of one's own and others' actions; and of moral behaviors such as helping, sharing, and the enforcement of moral norms. I have also recently begun examining more uncooperative phenomena, such as cheating and reputation enhancement, in order to expand our understanding not only of when and why cooperation works but also of when and why it doesn’t.

My other research interests include infant social referencing, children's understanding of others’ desires as an early form of theory of mind, and the development of the negativity bias.

For more information about Dr. Vaish's research click here.

Selected Publications

  • Oostenbroek, J., & Vaish, A. (in press). The emergence of forgiveness in young children. Child Development. doi: 10.1111/cdev.13069
  • Yucel, N. M. & Vaish, A. (in press). Young children tattle to enforce moral norms. Social Development.
  • Kelsey, C. M., Grossmann, T., & Vaish, A. (2018). Early reputation management: Three-year-old children are more generous following exposure to eyes.Frontiers in Psychology, 9: 698. doi: 10.3389/fpsyg.2018.00698
  • Vaish, A., Carpenter, M., & Tomasello, M. (2016). The early emergence of guilt-motivated prosocial behavior. Child Development, 87, 1772-1782.
  • Vaish, A. (2016). Flexible concern: The development of multi-determined and context-dependent empathic responding. Child Development Perspectives, 10, 149-154. doi:10.1111/cdep.12178
  • Tomasello, M., & Vaish, A. (2013). Origins of human cooperation and morality. Annual Reviews of Psychology, 64, 231-255.
  • Vaish, A., Carpenter, M. & Tomasello, M. (2009). Sympathy through affective perspective-taking and its relation to prosocial behavior in toddlers.Developmental Psychology, 45, 534-543.
  • Vaish, A., Grossmann, T., & Woodward, A. (2008). Not all emotions are created equal: The negativity bias in social-emotional development. Psychological Bulletin, 134, 383-403.


  • Janet Taylor Spence Award for Transformative Early Career Contributions, Association for Psychological Science, 2018
  • Designated “Rising Star,” Association for Psychological Science, 2015
  • Division 7 Dissertation Award, American Psychological Association, 2012
  • Outstanding Doctoral Dissertation Award, Society for Research in Child Development, 2011


Eric Turkheimer

Hugh Scott Hamilton Professor of Psychology

Office Address

320 Gilmer Hall

Office Hours:
Thu: 10:00-11:00


The Turkheimer lab studies how interactions between genes and environments shape the development of human behavior.  We study many different aspects of behavior, but we are especially interested in issues involved in family life, including marriage, divorce and parenting.  Other lines of research focus on the development of human intelligence and personality, particularly in the processes that lead siblings to become different from each other over time.  We also study human personality in ways that don't explicitly include genetics.  We are developing methods that allow richer and more individualized assessments of personality, and that control for the role played by self-esteem when people describe their own personality.

Selected Publications

  • Cruz, J. E., Emery, R. E., & Turkheimer, E. (2012). Peer network drinking predicts increased alcohol use from adolescence to early adulthood after controlling for genetic and shared environmental selection. Developmental Psychology. Currently online. doi:10.1037/a0027515
  • Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67, 130-159. doi:10.1037/a0026699
  • Pettersson, E., Turkheimer, E., Horn, E. E., & Menatti, A. R. (2012). The general factor of personality and evaluation. European Journal of Personality, 26, 292-302. doi:10.1002/per.839
  • Turkheimer, E. (2012). Genome wide association studies of behavior are social science.  In K. S. Plaisance & T.A.C. Reydon (Eds.) Philosophy of Behavioral Biology (pp. 43-64). New York, NY: Springer. doi:10.1007/978-94-007-1951-4_3

Sophie Trawalter

Associate Professor of Public Policy and Psychology

Office Address

204B Gilmer Hall

By Appointment Only


I am interested in psychological phenomena related to diversity. I am particularly interested in how people develop competencies for life in diverse spaces.  To that end, I have studied (1) the dynamics of intergroup contact, (2) group-based social cognition, and (3) group-based social ecology.  These three broad areas have allowed me to address important questions; most notably (A) how can we make the lived realities of Black Americans more visible to White Americans?, (B) how can we improve the quality and outcomes of interracial interactions?, and (C) how can we increase historically stigmatized group members’ sense of place in historically discriminatory institutions?  The aim of these lines of research, taken together, is to reduce intergroup tensions and improve the life outcomes of historically stigmatized and non-stigmatized group members.

  • Trawalter, S., Richeson, J.A., & Shelton, J.N. (2009). Predicting behavior during interracial interactions: A stress and coping approach. Personality and Social Psychology Review, 13, 243-268.
  • Trawalter, S., & Richeson, J.A. (2008). Let’s talk about race, baby! When Whites’ and Blacks’ contact experiences diverge. Journal of Experimental Social Psychology, 44, 1214-1217.
  • Richeson, J.A., & Trawalter, S. (2008). The threat of appearing prejudiced and race-based attentional bias. Psychological Science, 19, 98-102.
  • Trawalter, S., & Richeson, J.A. (2006). Regulatory focus and executive attention after interracial interactions. Journal of Experimental Social Psychology, 42, 406-412.
  • Richeson, J.A. & Trawalter, S. (2005). Why do interracial interactions impair executive function? A resource depletion account. Journal of Personality and Social Psychology, 88, 934-947

Xin (Cynthia) Tong

Assistant Professor

Office Address

1023 Millmont and 028 Gilmer Hall

Office Hours:
Tue: 12:45-1:45 Gimer 028
Wed: 10:00-12:00 Millmont 107


Research Interests

Cynthia Tong’s research focuses on developing and applying statistical methods in the areas of developmental and health studies.  Methodologically, she is interested in Bayesian methodology, growth curve modeling, and robust structural equation modeling with nonnormal and missing data.  Substantively, she is interested in analyzing the longitudinal development of cognitive ability and achievement skills.
Recent Publications:

  • Tong, X., Zhang, Z., & Yuan, K.-H. (2014). Evaluation of test statistics for robust structural equation modeling with nonnormal missing data. Structural Equation Modeling: A Multidisciplinary Journal, 21, 553–565.
  • Tong, X., & Zhang, Z. (2014). Semiparametric Bayesian modeling with application in growth curve analysis. Multivariate Behavioral Research, 49, 299. (Abstract)
  • Yuan, K.-H., Tong, X., & Zhang, Z. (2014). Bias and efficiency for SEM with missing data and auxiliary variables: Two-Stage Robust Method versus Two-Stage ML. Structural Equation Modeling: A Multidisciplinary Journal, DOI: 10.1080/10705511.2014.935750
  • Zhang, Z., Lai, K., Lu, Z., & Tong, X. (2013). Bayesian inference and application of robust growth curve models using student’s t distribution. Structural Equation Modeling: A Multidisciplinary Journal, 20(1), 47-78.
  • Tong, X., & Zhang, Z. (2012). Diagnostics of robust growth curve modeling using student’s t distribution. Multivariate Behavioral Research, 47(4), 493-518.
  • Tong, X., Zhang, Z., & Yuan, K.-H. (2011). Evaluation of test statistics for robust structural equation modeling with non-normal missing data. Multivariate Behavioral Research, 46, 1016. (Abstract)

Bethany A. Teachman

Professor of Psychology

Office Address

207 Gilmer Hall

Office Hours:
Tue: 9:30-10:30
Thu: 11:30-12:30


The Program for Anxiety, Cognition and Treatment (PACT) lab studies cognitive processes that contribute to the development and maintenance of psychopathology, particularly anxiety disorders. We are especially interested in automatic cognitive processing, and trying to understand how thoughts that occur outside of our awareness or conscious control contribute to emotional dysregulation.

Recent Selected Publications

  • Cody, M. W., & Teachman, B. A. (in press). Global and local evaluations of public speaking performance in social anxiety. Behavior Therapy. doi: 10.1016/j.beth.2011.01.004
  • Lindgren, K. P., Neighbors, C., Teachman, B. A., Wiers, R., Westgate, E., & Greenwald, A. G. (in press). Validating alcohol-related Implicit Association Tests: Implicit drinking identity predicts most consistently. Psychology of Addictive Behaviors.
  • Steinman, S. A., Smyth, F. L., Bucks, R., MacLeod, C., & Teachman, B. A. (in press). Anxiety-linked expectancy bias across the adult lifespan. Cognition and Emotion.
  • Magee, J. C., Harden, K. P., & Teachman, B. A. (2012). Psychopathology and thought suppression: A quantitative review. Clinical Psychology Review, 32, 189-201.
  • Magee, J. C., & Teachman, B. A. (2012). Distress and recurrence of intrusive thoughts in younger and older adults. Psychology and Aging, 27, 199-210.
  • Teachman, B. A., Joormann, J., Steinman, S. A., & Gotlib, I. H. (2012). Automaticity in anxiety disorders and major depressive disorder. Clinical Psychology Review, 32, 575-603.
  • Clerkin, E. M., & Teachman, B. A. (2011). Training interpretation biases among individuals with symptoms of obsessive compulsive disorder. Journal of Behavior Therapy and Experimental Psychiatry, 42, 337-343. doi: 10.1016/j.jbtep.2011.01.00
  • Clerkin, E. M., & Teachman, B. A. (2010). Training implicit social anxiety associations: An experimental intervention. Journal of Anxiety Disorders, 24, 300-308. doi: 10.1016/j.janxdis.2010.01.001
  • Steinman, S. A. & Teachman, B. A. (2010). Modifying interpretations among individuals high in anxiety sensitivity. Journal of Anxiety Disorders, 24, 71-78. doi: 10.1016/j.janxdis.2009.08.008

Request Publications


  • American Psychological Association (APA) Distinguished Scientific Award for Early Career Contribution to Psychology (in the area of psychopathology), 2012
  • Programmatic Distinguished Visitor, University of Western Australia, 2011-2014
  • International Max Planck Research School “The Life Course: Evolutionary and Ontogenetic Dynamics (LIFE)” Invited Faculty, 2010-present
  • Outstanding Professor Award, University of Virginia, Psychology Department, 2008
  • Early Career Award from the Anxiety SIG for the Association for Behavioral and Cognitive Therapies, 2007

Frederick Smyth

Director of Undergraduate Studies

Office Address

140B Gilmer Hall

By Appointment Only

Arthur I. Schulman

Associate Professor Emeritus

Office Address

211 Gilmer Hall

Karen M. Schmidt

Associate Professor

Office Address

125/126 Millmont and Gilmer 215

Office Hours:
Mon: 10:00-12:00 Gilmer 215
Thu: 2:00-3:00 Millmont 125


I am interested in examining the latent structure of complex abilities across the lifespan; personality, pain, and the relationship between personality and pain; Methodological investigations center around item response theory models for understanding change and processing components in abilities. Longitudinal analyses of item level variables are critical and important issues in investigating developmental and psychometric properties of psychological batteries, survey questionnaires, and inventories.


