Emma Whelan

Connelly Lab | Systems and Behavioral Neuroscience Program

Cabell Williams

Morris Lab | Cognitive Psychology Program

Justin Woodward

Psychology Undergraduate Coordinator
434-982-4981

Personal Email: [email protected] 

Melissa Rowland

Front Desk Manager

304 Gilmer Hall

Stefanie Sequeira (she/her/hers)

Assistant Professor of Psychology

226K Gilmer Hall

Research Areas:
 

Dr. Sequeira studies how social threat and reward processes develop during childhood and adolescence and are associated with the development of psychopathology, with a focus on anxiety disorders and suicidal thoughts and behaviors (STBs) in youth with anxiety disorders. She integrates ecologically valid methods at multiple levels of analysis into her work, including ecological momentary assessment (EMA), functional magnetic resonance imaging (fMRI), and eye-tracking. Taking a multimethod approach, Dr. Sequeira pursues three interrelated lines of research: 1) Developing and testing novel measures to study social threat and reward processes (e.g., how the brain responds to peer rejection/acceptance; how youth perceive social threat or reward on social media);  2) Linking brain and social behavior to better understand the development of psychopathology, and 3) Investigating associations between reward functioning, anxiety, and STBs during adolescence.

Representative Publications

  • Sequeira, S.L., Forbes, E.E., Hanson, J.L. & Silk, J.S. (2022). Positive valence systems in youth anxiety: A scoping review. Journal of Anxiety Disorders, 102588.

  • Kaurin, A., Sequeira, S. L., Ladouceur, C. D., McKone, K. M., Rosen, D., Jones, N., ... & Silk, J. S. (2022). Modeling sensitivity to social threat in adolescent girls: A psychoneurometric approach. Journal of Psychopathology and Clinical Science, 131(6), 641.

  • Sequeira, S.L, Silk. J.S, Ladouceur, C.D., Hanson, J.L., Ryan, N.D., Morgan, J.K., McMakin, D., Kendall, P.C., Dahl, R.E., & Forbes, E.E. (2021). Association of neural reward circuitry function with response to psychotherapy in youths with anxiety disorders. American Journal of Psychiatry, 178(4), 343-351.

  • Sequeira, S. L., Silk, J. S., Edershile, E. A., Jones, N. P., Hanson, J. L., Forbes, E. E., & Ladouceur, C. D. (2021). From scanners to cell-phones: Neural and real-world responses to social evaluation in adolescent girls. Social Cognitive and Affective Neuroscience, 1, 13.

  • Sequeira, S.L.*, Rosen, D.K.*, Silk, J.S., Jones, N.P., & Ladouceur, C.D. (2021). Linking fronto-amygdala functional connectivity to in vivo attentional biases towards social threat in adolescence. Developmental Cognitive Neuroscience, 49, 100960. *Authors contributed equally.

Jeremy Eberle

Teachman Lab | Clinical Psychology Program
Person

Dandan Tang

Tong Lab | Quantitative Psychology Program

Siqi Sun

Henry Lab | Quantitative Psychology Program
Person

Thomas Shannon

Converse Lab | Social Psychology Program

Mary (Nia) Seale (Batson)

Lillard Lab | Developmental Psychology Program

Lara Russell-Lasalandra

Golino Lab | Quantitative Psychology Program

Taylor Myers

Teachman Lab | Clinical Psychology Program

Emily McCoy

Ribic Lab | Systems and Behavioral Neuroscience Program

Christina Kapralos

+1 MA in Psychology Research Methods

Sarvenaz Jahanzad

Tong Lab | Quantitative Psychology Program

Emily Ives

Dodson Lab | Cognitive Psychology Program

Subin Han

Long Lab | Cognitive Psychology Program

Austin Greene

Sederberg Lab | Cognitive Psychology Program

Richard Gallagher, Jr.