  • Bowles, R. P., Schmidt, K. M., Kline, T. L., & Grimm, K. J. (In Press). Ben Wright, Rasch measurement, and cognitive psychology. Manuscript submitted to M. Wilson & G. Englehard (Eds.), Conference proceedings from a Festschrift in honor of Ben Wright.
  • Erbacher, M. K., Schmidt, K. M., & Bergeman, C. (under review). Relationships among longitudinal measurements of positive and negative affect in later life: An idiographic approach using derivatives.
  • Cox, D. J., Ford, D., Schmidt, K. Singh, H. & Gonder-Frederick, L. (under review). Screening for Drivers at High Risk for Driving Mishaps.
  • Singh, H., Gonder-Frederick, L.,Schmidt, K., Ford, D., Hawley,J., & Cox, D. J. (under review). Avoidance of Hyperglycemia in People with Type 1 Diabetes.
  • Gonder-Frederick, L. A., Vajda, K. A., Schmidt, K. M., Cox, D. J., DeVries, H., Ozgul, E., Kanc, K., Schächinger, H., & Snoek, F. J. (2013). Examining the Behaviour subscale of the Hypoglycaemia Fear Survey: An international study. Diabetic Medicine, 30 (5):603-609.
  • Schmidt, K. M., & Embretson, S. E. (2012). Item response theory and measuring abilities. In J. A. Schinka and W. F. Velicer (Eds.), Research Methods in Psychology (2nd ed.). Volume 2 of Handbook of Psychology (I. B. Weiner, Editor-in-Chief). NY: John Wiley & Sons, Inc.
  • Lick, D. J., Patterson, C. J., & Schmidt, K. M. (2013). Recalled social experiences and current psychological adjustment among adults reared by lesbian and gay parents. Journal of GLBT Family Studies, 9, 230–253.
  • Erbacher, M. K., Schmidt, K. M., Boker, S. M., & Bergeman, C. (2012). Measuring positive and negative affect in older adults over 56 days: Comparing trait level scoring methods using the Partial Credit Model. Journal of Applied Measurement,13,146-164.
  • Lick, D. J., Tornello, S. L., Riskind, R. G., Schmidt, K. M., & Patterson, C. J. (2012). Social climate for sexual minorities predicts well-being among heterosexual offspring of lesbian and gay parents. Sexual Research and Social Policy, 9, 99-112.
  • Gonder-Frederick. L. A., Schmidt, K. M., Vajda, K. A., Greear, M. L., Singh, H., Shepard, J. A., & Cox, D. J. (2011). Psychometric Properties of the Hypoglycemia Fear Survey-II for Adults with Type 1 Diabetes Mellitus. Diabetes Care, 34, 801-806.
  • Lick, D. J., Schmidt, K. M., & Patterson, C. J. (2011). The Rainbow Families Scale (RFS): A measure of experiences among individuals with lesbian and gay parents. Journal of Applied Measurement, 12, 222-241.
  • Chambers, A. L., Schmidt, K. M., & Wilson, M. N. (2006). Describing differences among a sample of low income fathers: A glimpse into their romantic relationships. Psychology of Men and Masculinity, 7, 144-152.
  • Kline, T. L., Schmidt, K. M., & Bowles, R. P. (2006). Using LinLog and FACETS to model item components in the LLTM. Journal of Applied Measurement, 7, 74-91.
  • Williams, M. T., Turkheimer, E., Schmidt, K. & Oltmanns, T. (2005). Ethnic identification biases responses to the Padua Inventory for obsessive-compulsive disorder. Assessment, 12,174- 185.
  • Kline, T. L., & Schmidt, K. M. (2005). Rasch analysis explicating processing mechanisms of The Object Location Memory Test. Journal of Applied Measurement, 6,382-395.
  • Schmidt, K. M. (2004). Item generation: Difficult questions made easier. [Review of the book: Item generation for test development (Irvine, S. H., & Kyllonen, P. C., (Eds.). Mahwah, NJ: Erlbaum. Contemporary Psychology, 49, 577-579].
  • Schmidt, K.M., Llewellyn, P. L., Taylor, G. J., Weber, P.G., Hong, B., Sellers, R., Wise, C., Wolak, C., McGaw, L, & Nielson, S. (2003). Cloninger’s Temperament and Character Inventory correlates with personality characteristics of organ donation advocates. Journal of Clinical Psychology in Medical Settings, 10, 173-185
  • Schmidt, K. M., & Embretson, S. E. (2003). Item response theory and measuring abilities. In J. A. Schinka and W. F. Velicer (Eds.), Research Methods in Psychology (Pp.429-445). Volume 2 of Handbook of Psychology (I. B. Weiner, Editor-in-Chief). NY: John Wiley & Sons, Inc.
  • Schmidt, K. M. (2003). How should we score our tests? [Review of the book: Test scoring (Thissen, D, and Wainer, H., (Eds.). Mahwah, NJ: Erlbaum. Contemporary Psychology, 48, 374-377].
  • Embretson, S. E., & Schmidt McCollam, K. M. (2000). Psychometric approaches to understanding and measuring intelligence. In R. J. Sternberg (Ed.). Handbook of Human Intelligence. (Pp. 423-444). NY: Cambridge University Press.
  • Embretson, S. E., & Schmidt McCollam, K. M. (2000). A multicomponent Rasch model for measuring covert processes: Application to lifespan ability changes. In M. Wilson & G. Engelhard, (Eds.), Objective measurement: Theory into practice (Vol. 5) (Pp. 203-218). NJ: Ablex.
  • Nesselroade, J. R., & Schmidt McCollam, K. M. (2000). Putting the process in developmental processes. International Journal of Behavioral Development, 24, 295-300.
  • Green, S. B., Hershberger, S. H., Marquis, J., Thompson, M., & McCollam, K. (1999). The overparameterized analysis of variance model. Psychological Methods, 4, 214-233.
  • McCollam, K. M. (1998). [Review of the book Models for uncertainty in educational testing]. Structural Equation Modeling,5, 310-312.
  • McCollam, K. M. Schmidt (1998). Latent trait and latent class models. In G. M. Marcoulides, (Ed.), Modern methods for business research (Pp. 23-46). NJ: Erlbaum.
  • McCollam, K. M., Embretson, S. E., Mitchell, D. W., & Horowitz, F. D. (1997). Using confirmatory factor analysis to identify newborn behavior structures of the NBAS. Infant Behavior and Development, 20, 123-131.
  • McCollam, K. M., Embretson, S. E., Horowitz, F. D., & Mitchell, D. W. (1996). Scoring the NBAS: To recode or not to recode. Infant Behavior and Development, 19, 63- 69.
  • Colombo, J., McCollam, K., Coldren, J., Mitchell, D. W., & Rash, S. (1990). Form categorization in 10-month-olds. Journal of Experimental Child Psychology, 49, 173-188.

Timothy Salthouse

Brown-Forman Professor of Psychology

Office Address

1023 Millmont

By Appointment Only


My primary research interests are the effects of aging on many aspects of cognitive functioning, including memory, reasoning, and spatial abilities. I am interested both in the factors responsible for age-related declines, and in the role of experience and knowledge in moderating the consequences of those declines. The major project in our laboratory is the Virginia Cognitive Aging Project, which is a large cross-sectional (N > 5100) and longitudinal (N > 2700) study of cognitive functioning in healthy adults between 18 and 99 years of age.


Salthouse, T.A. (2011).  Neuroanatomical substrates of age-related cognitive decline.  Psychological Bulletin, 137, 753-784.

Salthouse, T.A. (2012).  Consequences of age-related cognitive declines.  Annual Review of Psychology, 63, 201-226.

Salthouse, T.A. (2013).  Within-cohort age differences in cognitive functioning.  Psychological Science, 24, 123-130.

Salthouse, T.A. (2014). Correlates of cognitive change.  Journal of Experimental Psychology: General, 143, 1026-1048.

Salthouse, T.A. (2014). Why are there different age relations in cross-sectional and longitudinal comparisons of cognitive functioning? Current Directions in Psychological Science, 23, 252-256.

Salthouse, T.A. (2015). Test experience effects in longitudinal comparisons of adult cognitive functioning. Developmental Psychology, 51, 1262-1270.

Salthouse, T.A. (2016). Aging cognition unconfounded by prior test experience. Journal of Gerontology: Psychological Sciences, 71, 49-58.

Salthouse, T.A. (2016). Continuity of cognitive change. Psychonomic Bulletin and Review, 23, 932-939.



N. Dickon Reppucci

Professor Emeritus

Office Address

301 Gilmer Hall

Office Hours:
Tue: 2:00-4:00


Research on children, families and the law, including adolescent decision making in legal contexts, especially adolescent competence to consent to sexual activity; adolescent development and juvenile justice; risk and protective factors in youth violence and their implication for preventive interventions in the community, especially justice and educational settings; police interrogation of children and youth; female youthful offenders, teen violence in dating relationships; and other issues related to the legal system and public policy. Also community psychology and prevention science as they impact children and families. Finally, Reppucci is affiliated with the Program on Applied Developmental and Educational Psychology  in the Curry School of Education at UVA.

I will not be accepting any new graduate students in the future because of impending retirement.

Summary of findings from research on teen dating violence among low-income/service receiving adolescents:

  • Project DATE Brochure
  • Owen-Kostelnik, J., Reppucci, N.D., & Meyer, J. (2006) Testimony and interrogation of minors: Assumptions of immaturity and immorality. American Psychologist, 61, 286-304 (Winner of the 2008 Society of Adolescence Social Policy Award for Best Article).
  • Reppucci, N.D., Meyer, J., & Kostelnik, J. (2010). Police interrogation of juveniles: Results from a national survey of police, In G.D. Lassiter & C. Meissner (Eds) Police Interrogations and False Confessions: Current Research, Practice and Policy Recommendations. Washington, DC: American Psychological Association.
  • Reppucci, N.D>, Michel, J., & Kostelnik, J.O. (2009) Challenging juvenile transfer: Faulty assumptions and misguided policy. In B.L. Bottoms, C.J. Najdowski, & G.I. Goodman (Eds.), Children as Victims, Witnesses and Offenders: Psychological Science and the Law, NYC: Guilford press
  • Oudekerk, B.A., & Reppucci, N.D. (2009-2010) Romantic relationships matter for girls’ criminal trajectories: Recommendations for juvenile justice. Court review, 46: 52-57
  • Oudekerk, B.A. & Reppucci, N.D. (2011)Reducing recidivism on violence among offending youth. In J.A. Dvoskin, J.L. Skeem, R.W. Novaco, & K.S. Douglass (Eds) Applying Social Science to Reduce Violent Offending. New York: Oxford University Press.


  • Distinguished Contributions to Theory and Research in Community Psychology (1998), Society for Community Research and Action (American Psychological Association)
  • Inaugural Award for Contributions to Education and Training in Community Psychology (1999), Society for Community Research and Action (American Psychological Association)
  • Outstanding Teaching & Mentoring Award (2007), American Psychology/Law Society (American Psychological Association)
  • Society for Research in Adolescent Social Policy Award for Best Article (2008)

Dennis R. Proffitt

Commonwealth Professor of Psychology, Director of Cognitive Science Program

Office Address

117 Gilmer Hall

By Appointment Only


My lab studies how people perceive and reason about space.  Studies include investigations of how our bodies and abilities influence spatial perceptions.  For example, physically fit people see hills as appearing less steep than do unfit people and baseball players see the ball as appearing larger when they are hitting well.  Our research is conducted in outdoor, natural environments, controlled laboratory settings, and virtual reality.

  • Proffitt, D.R. (2006). Embodied perception and the economy of action.  Perspectives in Psychological Science, 1, 110-122.
  • Schnall, S., Zadra, J.R. & Proffitt D.R. (2010).  Direct Evidence for the Economy of Action: Glucose and the Perception of Geographical Slant. Perception, 39, 464-482.
  • Witt, J.K., Linkenauger, S.A., & Proffitt, D.R. (2012). Get me out of this slump! Visual illusions influence sports performance. Psychological Science, 23, 397-399.


  • Member: Univeristy of Virginia Academy of Teaching, 2011
  • Fellow: Society of Experimantal Psychologist, 2010
  • Fellow: Association of Psycholocal Science, 1997
  • Leland S. Kolmorgen Spirit of Innovation Award, Human Factors and Ergonomics Societies, Augmented Cognition Technical Groups(joint wiht Randy Pausch), 2008
  • Cavalier Distiushed Teaching Professor. 1999-2002
  • University Day Honoree, University of Virginia Athletic Department, 1998
  • Univeristy of VIrginia Outstanding Teacher Award, 1996-1997
  • James McKeen Cattell Sabbatical Award 1988-1989

Charlotte J. Patterson

Professor of Psychology and Women, Gender & Sexuality

Office Address

312 Gilmer Hall

By Appointment Only


Charlotte J. Patterson is a Professor in the UVA Department of Psychology and in the Center for Children, Families, and the Law, and is Director of UVA’s interdisciplinary program, Women, Gender, and Sexuality (WGS).  Her research focuses on the psychology of sexual orientation, with an emphasis on sexual orientation, human development, and family lives. In the context of her research, Patterson has worked with children, adolescents, couples, and families; she is best known for her studies of child development in the context of lesbian- and gay-parented families.