Morris Lab | Cognitive Psychology Program

Benjamin Ertman

Perrin Lab | Clinical Psychology Program

Emily Daggett

Lillard Lab | Developmental Psychology Program

Carson Weiss

+1 MA in Psychology Research Methods

Madison Monroe-Mohajerin

+1 MA in Psychology Research Methods

Sydney Cushing

+1 MA in Psychology Research Methods

Roshonda Bissainthe

Bridge to the Doctorate

Emily Berman

Vaish Lab | Developmental Psychology Program

Lauren Beliveau

MacCormack Lab | Social Psychology Program

Liz Attick

Bridge to the Doctorate

Margaret Atkinson-Barnes

Hurd Lab | Clinical Psychology Program

Emily Andrews

+1 MA in Psychology Research Methods

Orion Anderson

+1 MA in Psychology Research Methods

Emma Wolfe

Teachman Lab | Clinical Psychology Program

Anshita Singh

Long Lab | Cognitive Psychology Program

Ghizlane Moustaid

Hurd Lab | Clinical Psychology Program

Bao Le

Meliza Lab | Systems and Behavioral Neuroscience Program

Lauren Kelso

Dodson Lab | Cognitive Psychology Program

Christopher Hall

Sederberg Lab | Cognitive Psychology Program

Noah French

Teachman Lab | Clinical Psychology Program

Michala (Mia) Dini

Perrin Lab | Clinical Psychology Program

Sophie Clayton

Grossmann Lab | Developmental Psychology Program

Sophie Bell

Turkheimer Lab | Clinical Psychology Program

Natasha Bailey

Allen Lab | Clinical Psychology Program

Olivia Allison

Grossmann Lab | Developmental Psychology Program

Zhihao Zhang

Assistant Professor of Business Administration and Psychology
Research Areas:

Channing Mathews

Assistant Professor of Psychology

140E Gilmer Hall

Research Areas:

Dr. Mathews is an Assistant Professor Community Area of Psychology. Her research considers how youth of color draw upon their ethnic-racial identity (i.e., the process and meaning associated with the role of ethnicity and race in one’s life) and critical consciousness (i.e., one’s awareness of social inequality and the tools, beliefs, and actions used to challenge such inequality) development as motivators for their STEM based academic engagement and activism. Her work focuses on these processes during adolescence and emerging adulthood, drawing from theoretical and methodological approaches in education, psychology, and African American studies. Dr. Mathews’ scholarship has three central foci: 1) integrating ethnic-racial identity and critical consciousness factors as dual promoters of positive Black and Latinx adolescent and emerging adult development, 2) examining how both ethnic-racial identity and critical consciousness promote STEM orientation, and 3) assessing the complexity of ethnic-racial identity and critical action behaviors (including STEM-based activism) in both Black and Latinx adolescence and adulthood. 

Dr. Mathews will be accepting a postdoctoral fellow through University of Virginia Rising Scholars Program and will be accepting graduate students for the 2023-2024 application cycle.

Selected Publications

Mathews, C., Medina, M., Bañales, J., Pinetta, B., Marchand., A., Medina, A., Miller, S. Hoffman, A., Diemer, M., & Rivas-Drake, D. (2020). Mapping the intersections of adolescents’ ethnic-racial identity and critical consciousness. Adolescent Research Review 5, 363-379. https://doi.org/10.1007/s40894-019-00122-0

Bañales, J. Mathews, C., Hayat N., Aniywo, N., & Diemer, M. (2019). Political action pathways in Latinx and Black Young Adults. Cultural Diversity and Ethnic Minority Psychology, 26(2), 176-188. doi:10.1037/cdp0000271

Mathews, C. Durkee, M., Hope, E. (2022) Critical Action and Ethnic-Racial Identity: Tools of Racial Resistance at the College Transition. [Special Issue] Journal of Research on Adolescence. Advance online publication. https://doi.org/10.1111/jora.12790

Mathews, C. J., Robinson, D., & Wilkes, C. E. (2022). Cultivating Black liberatory spaces in science, technology, engineering, and mathematics education: What does it take? Frontiers in Education7.https://www.frontiersin.org/articles/10.3389/feduc.2022.985455

Mulvey, K.L., Mathews, C., Knox, J., Joy, A., & Cerda-Smith, J. (2022) The role of inclusion, discrimination and belonging for adolescent STEM engagement in and out of school. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21762

Paul Perrin

Professor of Data Science and Psychology

240A Gilmer Hall

Research Areas:

Jennifer MacCormack

Assistant Professor of Psychology

240H Gilmer Hall

Research Areas:

Meghan Puglia

Assistant Professor of Neurology and Psychology

Abunya (Abby) Agi

Rising Scholar Fellow
Research Areas:

Sue Carter

Professor of Psychology

Dr. Sue Carter is a Professor of Psychology at the University of Virginia and also a Distinguished University Scientist at Indiana University, Bloomington.  She is the former Executive Director of the Kinsey Institute and a Rudy Professor Emerita of Biology. She has held professorships at the University of Maryland (Distinguished University Professor) as well as at the University of Illinois, Urbana-Champaign and the University of Illinois, College of Medicine, Department of Psychiatry. She has authored more than 400 publications and edited 5 books including “Attachment and Bonding: A New Synthesis,.” MIT Press. Dr. Carter is the scientist, who first discovered the relationship between oxytocin and social monogamy and the formation of adult social bonds. She has a longstanding interest in birth and lactation and the evolution of human sociality and love. She is currently examining the developmental effects of oxytocin pathways and their role promoting in the capacity for social bonding, parental behavior and healthy relationships across the lifecycle.