  • C. J. Patterson & A. R. D’Augelli (Eds.) (2013). Handbook of psychology and sexual orientation. New York: Oxford University Press.
  • Riskind, R., & Patterson, C. J. (2010). Parenting intentions and desires among childless lesbian, gay, and heterosexual individuals. Journal of Family Psychology, 24, 78 - 81.
  • Farr, R. H., Forssell, S. L., & Patterson, C. J. (2010). Parenting and child development in adoptive families: Does parental sexual orientation matter? Applied Developmental Science, 14, 164 - 178.
  • Tornello, S. L., Farr, R. H., & Patterson, C. J. (2011). Predictors of parenting stress among gay fathers. Journal of Family Psychology, 25, 591 – 600.
  • Patterson, C. J. (2013). Sexual Orientation and Family Lives. In G. W. Peterson and K. R. Bush (Eds.), Handbook of Marriage and the Family. New York: Springer.
  • Farr, R. H., & Patterson, C. J. (2013). Coparenting among lesbian, gay, and heterosexual couples: Associations with adopted children’s outcomes. Child Development, 84, 1226-1240.
  • Tornello, S. L., Riskind, R. G., & Patterson, C. J. (2014). Sexual orientation and sexual and reproductive health among adolescent young women in the United States. Journal of Adolescent Health, 54,160 – 168.
  • Riskind, R. G., Tornello, S. L., Younger, B. C., & Patterson, C. J. (2014). Sexual identity, partner sex, and sexual health among adolescent girls in the United States. American Journal of Public Health, 104, 1957 – 1963.
  • Patterson, C. J., Farr, R. H., & Hastings, P. D. (2015). Socialization in the context of family diversity. In J. Grusec, & P. D. Hastings, Handbook of Socialization (2nd edition). New York: Guilford Press.
  • Blanchfield, B. V., & Patterson, C. J. (2015). Racial and sexual minority women’s receipt of medical assistance to become pregnant. Health Psychology, 34, 571 – 579.
  • Tornello, S.L., Sonnenberg, B., & Patterson, C. J. (2015). Division of Labor Among Gay Fathers: Associations with Parent, Couple, and Child Adjustment" Psychology of Sexual Orientation and Gender Diversity, 2, 365 - 375.

Shigehiro Oishi

Professor on leave 2018-2019

Office Address

on leave 2018-2019


I am a personality and social psychologist interested in culture, social ecology, and well-being. My major research goal is to uncover the causes and consequences of well-being.

Culture & Well-Being

  • Oishi, S., Diener, E., Lucas, R. E., & Suh, E. M. (1999). Cross-cultural variations in predictors of life satisfaction: Perspectives from needs and values. Personality and Social Psychology Bulletin, 25, 980-990.
  • Oishi, S., & Diener, E. (2001). Goals, culture, and subjective well-being. Personality and Social Psychology Bulletin, 27, 1674-1682.
  • Oishi, S. (2002). Experiencing and remembering of well-being: A cross-cultural analysis. Personality and Social Psychology Bulletin, 28, 1398-1406
  • Oishi, S., & Diener, E. (2003). Culture and well-being: The cycle of action, evaluation and decision. Personality and Social Psychology Bulletin, 29, 939-949.
  • Oishi, S, Diener, E., Scollon, C. N., & Biswas-Diener, R. (2004). Cross-Situational Consistency of Affective Experiences Across Cultures. Journal of Personality & Social Psychology. Vol 86(3), 460-472
  • Oishi, S., Schimmack, U., Diener, E., Kim-Prieto, C., Scollon, C. N., Choi, D, W. (2007). The Value-congruence model of memory for emotional experiences: An Explanation for cultural differences in emotional self-reports. Journal of Personality and Social Psychology, 93, 897-905.
  • Oishi, S., Diener, E., Choi, D.W., Kim-Prieto, C., & Choi, I. (2007). The Dynamics of daily events and well-being across cultures: When less is more. Journal of Personality and Social Psychology, 93, 685-698.
  • Oishi, S. Koo, M., & Akimoto, S. (2008). Culture, interpersonal perceptions, and happiness in social interactions. Personality and Social Psychology Bulletin, 34, 307-320.
  • Oishi, S., & Schimmack, U. (2010). Culture and well-being: A new inquiry into the Psychological Wealth of Nations. Perspectives on Psychological Science, 5, 463-471.
  • Oishi, S., Kurtz, J.L., Miao, F. F., Park, J., & Whitchurch, E., (2011). The Role of familiarity in daily well-being: Developmental and cultural variation. Developmental Psychology.
  • Oishi, S., Kesebir, S., & Diener, E. (2011). Income inequality and happiness. Psychological Science, 22, 1095-1100.
  • Oishi, S., Schimmack, U., & Diener, E. (2012). Progressive taxation and the subjective well-being of nations. Psychological Science.
  • Residential Mobility & Well-Being
  • Oishi, S., Lun, J., & Sherman, G. D. (2007). Residential mobility, self-concept, and positive affect in social interactions. Journal of Personality and Social Psychology, 93, 131-141.
  • Oishi, S., Rothman, A., J., Snyder, M., Su, J., Zehm, K., Hertel, A. W., Gonzales, M. H., & Sherman, G. D. (2007). The Socio-ecological model of pro-community action: The Benefits of residential stability. Journal of Personality and Social Psychology, 93, 831-844.
  • Oishi, S. (2010). The psychology of residential mobility: Implications for the self, social relationships, and well-being. Perspectives on Psychological Science, 5, 5-21.
  • Oishi, S., Ishii, K., & Lun, J. (2009). Residential mobility and conditionality of group identification. Journal of Experimental Social Psychology, 45, 913-919.
  • Oishi, S., & Schimmack, U. (2010). Residential mobility, well-being, and mortality. Journal of Personality and Social Psychology, 98, 980-994.
  • Oishi, S., Miao, F. F., Koo, M., Kisling, J., & Ratliff, K. A. (2012). Residential mobility breeds familiarity seeking. Journal of Personality and Social Psychology, 102, 149-162.

Personality & Well-Being

  • Oishi, S., Diener, E., Suh, E., & Lucas, R. E. (1999). Value as a moderator in subjective well-being. Journal of Personality, 67, 157-184.
  • Oishi, S., Schimmack, U., & Diener, E. (2001). Pleasures and subjective well-being. European Journal of Personality, 15, 153-167.
  • Oishi, S. (2006). The concept of life satisfaction across cultures: An IRT analysis. Journal of Research in Personality, 41, 411-423.
  • Oishi, S., Diener, E., & Lucas, R. E. (2007). The optimal level of well-being: Can we be too happy? Perspectives on Psychological Science, 2, 346-360.

Well-Being Judgments

  • Oishi, S., Wyer, R. S. Jr., & Colcombe, S. (2000). Cultural variation in the use of current life satisfaction to predict the future. Journal of Personality and Social Psychology, 78, 434-445
  • Oishi, S., Schimmack, U., & Colcombe, S. (2003). The Contextual and systematic nature of life satisfaction judgments. Journal of Experimental Social Psychology, 39, 232-247.
  • Oishi, S., & Sullivan, H. W. (2006). The Predictive value of daily vs. retrospective well-being judgments in relationship stability. Journal of Experimental Social Psychology, 42, 460-470.
  • Koo, M., & Oishi, S. (2009). False memory and the associative network of happiness. Personality and Social Psychology Bulletin, 35, 212-220.
  • Oishi, S., Whitchurch, E., Miao, F., Kurtz, J., & Park, J. (2009). “Would I be happier if I moved?” Retirement status and cultural variations in the anticipated and actual levels of happiness. Journal of Positive Psychology, 4, 437-446.

Culture & Personality

  • Schimmack, U., Radhakrishan, P., Oishi, S., Dzokoto, V., Ahadi, S. (2002). Culture, personality, and subjective well-being. Integrating process model of life satisfaction. Journal of Personality and Social Psychology, 82, 582-593.
  • Oishi, S. (2004). Personality in culture: A Neo-Allportian View. Journal of Research in Personality, 38, 68-74.
  • Oishi, S, Diener, E., Scollon, C. N., & Biswas-Diener, R. (2004). Cross-Situational Consistency of Affective Experiences Across Cultures. Journal of Personality & Social Psychology. Vol 86(3), 460-472
  • Schimmack, U., Oishi, S., & Diener, E. (2005). Individualism: A valid and important dimension of cultural differences. Personality and Social Psychology Review, 9, 17-31.
  • Oishi, S., & Sullivan, H. W. (2005). The mediating role of parental expectations in culture and well-being. Journal of Personality, 73, 1267-1294.
  • Oishi, S., & Roth, D. P. (2009). The Role of self-reports in culture and personality research: It is too early to give up on self-reports. Journal of Research in Personality, 43, 107-109.

Brian A. Nosek

Professor on leave 2018-2019

Office Address

on leave 2018-2019

015 Gilmer Hall

On Leave


In my lab we study thoughts and feelings that occur outside of conscious awareness or control and how they influence perception, judgment and action.  We apply this in a variety of domains, particularly, stereotyping, prejudice, ideology, and morality.  We also pursue methodological innovations and maintain infrastructure for improving behavioral research.

Sample publications

  • Nosek, B. A., Hawkins, C. B., & Frazier, R. S. (2012). Implicit Social Cognition. In S. Fiske & C. N. Macrae (Eds.) Handbook of Social Cognition (pp. 31-53). New York, NY: Sage.
  • Hawkins, C. B., & Nosek, B. A. (2012). Motivated independence? Implicit party identity predicts political judgments among self-proclaimed independents. Personality and Social Psychology Bulletin.
  • Graham, J., Nosek, B. A., Haidt, J., Iyer, R., Koleva, S., & Ditto, P. H. (2011). Mapping the moral domain. Journal of Personality and Social Psychology, 101, 366-385.
  • Nosek, B. A., Spies, J. R., & Motyl, M. (2012). Scientific utopia: II. Restructuring incentives and practices to promote truth over publishability. Perspectives on Psychological Science.

John R. Nesselroade

Professor Emeritus


My research interests include the study and modeling of intraindividual variability, individual-level modeling, and idiographic measurement procedures.

  • Salthouse, T. A., & Nesselroade, J. R. (2010). Dealing with short-term fluctuation in longitudinal research. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences. doi: 10.1093/geronb/gbq060.
  • Nesselroade, J. R., & Molenaar, P. C. M. (2010). Analyzing intra-person variation: Hybridizing the ACE model with P-technique factor analysis and the idiographic filter. Behavior Genetics.
  • Nesselroade, J. R., & Molenaar, P. C. M. (2010). Emphasizing intraindividual variability in the study of development over the lifespan. In W. F. Overton (Ed.), Cognition, Biology, and Methods across the Lifespan. Volume 1 of the Handbook of life-span development (pp. 30-54), Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley.
  • Nesselroade, J. R., & Molenaar, P. C. M. (2010). When persons should be few and occasions should be many--Modeling a different kind of longitudinal data. International Society for the Study of Behavioral Development Bulletin. Serial No. 57, 2-4.
  • Nesselroade, J. R. (2010). On an emerging third discipline of scientific psychology. In P. C. M. Molenaar & K. M. Newell (Eds.), Individual pathways of change: Statistical models for analyzing learning and development (pp. 209--218). Washington, DC: American Psychological Association.

James P. Morris

Associate Professor

Office Address

311 Gilmer Hall

Office Hours:
Tu 10:00-12:00


Current work in my laboratory is focused on how the actions, thoughts, beliefs and feelings of others are represented in the brain. We refer to these processes collectively as social perception. We use a multimodal approach to characterize neural systems allowing for efficient execution of these processes. Current techniques employed in the lab include functional magnetic resonance imaging, event-related potential recordings and molecular genetic techniques. Most of our work is concerned with building basic neurobiological models of social function. However, we also explore the neural basis of social deficits associated with autism spectrum disorder. A more recent line of work is examining how individual differences in social perception may be related to epigenetic mechanisms.