Robert Williams, Jr.

Ribic Lab | Systems and Behavioral Neuroscience Program

Rebecca (Becky) Waugh

Sederberg Lab | Systems and Behavioral Neuroscience Program

Lindley Slipetz

Henry Lab | Quantitative Psychology Program

Yuhang Shu

Vaish Lab | Developmental Psychology Program

Arda Kipcak

Ribic Lab | Systems and Behavioral Neuroscience Program

Taylor Hinton

Connelly Lab | Systems and Behavioral Neuroscience Program

Mona Farborzi

Ribic Lab | Systems and Behavioral Neuroscience Program

Ahmad Elsayed

Meliza Lab | Systems and Behavioral Neuroscience Program

Rachel Edelstein

Van Horn Lab | Quantitative Psychology Program

Aaliyah Churchill

Hurd Lab | Community Psychology Program

Sareena Chadha

Wood Lab | Social Psychology Program

Sareena Chadha

Wood Lab | Social Psychology Program

Taylor Byron

Meliza Lab | Systems and Behavioral Neuroscience Program

Chen Chen

Cang Lab |Systems and Behavioral Neuroscience Program

Samuel Wilkinson

Schmidt Lab | +1MA in Quantitative Methods
Person

Emma Toner

Teachman Lab | Clinical Psychology Program

Jaclyn (Jackie) Lisnek

Brown-Iannuzzi Lab | Social Psychology Program

Jingrun Lin

Coan Lab | Clinical Psychology Program

Kenn Dela Cruz

Grossmann Lab | Developmental Psychology Program

Gabrielle Hunt

Allen Lab | Clinical Psychology Program

Sarah Espinel

Avery Lab | Community Psychology Program

Kyle Barrentine

Emotion and Behavior - Wood Lab | Social Psychology Program
Research Areas:

Kyle Barrentine joins the Social area to work with Adrienne Wood.  His research interests include socialnetworks, personality, psychopathology, masculinity and race.  He received his BA degree from the North Carolina Agricultural and Technical State University and his hometown is Memphis, TN.  Kyle enjoys Investing(Robinhood), tennis, journaling, reading, hiking, and owls.

Teague Henry

Assistant Professor of Psychology and Data Science

216F Gilmer Hall

Research Areas:

Elena Martynova

Boker Lab | Quantitative Psychology Program
Person

Seiji Tanabe

Research Scientist - Cang Lab
Person

Kevin Darby

Research Associate / Sederberg Lab
Person

Seohyun kim

Reseach Associate / Tong Lab
Person

Emma Potter

Research Associate / Patterson Lab
Person

Aysegul Gungor Aydin

Postdoctoral Research Associate | Meliza Lab
434-982-1730

 470 Gilmer Hall

Education

  • 2018 Ph.D. in Neuroscience, Pamukkale University, Turkey International Research Fellowship by The Scientific and Technological Research Council of Turkey, Co-supervised by Alev Erisir, University of Virginia, Charlottesville  
  • 2016 M.Sc. in Anatomy, Pamukkale University, Turkey
  • 2012 M.Sc. in Biophysics, Pamukkale University, Turkey
  • 2009 B.S. in Biochemistry, Ege University, Turkey

Research Focus

Early acoustic experience shapes the functional and physiological properties of cortical auditory circuits. I want to better understand how potassium currents affected by auditory experience influence the development of auditory processing. I am also interested in studying how genetic variants associated with dyslexia and other developmental language disorders influence the development of auditory processing by changing potassium currents and intrinsic dynamics.