Selected Publications

  • Lerner, M.D., McPartland, J., and Morris, J.P. (2012). Multimodal emotion processing in autism spectrum disorders: An event-related potential study. Developmental Cognitive Neuroscience, In Press.
  • Englander, Z.A., Haidt, J., and Morris, J.P. (2012). Neural basis of positive social emotions demonstrated through inter-subject synchronization of cortical activity during free-viewing. PLoS One.
  • Jack, A, Englander, Z.A., and Morris, J.P. (2011). Subcortical contributions to effective connectivity in brain networks supporting imitation. Neuropsychologia, 49, 3689-3698.
  • Zucker, N, Green, S.R., Morris, J.P., Kragel, P., Pelphrey, K.A., Bulik, C.M., and LaBar, K.S. (2011). Hemodynamic signals of mixed messages during a social exchange. Neuroreport, 22, 413-418.
  • Heyda, R.D., Green, S.R., Wyk, B.C., Morris, J.P. and Pelphrey, K.A. (2010). Brain mechanisms for representing what another person sees. Neuroimage, 50, 693-700.
  • Pelphrey, K.A., Lopez, J., and Morris, J.P. (2009). Developmental continuity and change in responses to social and nonsocial categories in human extrastriate cortex. Frontiers in Human Neuroscience, 3:25.
  • Perlman, S.B., Morris, J.P., Vander Wyk, B.C., Green, S.R., Doyle, J.L., and Pelphrey, K.P. (2009). Individual differences in personality predict how people look at faces. PLoS ONE, 4, 1-6.
  • Haidt, J. and Morris, J.P (2009). Finding the self in self-transcendent emotions.  Proceedings of the National Academy of Sciencnes, 106, 7687-7688.
  • Morris, J.P., Green, S., Marion, I., and McCarthy, G. (2008). Guided saccades modulate face- and body-sensitive activation in the occipitotemporal cortex during social perception. Brain and Cognition, 3, 16-25.
  • Morris, J.P., Pelphey, K.A., and McCarthy, G. (2007). Face processing without awareness in the right fusiform gyrus. Neuropsychologia, 45, 3087-3091.
  • Morris, J.P., Pelphrey, K.A., and McCarthy, G. (2007). Perceived causality influences brain activation     evoked by biological motion. Social Neuroscience, 3, 16-25.
  • Pelphrey, K.A., Morris, J.P, McCarthy, G., and LaBar, K.S. (2007) Perception of dynamic changes in facial affect and identity in autism. Social Cognitive and Affective Neuroscience, 2, 140-149.
  • Morris, J.P., and McCarthy, G. (2007). Guided saccades modulate object and face-specific activity in the right fusiform gyrus. Human Brain Mapping. 28, 691-702.
  • Morris, J.P., Pelphrey, K.A., and McCarthy, G. (2007). Controlled scanpath variation alters fusiform face activation. Social Cognitive and Affective Neuroscience. 2, 31-38.
  • Pelphrey, K.A., and Morris, J.P. (2006). Brain mechanisms for interpreting the actions of others from biological motion cues. Current Directions in Psychological Science, 15, 136-140.
  • Morris, J.P., Pelphey, K.A., and McCarthy, G. (2006). Occipitotemporal activation evoked by the perception of human bodies is modulated by the presence or absence of the face. Neuropsychologia, 44, 1919-1927.
  • Morris, J.P., Pelphrey, K.A., and McCarthy, G. (2005). Regional brain activation evoked by approaching virtual characters on a virtual walk, Journal of Cognitive Neuroscience, 17, 1744-1752.
  • Pelphrey, K.A., Morris, J.P., Michelich, C.R., Allison, T., and McCarthy G. (2005) Functional anatomy of biological motion perception in posterior temporal cortex: An fMRI study of eye, mouth, and hand movements. Cerebral Cortex , 15, 1866-1876.
  • Pelphrey, K.A., Morris, J.P., and McCarthy, G. (2005). Neural basis of eye gaze processing deficits in autism. Brain, 128, 1038-1048
  • Pelphrey, K.A., Adolphs, R., and Morris, J.P. (2004). Neuroanatomical substrates of social cognition dysfunction in autism. Mental Retardation and Developmental Disabilities Research Reviews, 10, 259-271.
  • Pelphrey, K.A., Morris, J.P., and McCarthy G. (2004). Grasping the intentions of others: The context of a perceived action influences activity in the superior temporal sulcus during social perception. Journal of Cognitive Neuroscience, 10, 1706-1716.
  • Morris, J.P., Squires, N.K., Taber, C.S., and Lodge, M. (2003). The activation of political attitudes: A psychophysiological examination of the hot cognition hypothesis. Political Psychology. 24: 727-745.

Chad Daniel Meliza

Assistant Professor

Office Address

Office Hours:
Mon: 2:00-3:00
Thu: 11:00-12:00


My lab studies neural mechanisms of pattern learning and recognition in the auditory system of songbirds. Songbirds can learn to recognize hundreds of songs from different individuals under challenging and variable acoustic conditions. We study this behavior using a neuroethological approach that combines observational studies, operant conditioning, acute and chronic electrophysiology, and dynamical systems models.

For more information, visit the lab website at http://meliza.org

Recent Publications

  • S. C. Keen, C. D. Meliza, D. R. Rubenstein (2013). Flight calls signal group membership and individual identity but not kinship in a cooperatively breeding bird. Behavioral Ecology, doi:10.1093/beheco/art062
  • C. D. Meliza and D. Margoliash (2012). Emergence of selectivity and tolerance in the avian auditory cortex. Journal of Neuroscience, doi:10.1523/JNEUROSCI.0845-12.2012
  • M. Kostuk, B. A. Toth, C. D. Meliza, D. Margoliash, H. D. I. Abarbanel (2011). Dynamical estimation of neuron and network properties II: Path integral Monte Carlo methods. Biological Cybernetics, doi:10.1007/s00422-012-0487-5
  • C. D. Meliza (2011). Effects of auditory recognition learning on the perception of vocal features in European starlings (Sturnus vulgaris). Journal of the Acoustical Society of America, doi:10.1121/1.3641420
  • C. D. Meliza, Z. Chi, D. Margoliash (2010). Representations of conspecific song by starling secondary forebrain auditory neurons: towards a hierarchical framework. Journal of Neurophysiology, doi:10.1152/jn.00464.2009
  • C. D. Meliza and Y. Dan (2006). Receptive-field modification in rat visual cortex induced by paired visual stimulation and single cell spiking. Neuron, doi:10.1016/j.neuron.2005.12.009

Patricia Llewellyn

Professor, Director of the Mary Ainsworth Training Clinic.

Office Address

108F Gilmer Hall

By Appointment Only


Research interests broadly defined are health psychology, personality assessment, and women's issues. Specifically, past research projects have centered on AIDS prevention in Nigeria, eating disorders, and personality correlates of medical professionals.  Current research includes the use of treatment outcome measures in training therapists and assessment issues in Augmentative and Alternative Communication

Angeline Lillard


Office Address

109 Gilmer Hall

Office Hours:
On sabbatical leave until August 25, 2018


Social and cognitive development including pretend play, theory of mind, media effects on executive function, Montessori education





Lillard, A.S. (2017).  Montessori: The science behind the genius.  New York: Oxford University Press. Awarded major book award, sales over 35K. 3rd edition. Previous edition reviewed in:
o   Applied Developmental Psychology, 27, 183-187.
o   Educational Psychology in Practice, 24, 159-60
o   PsycCritiques (on-line successor to Contemporary Psychology), 51 #24.
o   Teaching and Teacher Education, 23, 770-774.

Lillard, A. S. (accepted). Rethinking education: Montessori's approach. Current Directions in Psychological Science.

Eisen, S., & LIllard, A. S. (in press). Interactive screens and developing minds. In C. Ferguson (Ed.), Children and media. New York: Springer Verlag.

Lillard, A. S. (2017). Why do the children (pretend) play? Trends in Cognitive Science, 21, 826-834. doi: https://doi.org/10.1016/j.tics.2017.08.001

Lillard, A. S., Heise, M. J. R., Eve M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool elevates and equalizes child outcomes: A longitudinal study. Frontiers in Psychology, 8. doi: 10.3389/fpsyg.2017.01783 Most viewed article of 2017 in the journal

Ma, L., & Lillard, A. S. (2017). The evolutionary significance of pretend play: Two-year-olds’ interpretation of behavioral cues. Learning and Behavior, 45, 441-448. doi: 10.3758/s13420-017-0285-y

Taggart, J., Eisen, S., & Lillard, A. S. (in press). Pretense. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman & J. E. Lansford (Eds.), The SAGE Encyclopedia of Lifespan Human Development. Thousand Oaks, CA: SAGE.

Dore, R. A., Hoffman, K., Lillard, A. S., & Trawalter, S. (2017). Developing cognitions about race: White 5- to 10-year-olds’ perceptions of hardship and pain. European Journal of Social Psychology. On line first.

Dore, R. A., Smith, E. D., & Lillard, A. S. (2017). Children adopt the traits of characters in a narrative. Child Development Research, Article ID 6838079, 16. doi: 10.1155/2017/6838079.

Eisen, S. L., & Lillard, A. S. (2017). Young children's thinking about touchscreens versus other media in the U.S. Journal of Children and Media, 11, 167-179. doi: 10.1080/17482798.2016.1254095

Lillard, A. S., & Eisen, S. (2017). Why Montessori is a facilitative environment for theory of mind: Three speculations. In V. Slaughter & M. de Rosnay (Eds.), Theory of mind development in context. Pp. 57-70. London: Routledge.

Taggart, J., Heise, M. J., & Lillard, A. S. (2017). The real thing: Preschoolers prefer actual activities to pretend ones. Developmental Science. On line first. 10.1111/desc.12582

Eisen, S. L., & Lillard, A. S. (2016). Just Google it: Young children’s preferences for touchscreen versus books in a hypothetical learning task. Frontiers in Psychology: Developmental Section, 7, 1431. doi: dx.doi.org/10.3389/fpsyg.2016.01431

Hopkins, E. J., Smith, E. D., Weisberg, D. K., & Lillard, A. S. (2016). The development of substitute object pretense: The differential importance of form and function. Journal of Cognition and Development, 17, 197-220.

Kang, E., Klein, E., Lillard, A. & Lerner, M. (2016). Predictors and moderators of spontaneous pretend play in children with and without autism spectrum disorder. Frontiers in Psychology, 7, 1577. doi: 10.3389/fpsyg.2016.01577

Lillard, A. S. (2016). Montessori education and creativity. AMI Communications, 225-229.

Lillard, A. S., & Heise, M. J. (2016). Removing supplementary materials from Montessori classrooms changed child outcomes. Journal of Montessori Research, 2, 17-27.

Dore, R. A., Jaswal, V. K., & Lillard, A. S. (2015). Real or not? Informativeness influences children's reality status judgments cognitive development. Cognitive Development, 33, 28-39.

Dore, R. A., & Lillard, A. S. (2015). Theory of mind and children's engagement in fantasy worlds. Imagination, Cognition, and Personality, 34, 230-242. doi: 10.1177/0276236614568631

Dore, R. A., Smith, E. D., & Lillard, A. S. (2015). How is theory of mind useful? Perhaps to enable social pretend play. Frontiers in Psychology: Cognitive Science. doi: 10.3389/fpsyg.2015.01559 PMC4606048

Lerner, M. D., & Lillard, A. S. (2015). From false belief to friendship: Commentary on Fink, Begeer, Peterson, Slaughter, & de Rosnay. British Journal of Developmental Psychology. 33, 18-20. Doi: 10.1111/bjdp.12070. PMID 25382634

Li, H., Boguszewski, K., & Lillard, A. S. (2015). Can that really happen? Children's knowledge about the reality status of fantastical events on television. Journal of Experimental Child Psychology, 139, 99-114. doi: http://dx.doi.org/10.1016/j.jecp.2015.05.007. PMID 26094241

Lillard, A. S., Drell, M., Richey, E., Bogusweski, K., & Smith, E. D. (2015). Further examination of the immediate impact of cartoons on children’s executive function. Developmental Psychology, 51, 792-805. doi: 10.1037/a0039097 PMID 25822897

Lillard, A.S. (2015).  The development of play.  Handbook of Child Psychology and Developmental Science, Vol. 3: Cognitive Development.  L. Liben and U. Mueller (Eds.), Lerner, R., Editor-in-Chief. Pp. 425-468. New York: Wiley-Blackwell.

Lillard, A. S., Dore, R. A., Hopkins, E. J., & Smith, E. D. (2015). Challenges in the study of pretend play: What can we know, and how can we know it? In J. J. Johnson & S. G. Eberle (Eds.), Handbook of the Study of Play (pp. 441-48). Lanham MD: Rowman & Littlefield.

Lillard, A. S., Li, H., & Boguszewski, K. (2015). Television and children's executive function. In J. B. Benson (Ed.), Advances in child development and behavior (Vol. 48, pp. 219-249). New York: Elsevier. PMID 25735946

Lillard, A. S., & Woolley, (2015). Grounded in reality: How children make sense of the unreal. Cognitive Development. doi:10.1016/j.cogdev.2014.12.007.

Van Reet, J., Pinkham, A. M., & Lillard, A. S. (2015). The effect of realistic contexts on ontological judgments of novel entities. Cognitive Development. doi:10.1016/j.cogdev.2014.12.010 PMC4407999

Woolley, J. D., & Lillard, A. S. (2015). Cognizing the unreal. Cognitive Development. doi: 10.1016/j.cogdev.2014.12.003.

Dore, R. A., & Lillard, A. S. (2014). Do children prefer mentalistic descriptions? Journal of Genetic Psychology 175, 1-14. doi: 10.1080/00221325.2013.805712 PMID 24796151

Dore, R. A., Hoffman, K., Lillard, A. S., & Trawalter, S. (2014). Do you feel what i feel? Children’s racial bias in perceptions of others’ pain. British Journal of Developmental Psychology, 32, 218-231. doi: 10.1111/bjdp.12038 PMID 24576067

Dore, R. A., Lillard, A. S., & Jaswal, V. K. (2014). Anthropologists in the crib. Journal of Cognition and Development, 15, 520-523. doi: 10.1080/15248372.2014.936789

Hopkins, E. J., Dore, R. A., & Lillard, A. S. (2014). Do children learn from pretense? Journal of Experimental Child Psychology, 130, 1-18. doi: dx.doi.org/10.1016/j.jecp.2014.09.004 PMID 25310690

Lillard, A. S., & Kavanaugh, R. D. (2014). The contribution of symbolic skills to the development of an explicit theory of mind. Child Development, 85, 1535–1551. doi: 10.1111/cdev.12227 PMID 24502297

Oishi, S., Jaswal, V. K., Lillard, A. S., Mizokawa, A., Hitokoto, H., & Tsutsui, Y. (2014). Cultural variations in global versus local processing: A developmental perspective. Developmental Psychology, 50, 2654-2665. doi: 10.1037/a0038272 PMID 25365123



  • Faculty Mentor for Psi Chi and APS Albert Bandura Graduate Research Award recipient (Sierra Eisen), 2016-17
  • Fellow, American Psychological Association, 2011, and Association for Psychological Science, 2006
  • Cognitive Development Society Book Award, 2006, for Montessori: The Science Behind the Genius
  • James McKeen Cattell Sabbatical Fellow, 2005-2006
  • American Psychological Association Boyd McCandless Young Scientist Award, 1999 and Outstanding Dissertation Award, 1992

Michael Kubovy

Professor Emeritus


I am a professor of cognitive psychology with interests in visual and auditory perception, cognition, psychology of visual art and music, the nature of pleasure, the philosophy of mind and the phenomenology of experience. I conduct experiments with human observers, analyze visual and auditory patterns, and propose mathematical/statistical models of the data I obtain. I am eager to attract bright and hard-working students, from the US and abroad, to join the three students (currently two from the US, and one from China) without whom my lab would not be the wonderful,  collegial, exciting, and interesting environment it is.

  • Wagemans, J., Elder, J. H., Kubovy, M., Palmer, S. E., Peterson, M. A., Singh, M., & von der Heydt, R. (2012). A century of Gestalt psychology in visual perception. I. Perceptual grouping and figure-ground organization. Psychological Bulletin, first posting July 30. (http://dx.doi.org/10. 1037/a0029333)
  • Strother, L., & Kubovy, M. (2012). Structural Salience and the Nonaccidentality of a Gestalt. Journal of Experimental Psychology: Human Perception and Performance, (http: //dx.doi.org/10.1037/a0027939)
  • Kubovy, M. & Yu, M. (2012). Multistability, cross–modal binding and the additivity of conjoined grouping principles. Philosophical Transaction of the Royal Society, B, 367, 954–964. (http://dx.doi.org/10. 1098/rstb.2011.0365)
  • Jones, C. R. G., Claassen, D. O., Yu, M., Spies, J. R., Malone, T., Dirnberger, G., Jahanshahi, M., & Kubovy, M. (2011). Modeling accuracy and variability of motor timing in treated and untreated Parkinson’s disease and healthy controls, Frontiers in Integrative Neuroscience 5, No. 81. (http://dx. doi.org/10.3389/fnint.2011.00081)
  • Gepshtein, S., Tyukin, I., & Kubovy, M. (2011). A failure of the proximity principle in the perception of motion. Humana.Mente: Journal of Philosophical Studies, 17, 21– 34. (http://www.humanamente.eu/PDF/ Issue17_Paper_A%20Failure%20of%20the% 20Proximity%20Principle%20in%20the% 20Perception%20of%20Motion_Gepshtein_ et_al..pdf)
  • Van den Berg, M., Schirillo, J., & Kubovy, M. (2011). Grouping by Regularity and the Perception of Illumination. Vision Research, 51, 1360–1371. (/10.1016/j.visres.2011.04. 013)
  • Bianchi, I., Savardi, U., & Kubovy, M. (2011). Dimensions and their Poles: A Metric and Topological Approach to Opposites. Language and Cognitive Processes, 26, 1232– 1265. (http://www.tandfonline.com/doi/ abs/10.1080/01690965.2010.520943)
  • Kubovy, M., & Schutz, M. (2010). Audio-visual objects. Review of Philosophy and Psychology, 1, 41–61. (http://dx.doi.org/ 10.1007/s13164-009-0004-5)

Rachel Keen

Professor Emeritus

Vikram Jaswal

Associate Professor

Office Address

B008 Gilmer Hall

Office Hours:
Wed: 2:00-3:30

Thur: 10:45-12:15


My research has addressed a range of topics in typical development, including in word learning, categorization, memory development, and social cognition. My current research focuses on communication in autism—specifically, the cognitive and social processes underlying communication in nonspeaking autistics, and how some parents and their nonspeaking children develop unconventional but successful ways of communicating with each other. 

Noelle Hurd

Scully Family Discovery Associate Professor

Office Address

201 Gilmer Hall

Office Hours:
Tue: 2:00-4:00



Dr. Noelle Hurd's research agenda has primarily focused on the promotion of healthy adolescent development among marginalized youth. Specifically, her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Using a resilience framework, she has assessed the potential of nonparental adults to serve as resources to marginalized youth, and she has investigated the processes through which these relationships affect a variety of youth outcomes (e.g., psychological distress, health-risk behaviors, academic achievement). Currently, she is investigating the role of contextual factors in promoting or deterring the formation of intergenerational relationships and shaping the nature of interactions between marginalized youth and the adults in their communities. She also is further examining the mechanisms that drive the promotive effects of natural mentoring relationships and developing an intervention focused on enhancing positive intergenerational relationships between adolescents and the nonparental adults in their everyday lives. She runs the Promoting Healthy Adolescent Development (PHAD) Lab at the University of Virginia. She is a current William T. Grant Scholar and a Spencer/National Academy of Education Postdoctoral Fellow. In 2015, she was recognized as a Rising Star by the Association for Psychological Science. In 2017, she received the Outstanding Professor Award from the UVA Department of Psychology. Her research is currently funded by the William T. Grant Foundation, the Institute of Education Sciences, and the National Science Foundation.

Selected Publications

  • Albright, J., Hurd, N. M., & Hussain, S. (in press). Applying a social justice lens to youth mentoring. American Journal of Community Psychology.
  • Hurd, N. M., & Deutsch, N. (in press).  The state of the science on interventions: Out of school settings. Future of Children. http://www.futureofchildren.org/publications
  • Albright, J., & Hurd, N. M. (2017). Constellations of social support among underrepresented college students: Associations with mental health. Applied Developmental Science. DOI: 10.1080/10888691.2017.1287568
  • Loeb, E., & Hurd, N. M. (2017). Subjective social status, perceived academic competence, and academic achievement among underrepresented students. Journal of College Student Retention: Research, Theory, and Practice. DOI: 10.1177/1521025117696821
  • Hurd, N. M., Tan, J. S., & Loeb, E. (2016). Natural mentoring relationships and the adjustment to college among underrepresented students. American Journal of Community Psychology, 57, 330-341. DOI: 10.1002/ajcp.12059
  • Wittrup, A., Hussain, S., Albright, J., Hurd, N. M., Varner, F., & Mattis, J. (2016). Natural mentors, racial pride, and academic engagement among Black adolescents: A study of resilience in the context of perceived discrimination. Youth & Society. DOI: 10.1177/0044118X16680546
  • Hurd, N. M., & Zimmerman, M. A. (2016). Adolescent resilience: Promoting more positive outcomes among youth at risk of using and abusing substances. In S. A. Brown & R. A. Zucker (Eds.) Oxford handbook of adolescent substance use (pp. 1-44). Oxford: Oxford Press. DOI:10.1093/oxfordhb/9780199735662.013.016
  • Hurd, N. M., Hussain, S.*, & Bradshaw, C. P. (2015). School contexts, school connectedness, and psychosocial outcomes: Moderation by a supportive figure in the school. Youth & Society. DOI: 10.1177/0044118X15598029
  • Hurd, N. M., & Zimmerman, M. A. (2014). An analysis of natural mentoring relationship profiles and their association with mentees’ mental health: Considering links via support from important others. American Journal of Community Psychology, 53, 25-36. DOI 10.1007/s10464-013-9598-y
  • Hurd, N. M., Varner, F., Caldwell, C. H., & Zimmerman, M. A. (2014). Does perceived discrimination predict change in psychological distress and substance use over time? An examination among Black emerging adults. Developmental Psychology, 50, 1910-1918.  DOI: 10.1037/a0036438
  • Hurd, N. M., Stoddard, S. A., Bauermeister, J. A., & Zimmerman, M. A. (2014). Natural mentors, mental health, and substance use: Exploring pathways via coping and purpose. American Journal of Orthopsychiatry, 84, 1-11. DOI 10.1037/h0099361
  • Hurd, N. M., Varner, F., & Rowley, S. J. (2013). Involved-vigilant parenting and socio-emotional well-being among Black youth: The moderating influence of natural mentoring relationships. Journal of Youth and Adolescence,42, 1583-1595. DOI: 10.1007/s10964-012-9819-y (first and second authors made equal contributions)
  • Hurd, N. M., Stoddard, S. A., & Zimmerman, M. A. (2013). Neighborhoods, social support, and African American adolescents’ mental health outcomes: A multilevel path analysis. Child Development, 84, 858-874. DOI: 10.1111/cdev.12018
  • Hurd, N. M., Sellers, R. M., Cogburn, C. D., Butler-Barnes, S. T., & Zimmerman, M. A. (2013). Racial identity and mental health among Black emerging adults:  The moderating effects of neighborhood racial composition. Developmental Psychology, 49, 938-950. DOI: 10.1037/a0028826
  • Hurd, N. M., & Sellers, R. M. (2013). Black adolescents’ relationships with natural mentors: Associations with academic engagement via social and emotional development. Cultural Diversity & Ethnic Minority Psychology, 19, 76-85. DOI: 10.1037/a0031095
  • Hurd, N. M., Sánchez, B., Zimmerman, M. A., & Caldwell, C. H. (2012). Natural mentors, racial identity, and educational attainment among African American adolescents: Exploring pathways to success. Child Development, 83, 1196-1212. DOI: 10.1111/j.1467-8624.2012.01769.x
  • Hurd, N. M., Zimmerman, M. A., & Reischl, T. M. (2011). Role model behavior and youth violence: A study of positive and negative effects. The Journal of Early Adolescence, 31, 323-354.