Jessica Stern

Postdoctoral Fellow | Grossmann, Vaish and Allen labs

Office:  Monroe Hill - South Range #106

Website: www.drjessiestern.com

2019 Ph.D. in Psychology, University of Maryland

2012 B.A. in Psychology (summa cum laude), Pomona College

Research Interests:

How do social relationships shape human health, wellbeing, and social behavior across the lifespan? My research examines attachment relationships as a lens to understand individual differences in empathy, prosocial behavior, brain development, and physical health from infancy through adulthood. I'm especially interested in the cognitive and neurobiological mechanisms by which social experiences (with parents, friends, and romantic partners) get "under the skin" to shape human development. Current projects examine the role of social experiences in shaping young children's empathy, helping behavior, and moral judgments of environmental harm.

Awards:

Transformative Neurodevelopment Pilot Grant, UVA Brain Institute and Baby Brain Initiative 

National Research Service Award (F32), National Institute of Child Health & Human Development

Society for Personality and Social Psychology Small Climate Research Grant, 2020-2021

Society for Research in Child Development Dissertation Funding Award, 2018-2019

Milton Dean Havron Social Sciences Award, University of Maryland, 2018

National Science Foundation GRFP Fellowship, 2015-2018

University of Maryland Flagship Fellowship, 2014-2019

 

Kevin Pelphrey

Harrison-Wood Jefferson Scholars Foundation Professor of Neurology, School of Medicine

Adema Ribic

Assistant Professor of Psychology

Biography

Our laboratory studies how neurons assemble into circuits and how those circuits adapt to the environment. We use state-of-the-art neuroscience tools in the rodent visual system, such as in vivo electrophysiology, 2-photon imaging and manipulation of gene expression in single neurons, to ultimately understand how learning occurs at the level of molecules that build synapses.

If you are interested in joining or rotating in the Ribic Lab, please contact Adema Ribic directly at [email protected].

Selected publications

  • Ribic, A. and Biederer, T. Emerging Roles of Synapse Organizers in the Regulation of Critical Periods. Neural Plasticity, 19, Article ID 1538137
  • Ribic, A., Crair, M.C. and Biederer, T. 2019. Synapse-selective Control of Cortical Maturation and Plasticity by Parvalbumin-autonomous Action of SynCAM 1. Cell Reports 26, 381–393
  • Park, K.A., Ribic, A., Laage Gaup, F.M., Coman, D., Huang, Y., Dulla, C.G., Hyder, F. and Biederer, T. 2016. Hippocampal CA3 Connectivity and Excitability are Controlled by the Synaptic Adhesion Molecule SynCAM 1. J Neurosci 36, 7464-75
  • Ribic, A., Liu, X., Crair, M.C. and Biederer, T. 2014. Structural Organization and Function of Mouse Photoreceptor Ribbon Synapses Involve the Immunoglobulin Protein Synaptic Cell Adhesion Molecule 1. J Comp Neurol 522, 900-920
  • Yee, N., Ribic, A., de Roo, C.C. and Fuchs, E. 2011. Differential Effects of Maternal Immune Activation and Juvenile Stress on Anxiety-Like Behaviour and Physiology in Adult Rats: No Evidence for the "Double-Hit Hypothesis". Behav Brain Res 224, 180-188
  • Ribic, A., Flugge, G., Schlumbohm, C., Matz-Rensing, K., Walter, L. and Fuchs, E. 2011. Activity- Dependent Regulation of MHC Class I Expression in the Developing Primary Visual Cortex of the Common Marmoset Monkey. Behav Brain Funct 7, 1

 

Jamie Jirout

Assistant Professor | Curry School of Education
Research Areas:

Tanya Evans

Assistant Professor | Curry School of Education
Research Areas:

Mariana Teles Santos Golino

Associate Professor of Psychology, General Faculty

216K Gilmer Hall

Research Areas:

Mariana Teles conducts cross-sectional and longitudinal studies to explore the complexity of the cognitive aging process and determine the best psychological and behavioral predictors of dysfunctionalities or disorders among elderly people. She also studies the protective factors that can lead to healthy aging and well-being. Using a multi-perspective approach, Teles aims to investigate how a diverse set of non-pharmacological interventions can attenuate or delay the cognitive decline associated with aging. During her PhD research, Teles developed and tested a cognitive intervention program to verify the long-term efficacy of the cognitive gains attributable to the treatment and its near and far transfer effects. Influenced by the wide debate about the cognitive enrichment hypothesis, Teles is currently exploring the plasticity potential in older adults and the mechanisms underlying the development of cognitive reserve and compensatory strategies over an individual’s life span. In particular, she is analyzing the influence of emotional disorders (depression and anxiety), personality traits, life-style and demographic/clinical variables on cognition. Teles completed her PhD in Developmental Psychology at the Federal University of Minas Gerais and holds a M.S. in Psychological Assessment and a B.S. in Psychology from the same university. For her research on cognitive intervention for elders, she received the “Best Research Award” during the 2015 Latin-America Psychological Assessment Conference. Teles comes to the University of Virginia from the Federal University of Bahia where she worked as Associate Professor of Psychology. Teles will continue her research at the University of Virginia, joining the Virginia Cognitive Aging Project, and other initiatives related to cognitive aging.