David L. Hill

Professor of Psychology

Office Address

On Leave


Our lab has two major areas of study: we examine (1) the neurophysiological, morphological, and behavioral development of the taste system, and (2) injury induced degeneration and regeneration in the peripheral and central gustatory system. Specific projects focus on environmental and physiological factors affecting the developing and regenerating taste system, anatomical and functional development and plasticity of the gustatory brainstem, and the role of neurotrophins in maintaining peripheral and central taste structure and function.

Recent Publications

  • Reddaway, R.B., Davidow, A.W., Deal,S.L., and D.L. Hill. 2012. The impact of chorda tympani nerve injury on cell survival, axon maintenance, and morphology of its terminal field in the nucleus of the solitary tract. Journal of Comparative Neurology, 520: 2395-2413.
  • Wang, S., Corson, J., Hill, D.L., and Erisir, A. 2012. Postnatal development of chorda tympani axons in the nucleus of the solitary tract. Journal of Comparative Neurology, 520: 3217-3235.
  • Corson, S.L. and D.L. Hill. 2011. Chorda Tympani Nerve Terminal Field Maturation and Maintenance is Severely Altered Following Changes to Gustatory Nerve Input to the Nucleus of the Solitary Tract. J. Neurosci., 31:7591-7603.
  • Guagliardo, N.A., West, K.N., McCluskey, L.P., and D.L. Hill. 2009. Attenuation of Peripheral Salt Taste Responses and Local Immune Function Contralateral to Gustatory Nerve Injury:  Effects of Aldosterone. Am. J. Physiol. Regul. Integr. Comp. Physiol. 297:R1103-R1110.
  • May, O.L., Erisir, A., and Hill, D.L. 2008. Modifications of Gustatory Nerve Synapses onto Nucleus of the Solitary Tract Neurons Induced by Dietary Sodium-Restriction During Development. Journal of Comparative Neurology, 508: 529-541.
  • Mangold, J. and Hill, D.L. 2008. Postnatal Reorganization of Primary Afferent Terminal Fields in the Rat Gustatory Brainstem is Determined by Prenatal Dietary History. Journal of Comparative Neurology, 509:594-607.
  • Thomas, J.E. and D.L. Hill. 2008. The Effects of Dietary Protein Restriction on Chorda Tympani Nerve Taste Responses and Terminal Field Organization. Neuroscience, 157:329-339.
  • Guagliardo, N.A. and Hill, D.L. 2007. Fungiform Taste Bud Degeneration in C57BL/6J Mice Following Chorda-Lingual Nerve Transection, Journal of Comparative Neurology, 504: 206-216.
  • Mangold, J. and Hill, D.L. 2007. Extensive Reorganization of Primary Afferent Projections into the Gustatory Brainstem Induced by Dietary Sodium Restriction During Development: Less is More. Journal of Neuroscience, 27:4650-4662.
  • May, O.L., Erisir, A., and D.L. Hill. 2007. The Ultrastructure of Primary Afferent Terminals and Synapses in the Rat Nucleus of the Solitary Tract: A Comparison Among the Greater Superficial Petrosal, Chorda Tympani, and Glossopharyngeal Nerves. Journal of Comparative Neurology, 502: 1066-1078.
  • May, O. L. and Hill, D. L., 2006. Gustatory terminal field organization and developmental plasticity in the nucleus of the solitary tract revealed through triple fluorescent labeling. Journal of Comparative Neurology, 497: 658-669.

Donna Hearn

Assistant Chair

Office Address

102 Gilmer Hall

Office Hours:
By Appointment Only

Tobias Grossmann

Associate Professor

Office Address

310 Gilmer Hall


2012-2016 Group Leader Max Planck Institute for Human Cognitive and Brain Sciences
2012 Habilitation Heidelberg University
2007-2011 Sir Henry Wellcome Fellow University of London, Centre for Brain and Cognitive Development
2006 Ph.D. Leipzig University/Max Planck Institute for Human Cognitive and Brain Sciences

Research Interests

I study the early development of the social and affective abilities that enable us to interact with others and make sense of their social behavior. In particular, I am interested in the brain processes that underpin social interaction and cognition during infancy. I study the development of social brain functions across a range of situations in which infants can glean information from various different sources such as faces, bodies, voices, or through touch. Moreover, my work aims at understanding how social development varies across infants and what genetic and environmental factors give rise to such individual differences.


Selected Publications

  • Grossmann, T. (2015). The development of social brain functions during infancy. Psychological Bulletin, 141, 1266-87.
  • Krol, K.M., Monakhov, M., Lai, P.S., Ebstein, R., & Grossmann, T. (2015). Genetic variation in CD38 and breastfeeding experience interact to impact infants' attention to social eye cues. Proceedings of the National Academy of Sciences of the United States of America, 112, E5434–E5442.
  • Jessen, S. & Grossmann, T. (2014). Unconscious discrimination of social cues from eye whites in infants. Proceedings of the National Academy of Sciences of the United States of America, 111, 16208-16213.
  • Fairhurst, M. T., Löken, L., & Grossmann, T. (2014). Physiological and behavioral responses reveal 9-month-old infants' sensitivity to pleasant touch. Psychological Science, 25, 1124-1131.
  • Grossmann, T. (2013). Mapping prefrontal cortex function in human infancy. Infancy, 18, 303-324.
  • Grossmann, T., Oberecker, R., Koch, S.P., & Friederici, A.D. (2010).  The developmental origins of voice processing in the human brain. Neuron, 65, 852-858.
  • Grossmann, T., Johnson, M. H., Lloyd-Fox, S., Blasi, A., Deligianni, F., Elwell, C., & Csibra, G. (2008). Early cortical specialization for face-to-face communication in human infants. Proceedings of the Royal Society B, 275, 2803-2811.
  • Vaish, A., Grossmann, T., & Woodward, A. (2008). Not all emotions are created equal: The negativity bias in early social-emotional development. Psychological Bulletin, 134, 383-403.

James Freeman

Professor Emeritus

Alev Erisir

Professor and Chair of Psychology

Office Address

187 Gilmer Hall

Office Hours:
Wed: 11:00-12:30
Email for an appointment on other days

Interested in research in our lab?  apply here


Neuronal connectivity in sensory pathways

Plasticity, development and aging

Synaptic proteins

Ultrastructural neuroanatomy

I study fine structure of neurons and other brain cells along sensory pathways in developing and aging brains. I am particularly interested in how synaptic circuities are formed, maintained, and how they are modified by experience. Using quantitative electron microscopy, tract-tracing immuno-identification and 3D reconstruction approaches in behaviorally and physiologically characterized animal models, my work aims to identify the molecular players in axon reorganization, synaptic pruning and sensory plasticity.  In addition, we study the development of neuropathological alterations in animal models of aging and Alzheimer’s dementia.


Selected Publications:

Full list of my published work:


Wang L, Kloc M, Maher E, Erisir A, Maffei A. 2018 Presynaptic GABAA Receptors Modulate Thalamocortical Inputs in Layer 4 of Rat V1. Cereb Cortex. 2018 Jan 24. 

Schecter RW, Maher EE, Welsh CA, Stevens B, Erisir A, Bear MF, 2017 Experience-Dependent Synaptic Plasticity in V1 Occurs without Microglial CX3CR1. J Neurosci. 2017 Nov 1;37(44):10541-10553.


Irwin JA, Erisir A, Kwon I. Oral Triphenylmethane Food Dye Analog, Brilliant Blue G, Prevents Neuronal Loss in APPSwDI/NOS2-/- Mouse Model. Curr Alzheimer Res. 2016;13(6):663-77.


Holtz SL, Fu A, Loflin W, Corson JA, Erisir A. Morphology and connectivity of parabrachial and cortical inputs to gustatory thalamus in rats. J Comp Neurol. 2015 Jan 1;523(1):139-61.


Corson JA, Erisir A. Monosynaptic convergence of chorda tympani and glossopharyngeal afferents onto ascending relay neurons in the nucleus of the solitary tract: a high-resolution confocal and correlative electron microscopy approach. J Comp Neurol. 2013 Sep 1;521(13):2907-26.


Owe SG, Erisir A, Heggelund P. Terminals of the major thalamic input to visual cortex are devoid of synapsin proteins. Neuroscience. 2013 Jul 23;243:115-25.


Wang S, Corson J, Hill D, Erisir A. 2012. Postnatal development of chorda tympani axons in the rat nucleus of the solitary tract. J Comp Neurol. 2012 Mar 20. 


Corson J, Aldridge A, Wilmoth K, Erisir A. 2012. A survey of oral cavity afferents to the rat nucleus tractus solitarii. 2012. J Comp Neurol. 2012 Feb 15;520(3):495-527.


Corson J, Nahmani M, Lubarsky K, Badr N, Wright C, Erisir A. Sensory activity differentially modulates N-methyl-D-aspartate receptor subunits 2A and 2B in cortical layers. Neuroscience. 2009 Oct 20;163(3):920-32.


Kielland A, Erisir A, Walaas SI, Heggelund P. 2006. Synapsin utilization differs among functional classes of synapses on thalamocortical cells. Journal of Neuroscience. May 24;26(21):5786-93. 


Angeline S. Lillard, Alev Erisir. Old dogs learning new tricks: Neuroplasticity beyond the juvenile period, Developmental Review, Volume 31, Issue 4, December 2011, Pages 207-239.


Coleman JE, Nahmani M, Gavornik JP, Haslinger R, Heynen AJ, Erisir A, Bear MF. Rapid structural remodeling of thalamocortical synapses parallels experience-dependent functional plasticity in mouse primary visual cortex.  J Neurosci. 2010 Jul 21;30(29):9670-82. 


May OL, Erisir A, Hill DL.  Ultrastructure of primary afferent terminals and synapses in the rat nucleus of the solitary tract: comparison among the greater superficial petrosal, chorda tympani, and glossopharyngeal nerves. J Comp Neurol. 2007 Jun 20;502(6):1066-78. 


Robert Emery

Professor of Psychology; Director of Center for Children, Families and the Law; Director of Graduate Admissions

Office Address

317 Gilmer Hall

Office Hours:
Tue: 5:00-5:45
Thu: 5:00-5:45
Fri: 11:00-12:00


My research focuses on children, families, and psychological processes of special importance to families such as adopting a systems perspective, grieving relationship loss, emotional pain, and parenting across two homes. I also am interested in different methods for studying related topics, including genetically-informed designs, instrument development, creative coding systems, and secondary analysis of large, representative data sets. I maintain longstanding interests in applied topics related to family conflicts that affect children and involve legal/policy issues. These interests include the consequences of divorce for children, child custody disputes, divorce mediation, and how children are affected by parental conflict. In addition to my empirical work, I write about and work on these issues in broader ways in my roles as Director of the Center for Children, Families, and the Law, Social Science Editor of Family Court Review, and in writing for the public, for example, my recent book for parents, Two Homes, One Childhood: A Parenting Plan to Last a Lifetime or opinion pieces in the New York Times http://www.nytimes.com/2014/09/07/opinion/sunday/how-divorced-parents-lost-their-rights.html?_r=0 and Washington Post https://www.washingtonpost.com/news/parenting/wp/2016/09/08/a-divorce-mediator-answers-can-divorced-parents-just-act-like-parents/

I am interested in graduate students who are passionate about one or more of these issues.

Selected Publications


Emery, R.E. (2016). Two Homes, One Childhood: A Parenting Plan to Last a Lifetime. New York: Avery.


Dinescu, D., Turkheimer, E., Beam, C., Horn, E.E., Duncan, G., Emery, R.E. (2016) Is Marriage a Buzzkill? A Twin Study of Marital Status and Alcohol Consumption. Journal of Family Psychology, 30, 698-707.   


Emery, R.E., Holtzworth-Munroe, A., Kline-Pruett, M., Johnston, J. Pedro-Carroll, J.P.C., Saini, M., & Sandler, I (2016). Scholar-Advocacy Bias in Family Law. Family Court Review, 54, 134-149.


Smyth, B.M., McIntosh, J.E., Emery, R.E., & Howarth, S.L. (2016). Shared-Time Parenting: Boundaries of Risks and Benefits for Children. In L. Drozd & M. Saini (Eds.), Parenting Plan Evaluations: Applied Research for the Family Court (pp. 118-169). New York: Oxford.


Rowen, J. & Emery, R. (2014). Examining parental denigration behaviors of co-parents as reported by young adults and their associatin with parent-child closeness. Couple and Family Psychology: Research and Practice, 3, 165-177.


Emery, R.E. & Emery, K.C. (2014). Who knows what’s best for children? Honoring agreements and contracts between parents who live apart. Law and Contemporary Problems, 77, 151-176.


Tornello, S.L., Emery, R.E., Rowen, J., Potter, D., Ocker, B. & Xu, Y. (2013). Overnight custody arrangements, attachment, and adjustment among very young children. Journal of Marriage and the Family, 75, 871-885.


Chad Dodson

Associate Professor of Psychology

Office Address

B005/B052 Gilmer Hall

Office Hours:
Email for an appointment


Our research focuses on memory with an emphasis on the occurrence of (a) false memories, (b) overconfidence in one’s memories and (c) changes in memory across the lifespan.  For example, some of our research examines eyewitness memory.  We have observed with a typical eyewitness suggestibility paradigm that older adults are much more likely than younger adults to assert confidently that they remember witnessing an event that was only suggested to them.  Some of our current projects are examining whether this age-related effect generalizes to more naturalistic eyewitness settings and whether there are variables that can minimize the occurrence of these kinds of high confidence errors.  See our website (faculty.virginia.edu/dodson) for more information and here are some representative publications:

  • Bryce, M. S. & Dodson, C. S. (2012).  The Cross-Age Effect in Recognition Performance and Memory Monitoring for Faces.  Psychology & Aging.
  • Dodson, C. S., Spaniol, M., O’Connor, M. K., Deason, R. G., Ally, G. A., & Budson, A. E. (2011).  Alzheimer’s disease and memory-monitoring impairment:  Alzheimer’s patients show a monitoring deficit that is greater than their accuracy deficit.  Neuropsychologia, 49, 2609 – 2618
  • Jaswal, V.K. & Dodson, C.S. (2009).  Metamemory Development:  Understanding the Role of Similarity in False Memories.  Cognitive Development, 80, 629-635
  • Dodson, C. S., & Krueger, L. E. (2006).  I misremember it well: Why older adults are unreliable eyewitnesses.  Psychonomic Bulletin & Review, 13, 770- 775

Ed Diener

Professor of Psychology

Office Address

223 Gilmer Hall


Ed Diener, Ph.D., is Alumni Distinguished Professor of Psychology (Emeritus) at the University of Illinois, where he has been a faculty member since 1974. He is currently a professor of psychology at the University of Utah and the University of Virginia.

Dr. Diener, who joined Gallup as a Senior Scientist in 1999, advises Gallup on research in psychological well-being. His current research focuses on the theories and measurement of well-being; temperament and personality influences on well-being; income and well-being; and cultural influences on well-being; and how employee well-being enhances organizational performance.

Dr. Diener has received several prestigious scholarly awards. He received the Distinguished Scientific Contribution Award from the American Psychological Association[1] and the William James Fellow Award for outstanding contributions to scientific psychology from the Association of Psychological Science[2]. He also was awarded the Distinguished Quality-of-Life Researcher Award from the International Society of Quality of Life Studies.[3]

Dr. Diener’s work has appeared in more than 330 publications; about 250 of these focus on the psychology of well-being. His work has appeared in journals such as Psychological Science, American Psychologist, and Psychological Inquiry, among many others. Dr. Diener was the editor of the Journal of Personality and Social Psychology from 1998 to 2003 and is an editor of Journal of Happiness Studies; he is also the founding editor of Perspectives on Psychological Science. Dr. Diener has co-edited three books on subjective well-being: Well-Being: The Foundations of Hedonic Psychology, Advances in Quality of Life Theory and Research, and Culture and Subjective Well-Being. He also co-edited the Handbook of Multimethod Measurement in Psychology. Dr. Diener wrote a popular book on Happiness with his son, Robert Biswas-Diener and is the coauthor of Well-Being for Public Policy.

Dr. Diener is past president of three scientific societies: the International Society for Quality of Life Studies, the International Positive Psychology Association, and the Society for Personality and Social Psychology. He is a fellow of five professional societies, including the Association for Psychological Science[4], American Psychological Association[5], International Society for Quality of Life Studies[6], Society for Personality and Social Psychology[7], and Experimental Psychology[BHS1] .

Dr. Diener earned his bachelor’s degree in psychology from California State University, Fresno and his doctorate in personality psychology from the University of Washington. He has more than 93,000 citations to his credit. Dr. Diener has also received several teaching awards.

Judy DeLoache

Professor Emeritus

Office Address

109E Gilmer Hall


  • Chiong, C., & DeLoache, J.S.  (2013).  Learning the ABC’s: What kinds of picture books facilitate young children’s learning?  Journal of Early Childhood Literacy, 13, 225-241
  • DeLoache, J. S., Chiong, C., Vanderborght, M., Sherman, K., Islam, N., Troseth, G. L., Strouse, G. A., & O’Doherty, K.  (2010).  Do babies learn from baby media?  Psychological Science, 21, 1570-1574.
  • Ganea, P. A., Ma, L., & DeLoache, J.S. (2011). Young children’s learning and transfer of biological information from picture books to real animals.  Child Development, 82, 1421-1433.
  • LoBue, V., & DeLoache, J. S. (2010). Superior detection of threat-relevant stimuli in infancy.  Developmental Science, 13, 221-228.
  • DeLoache, J.S., Simcock, G., & Macari, S. (2008).  Planes, trains, and automobiles:  Extremely intense interests in very young children.  Developmental Psychology, 43, 1579-1586.
  • DeLoache, J. S., Uttal, D. H., & Rosengren, K. S.  (2004).  Scale errors offer evidence for a perception-action dissociation early in life.  Science, 304, 1047-1029.

Benjamin Converse

Assistant Professor of Public Policy and Psychology

Office Address

228 Gilmer Hall


Goal pursuit in social systems:  social judgment, self regulation, decision making, cooperation and competition

More information about the social area available here:

Social Psychology


  • Converse, B. A., Risen, J. L., & Carter, T. J. (2012). Investing in karma: When wanting promotes helping. Psychological Science, 23, 923-930.
  • Converse, B. A. & Fishbach, A. (2012). Instrumentality boosts appreciation: Helpers are more appreciated while they are useful. Psychological Science, 23, 560-566.
  • Sackett, A. M., Meyvis, T., Nelson, L. D., Converse, B. A., & Sackett, A. L. (2010). You’re having fun when time flies: The hedonic consequences of subjective time progression. Psychological Science, 21, 111-117.
  • Epley, N., Converse, B. A., Delbosc, A., Monteleone, G., & Cacioppo, J. T. (2009). Believers’ estimates of God’s beliefs are more egocentric than estimates of other people’s beliefs. Proceedings of the National Academy of Sciences, 106, 21533-21538.
  • Converse, B. A., Lin, S., Keysar, B., & Epley, N. (2008). In the mood to get over yourself: Mood affects theory-of-mind use. Emotion, 8, 725-730.
  • Keysar, B., Converse, B. A., Wang, J., & Epley, N. (2008). Reciprocity is not give and take: Asymmetric reciprocity to positive and negative acts. Psychological Science, 19, 1280-1286.

Jessica Connelly

Associate Professor of Psychology

Office Address

Gilmer 185


Research in the Connelly lab is focused on the dissection of complex phenotypes and human disease at the level of transcription and epigenetic regulation. Our current projects seek to understand the relationship between DNA methylation of the oxytocin receptor and individual differences in behavior in humans and model systems.

Selected Publications

  • Gonzalez MZ, Puglia MH, Morris JP, Connelly JJ. Oxytocin receptor genotype and low economic privilege reverses ventral striatum-social anxiety association. Social Neuroscience. 2017 Nov 17:1-13.
  • Lancaster K, Morris JP, Connelly JJ. Neuroimaging epigenetics: Challenges and recommendations for best practices. Neuroscience. 2017 Aug 8 pii: S0306-4522(17)30562-6.
  • Lancaster K, Carter CS, Pournajafi-Nazarloo H, Karaoli T, Lillard TS, Jack A, Davis JM, Morris JP*, Connelly JJ*. Plasma oxytocin explains individual differences in neural substrates of social perception. Frontiers in Human Neuroscience. 2015 Mar 17;9:132.
  • Puglia MH, Lillard TS, Morris JP*, Connelly JJ*. Epigenetic modification of the oxytocin receptor influences the perception of anger and fear in the human brain. PNAS. 2015 Mar 17;112(11):3308-13.

James A. Coan

Professor of Psychology

Office Address

324 Gilmer Hall

Office Hours:
Mon: 12:30-1:30
Thu: 12:30-1:30


I am an Associate Professor of Clinical Psychology and Director of the Virginia Affective Neuroscience Laboratory at the University of Virginia. My recent work emphasizes the neural systems supporting social forms of emotion regulation. In 2010, I received the inaugural Janet Taylor Spence Award for Transformative Early Career Contributions from the Association for Psychological Science, and the Early Career Award from the Society for Psychophysiological Research.

Books & Manuals

  • Coan, J. A. & Allen, J. J. B. (2007). The Handbook of Emotion Elicitation and Assessment. New York, NY: Oxford University Press. (Edited Volume).
  • Gottman, J., McCoy, K., Coan, J., & Collier, H. (1995). The Specific Affect Coding System (SPAFF) for Observing Emotional Communication in Marital and Family Interaction. Mahway, NJ: Erlbaum.


  • Coan, J.A., Beckes, L., & Allen, J.P. (under review). Childhood Maternal Support and Neighborhood Quality Moderate the Social Regulation of Neural Threat Responding in Adulthood.
  • Beckes, L. & Coan, J. A. (invited, in preparation). Relationship neuroscience. Chapter to appear in J. Simpson and J. Dovidio (Eds.) APA Handbook of Personality and Social Psychology, Volume 2: Interpersonal Relationships and Group Processes. Washington, DC, APA Press.
  • Mikhail, M., El-Ayat, K., Allen, J.J.B., & Coan, J.A. (in press). Using minimal number of electrodes for emotion detection using brain signals produced from a new elicitation technique. International Journal of Autonomous and Adaptive Communications Systems.
  • Beckes, L. & Coan, J. A. (in press). The neuroscience of social relationships. Chapter to appear in J.Simpson and L.Campbell (Eds.) The Oxford Handbook of Close Relationships. New York, Oxford University Press.
  • Sherman, G.D., Haidt, J., Iyer, R., & Coan, J.A. (in press). Individual differences in the physical embodiment of care: Prosocially oriented women respond to cuteness by becoming more physically careful. Emotion
  • Zhang, T., Li, F., Beckes, L., Brown, C., & Coan, J.A. (in press). Nonparametric inference of the hemodynamic response using multi-subject fMRI data. Neuroimage.
  • Beckes, L., Coan, J.A. & Hasselmo, K. (in press). Familiarity promotes the blurring of self and other in the neural representation of threat. Social Cognitive and Affective Neuroscience.
  • Hughes, A. E., Crowell, S. E., Uyegi, L., & Coan, J. A. (2012). A developmental neuroscience of borderline pathology: Emotional dysregulation, impulsivity, and social baseline theory. Journal of Abnormal Child Psychology, 40, 21-33.
  • Beckes, L. & Coan, J. A. (2012). Social baseline theory and the social regulation of emotion. In L. Campbell, J. La Guardia, J. M. Olson and M. P Zanna (Eds.) The Science of the Couple (pp. 79-91). Philadelphia, Psychology Press.
  • Hasselmo, K., Coan, J. A, & Beckes, L. (2012). Die »Social Baseline«-Theorie und die soziale Regulierung von Emotionen. In K. H. Brisch (Ed.) Bindungen ? Paare, Sexualität und Kinder (pp. 22-35). Germany, Klett-Cotta.