Erin Clabough

Associate Professor of Teaching
Person

Yao Lu

Meliza Lab | Systems and Behavioral Neuroscience Program

Shelly Tsang (Zhang)

Wood Lab | Social Psychology Program

Noah Yeagley

Long Lab / Cognitive Psychology Program

Kayden Stockwell

Jaswal Lab | Developmental Psychology Program

Devyn Smith

Long Lab | Cognitive Psychology Program

Francesca Sciaccotta

Erisir/Meliza Labs | Systems and Behavioral Neuroscience Program

Zoe Robertson (Sargent)

Jaswal Lab | Developmental Psychology Program

Taina Quiles

Hurd Lab | Community Psychology Program

Corey Pettit

Allen Lab | Clinical Psychology Program

Sueyoung Oh

Patterson Lab | Community Psychology Program

Samantha Moseley

Meliza Lab | Systems and Behavioral Neuroscience Program

Isabelle Moore

Long Lab | Cognitive Psychology Program

Stephanie McKee

Brown-Iannuzzi Lab | Social Psychology Program

Chuiwen Li

Cang Lab | Systems and Behavioral Neuroscience Program

Lee LeBoeuf

Lillard Lab | Developmental Psychology Program

Maria Larrazabal

Teachman Lab | Clinical Psychology Program

Ilana Ladis

Teachman Lab | Clinical Psychology Program

Minah Kim

Morris Lab | Cognitive Psychology Program

Erin Ramos (Kastar)

Connelly Lab | Systems and Behavioral Neuroscience Program

Laura Jamison

Golino Lab | Quantitative Psychology Program

Amanda Hellwig

Allen Lab | Clinical Psychology Program

David Freire

Hurd Lab | Clinical Psychology Program

Nava Caluori

Brown-Iannuzzi Lab | Social Psychology Program

Lamont Bryant

Avery Lab | Community Psychology Program

Samantha Brindley

Morris Lab | Cognitive Psychology Program

John Van Horn

Professor of Psychology and Data Science

216H Gilmer Hall

Research Areas:

Jack Van Horn joins the faculty of the University of Virginia as Professor of Psychology with a joint appointment in the School of Data Science. 

He received his bachelor’s degree in psychology from Eastern Washington University, a master’s in electrical engineering and computer science from the University of Maryland, College Park, and his doctorate from the University of London in the United Kingdom. He conducted a postdoctoral fellowship at the National Institute of Mental Health on the NIH main campus in Bethesda, Maryland, specializing in the human neuroimaging investigation of brain function. He has held previous faculty positions at Dartmouth College, the University of California Los Angeles, and the University of Southern California. He is an accomplished author (over 200 journal and book chapter publications; h-index>57), university-level educator, and is known internationally as a pioneer in open science, an expert in neuroinformatics, and ‘big data’ analytics.

His research program is centered on the informatics and data science of human neuroimaging and accompanying biomedical data for the identification of patterns and biomarkers in brain health and disease.  This work focuses on the multimodal neuroimaging of healthy subjects, those with brain trauma, age-related disease, and in children with autism spectrum disorder - contrasting patterns of neuroanatomy, the quantification of brain connectomics, brain function, and the role of computational approaches to dealing with large-scale neuroscience data.  This includes using methodologies such as magnetic resonance imaging (MRI) and diffusion tensor imaging to model the morphological effects of brain injury as well as the effect on white matter fiber pathways. His work involves the use of leading-edge data science and computational approaches for data synthesis, analysis, and inference.  He has had work published in journals such as Nature NeuroscienceSciencePNASNeuroimage, and Philosophical Transactions. He has presented his research at numerous domestic and international scientific conferences and workshops. Dr. Van Horn has received grant funding from the NIH and NSF to support his work as well as has contributed to numerous multi-center collaborative efforts (e.g. The Human Connectome Project; Autism Centers of Excellence, Centers for Biomedical Computing, etc).