Gerald Clore

Commonwealth Professor of Psychology

Office Address

109B Gilmer Hall


I study emotion, asking questions about what emotions are, how they arise, and what they are for. In general, emotions are emergent affective states that arise when the same kind of goodness or badness is registered at the same time in multiple embodied ways. Our research examines the roles that affective reactions play in cognition and perception, including attention, judgment, memory, and thought. Much of what people do and decide in everyday life depends on what they feel. And in psychology, many of the textbook phenomena in cognitive psychology turn out to have an affective trigger. Additionally, we are interested in the role of emotion in art and other aesthetic experiences.


  • Martin, L. L. & Clore, G. L. (Eds). (2001). Theories of Mood and Cognition: A User's Guidebook. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Ortony, A., Clore, G. L., & Collins, A. (1988). The cognitive structure of emotions. New York: Cambridge University Press (reprinted 1999)
  • in press 2012 Articles & Chapters:
  • Sherman, G.D., Haidt, J., & Clore, G.L. (in press). The faintest speck of dirt: Disgust enhances impurity detection. Psychological Science.
  • Solak, N., Jost, J. T., Sumer, N., & Clore, G.L. (in press). Rage against the machine: The case for system-level emotions. Social and Personality Psychology Compass.
  • Koo, M., Clore, G.L., Kim, J., & Choi, I. (2012). Affective facilitation and inhibition of cultural influences on reasoning. Cognition and Emotion, 26, 680-689.
  • Clore, G.L. & Robinson, M.D. (2012). Five new ideas about emotion and their implications for social-personality psychology. In K. Deaux & M. Snyder (Eds.) Oxford Handbook of Personality and Social Psychology (pp. 315-336). Oxford: Oxford University Press.

2011 Articles & Chapter

  • Storbeck, J. & Clore, G. L. (2011). Affect influences false memories at  encoding: Evidence from recognition data. Emotion, 11, 981-989.
  • Riener, C. R.,Stefanucci, J.K., Proffitt, D.R., & Clore, G. (2011). An effect of mood on the perception of geographical slant. Cognition and Emotion, 25,174-182.
  • Hunsinger, M., Isbell, L.M., & Clore, G.L. (2011). Sometimes happy people focus on the trees and sad people focus on the forest: Context-dependent effects of mood in impression formation. Personality and Social Psychology Bulletin, 38, 220-232. DOI: 10.1177/0146167211424166
  • Huntsinger, J. R. & Clore, G. L. (2011). Emotion and social metacognition. In, P. Briñol and K. DeMarree (Eds.), Social Metacognition (pp. 199-217). Psychology Press: New York.
  • Clore, G. L. (2011). Thrilling thoughts: How changing your mind intensifies your emotions. In R. Arkin (Ed.) Most Underappreciated: 50 Prominent Social Psychologists Talk About Hidden Gems (pp. 67-71). New York: Oxford University Press. ISBN 978-0-19-977818-8
  • Clore, G. L. (2011). Psychology and the rationality of emotion. Modern Theology, 27, 325-338.
  • Zadra, J.R. & Clore, G.L. (2011). Emotion and perception: The role of affective information. Wiley Interdisciplinary Reviews: Cognitive Science. Chichester, West Sussex: John Wiley & Sons. DOI: 10.1002/wcs.147


  • APS William James Award for Lifetime Intellectual Contributions to the Science of Psychology
  • Fellow, American Academy of Arts & Sciences
  • Fellow, Rockefeller Foundation Study Center, Bellagio Italy
  • Fellow, Center for Advanced Study in the Behavioral Sciences, Stanford
  • Fellow, Center for Advanced Study, University of Illinois
  • Fellow, Association for Psychological Science
  • Fellow, American Psychological Association
  • Commonwealth Professor of Psychology, University of Virginia
  • Alumni Distinguished Professor of Psychology, University of Illinois

Peter C. Brunjes

Commonwealth Professor of Psychology

Office Address

083/077 Gilmer Hall

Office Hours:
Mon: 9:00-10:00
Wed: 9:00-12:00


The development of the brain. The synaptic organization of the olfactory system.


Brunjes, P.C., Illig, K. R., and Meyer, E. A. A field guide to the anterior olfactory nucleus/cortex. (2005) Brain Res. Reviews. 50, 305-335, PMID: 16229895

Brunjes, P.C., The mouse olfactory peduncle. 2. The anterior limb of the anterior commissure. (2013)   Front Neuroanat. 6:51. doi: 10.3389/fnana. 2012.00051,  PMID: 23355816

Kay, R. B., and Brunjes, P. C. Diversity among principal and GABAergic neurons of the anterior olfactory nucleus. Front Cell Neurosci. (2014) Apr 29;8:111. doi: 10.3389/fncel.2014.00111. PMID: 24808826

Brunjes, P. C., Collins, L. N., Osterberg, S. K. and Phillips, A. M. The mouse olfactory peduncle. 3. Development of  neurons, glia and centrifugal afferents.  Frontiers in Neuroanatomy  (2014) 8:44. doi:10.3389/fnana.2014.00044. PMID: 24926238

Brunjes PC, Osterberg SK (2015) Developmental markers expressed in neocortical layers are differentially exhibited in olfactory cortex. PLoS ONE 10(9): e0138541. doi:10.1371/journal.pone.0138541. PMID: 26407299

Brunjes PC, Feldman, S and Osterberg SK (2016) The pig olfactory brain: A primer.  Chemical Senses. doi:10.1093/chemse/bjw016

John D. Bonvillian

Associate Professor - Emeritus

Office Address

018 Gilmer Hall


 In recent years, our research group has been working to develop a simplified, manual, sign-communication system.  The initial focus of this project was to develop a sign communication system for mute or severely speech-limited individuals, such as children with autistic disorder, Down syndrome, or cerebral palsy.  At present, we have developed a simplified sign system lexicon consisting of 1100 easily formed, highly iconic signs or gestures.  Over a year ago, we changed our research focus slightly to develop more one-handed simplified signs; this change was undertaken to meet the communication needs of individuals who are hemiplegic.  Beginning in the fall of 2012, we are making a determined effort to greatly expand the size of our simplified sign system lexicon.  This increase in the size of our sign vocabulary is being undertaken to meet the needs of students who want to use our simplified signs to facilitate their acquisition of foreign language vocabulary items.  By pairing our highly iconic simplified signs with to-be-learned foreign language vocabulary items,  students are able to get these items into their memories more quickly and effectively.
In another project, several students are examining the use of manual communication in the exploration of the New World.  Although historians very rarely mention the use of signs by European explorers and the indigenous peoples of the Americas, careful review of historical documents, such as the diaries or journals of explorers, shows that much of the communication in initial encounter situations was through manual signs and gestures.  The use of manual signs, moreover, appears to have been quite wide-spread among the native peoples of North America through the 1800s.  Our analyses are underlining the importance of manual communication in the exploration and settlement of the New World.   

  • Bonvillian, J. D., Ingram, V. L., & McCleary, B. M. (2009).  Observations on the use of manual signs and gestures in the communicative interactions between Native Americansand Spanish explorers of North America: The accounts of Bernal Díaz del Castillo and Álvar Núñez Cabeza de Vaca.  Sign Language Studies, 9, 132-165.
  • Bonvillian, J. D. (2010).  American Sign Language.  Encyclopedia of perception, Vol. I (pp. 40-41)  E. B. Goldstein (Ed.).  Thousand Oaks, CA: Sage Publications.
  • Bohannon, J.N., III, & Bonvillian, J.D. (2013). Theoretical approaches to language acquisition. In J.B. Gleason and N.B. Ratner (Eds.), The development of language (8th ed.,  pp.190-240). Boston: Allyn & Bacon.
  • Bonvillian, J. D., Kissane, N. A., Dooley, T. T., and F. T. Loncke.  Simplified signs: A manual sign-communication system for special populations.  Vol. 1: Principles,  background and applications. Contract extended from Gallaudet University Press,  Washington, D.C.
  • Bonvillian, J. D. Kissane, N.A., Dooley, T.T., & Lonke, F.T. Simplified Signs: A manual sign  communication system for special populations. Vol. 2: Sign descriptions and illustrations. Contract extended from Gallaudet University Press, Washington, DC.




Steve Boker

Professor of Psychology

Office Address

020 Gilmer Hall; 115 Millmont

Office Hours:
Mon: 11:30-12:30
Thu: 2:00-3:00

Human Dynamics Laboratory


Dr. Boker's research interests include the application of dynamical systems analytic techniques to psychological and physiological data. His contributions include methods for examining change in multivariate mixed cross-sectional and longitudinal data include the Statistical Vector Field method, Differential Structural Equation Modeling using local linear approximation of derivatives, and the Latent Differential Equations method for fitting differential equations models to multivariate multiple occasion data. He is currently pursuing research into methods for estimating models for nonstationary data -- data for which model parameters or model structures change over time.

Dr. Boker's current NSF sponsored project is through the Human and Social Dynamics program. In collaboration with Jeffrey Cohn at University of Pittsburgh and Simon Baker in the Robotics Institute of Carnegie Mellon University, he is studying the coordination of gestures and facial expressions during dyadic conversation over a video phone. Dr. Boker's lab uses state of the art computerized technology to test cognitive theories of interpersonal coordination and perception-action coupling during conversation, dance, and imitation learning tasks. His awards include the Raymond B. Cattell Award for distinguished early career contributions to multivariate psychology and the Tanaka award from the Society of Multivariate Experimental Psychology.

Joseph P. Allen

Hugh Kelly Professor of Psychology

Office Address

Office Hours:
Mon: 1:30-3:00
Thu: 1:00-4:00


Adolescent Social Development, Family Relations, Peer relations & Problematic Behaviors (ranging from delinquency and teen pregnancy to depression and anxiety).


Teen Research

Specific topics:

Development of peer influence and peer pressure in adolescence.

Intervention Research to alter the quality of interactions taking place within secondary school classrooms.

Development of Autonomy and Relatedness in Adolescent and Young Adult Social Interactions (with parents, peers, and romantic partners)

Adolescent attachment organization.

Interventions that capitalize on the positive potential of teen-peer relationships

  • Allen, J. P., Chango, J., Szwedo, D. E., Schad, M. M., & Marston, E. G. (2012). Predictors of susceptibility to peer influence regarding substance use in adolescence. Child Development, 83(1), 337-350. doi: 10.1111/j.1467-8624.2011.01682.x
  • Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037. doi: 10.1126/science.1207998
  • Marston, E. G., Hare, A., & Allen, J. P. (2010). Rejection sensitivity in late adolescence: social and emotional sequelae. Journal of Research on Adolescence, 20(4), 959-982.
  • Allen, J. P., & Allen, C. W. (2009). Escaping the Endless Adolescence: How We Can Help Our Teenagers Grow Up Before They Grow Old. New York: Ballatine.
  • Allen, J. P., & Antonishak, J. (2008). Adolescent Peer Influences: Beyond the Dark Side. Understanding Peer Influence in Children and Adolescents, 141-160.

Beverly C. Adams

Asst. Dean, College of Arts and Sciences, Associate Professor

Office Address

269C Monroe Hall
Office Hours: 
Tue: 3:30-4:30
Wed: 2:00-2:30 4:00-4:30