Dr. Van Horn served as the Operations Director of the fMRI Data Center – a pioneering effort to share raw, processed, and results data from neuroimaging studies of human cognition.  He was principal investigator of the NIH BD2K Training Coordinating Center, an effort to synthesize data science educational content from around the Internet, index it into a common database framework, and make the information searchable, sortable, and openly available for users to organize into personalized training plans. As part of this program, a unique series of five-day mentored and facilitated Data Science Innovation Lab workshops were held for junior investigators on specific biomedical topics where data science-based approaches are well suited, e.g. mobile health devices, the study of the microbiome, the mathematics of single cell dynamics, and rural health.  This latter component continues at UVA in partnership with the iTHRIV CTSA, the UVA Brain Institute, the UVA Department of Psychology, and UVA School of Data Science.

He is the past education chair and program chair for the Organization for Human Brain Mapping (OHBM), and past-president of the Society for Claustrum Research. He was the founding director of the Master of Science in Neuroimaging and Informatics (NIIN) program at USC – a first-of-its-kind program covering the spectrum of human neuroimaging research and practice – and has contributed to other neuroscience graduate programs.  He greatly looks forward to making substantive contributions to UVA brain and data science education.

Dr. Van Horn enjoys his interactions with students, staff, and faculty at the University of Virginia, to making a strong and positive scholarly impact, to forming new and vibrant collaborations, and to working closely with university leadership to advance UVA brain and data sciences. 

Dr. Van Horn is actively seeking doctoral students to begin in Fall of 2021.

Representative Publications (see also Google Scholar):

Van Horn JD. What Is Old Is New Again: Investigating and Analyzing the Mysteries of the Claustrum. Neuroinformatics. 2019;17(1):1-3. doi:10.1007/s12021-018-9411-z. https://link.springer.com/content/pdf/10.1007/s12021-018-9411-z.pdf

Hull JV, Dokovna LB, Jacokes ZJ, Torgerson CM, Irimia A, Van Horn JD. Resting-State Functional Connectivity in Autism Spectrum Disorders: A Review [published correction appears in Front Psychiatry. 2018 Jun 22;9:268]. Front Psychiatry. 2017;7:205. Published 2017 Jan 4. doi:10.3389/fpsyt.2016.00205

Irimia, A., Chambers, M. C., Torgerson, C. M. and Van Horn, J. D. (2012). "Circular representation of human cortical networks for subject and population-level connectomic visualization." Neuroimage 60(2): 1340-1351, PMC: PMC3594415. https://pubmed.ncbi.nlm.nih.gov/22305988/

Torgerson, C. M., Irimia, A., Goh, S. Y. and Van Horn, J. D. (2015). "The DTI connectivity of the human claustrum." Hum Brain Mapp 36(3): 827-838, PMC: Pmc4324054, NIHMSID: Nihms647160.   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4324054/pdf/HBM-36-827.pdf

Van Horn, J. D. and Toga, A. W. (2014). "Human neuroimaging as a "Big Data" science." Brain Imaging Behav8(2): 323-331, PMC: PMC3983169.  https://pubmed.ncbi.nlm.nih.gov/24113873/

Van Horn, J. D., Irimia, A., Torgerson, C. M., Chambers, M. C., Kikinis, R. and Toga, A. W. (2012). "Mapping connectivity damage in the case of Phineas Gage." PLoS One 7(5): e37454, PMC: PMC3353935. https://pubmed.ncbi.nlm.nih.gov/22616011/

Van Horn, J. D., Bhattrai, A. and Irimia, A. (2017). "Multimodal Imaging of Neurometabolic Pathology due to Traumatic Brain Injury." Trends Neurosci 40(1): 39-59, PMC: PMC6492940, NIHMSID: 1008160. https://pubmed.ncbi.nlm.nih.gov/27939821/

Van Horn, J. D., Grafton, S. T., Rockmore, D. and Gazzaniga, M. S. (2004). "Sharing neuroimaging studies of human cognition." Nat Neurosci 7(5): 473-481.  https://pubmed.ncbi.nlm.nih.gov/15114361/

Van Horn, J. D., Irimia, A., Torgerson, C. M., Bhattrai, A., Jacokes, Z. and Vespa, P. M. (2018). "Mild cognitive impairment and structural brain abnormalities in a sexagenarian with a history of childhood traumatic brain injury." J Neurosci Res 96(4): 652-660, PMC: PMC5696124.  https://pubmed.ncbi.nlm.nih.gov/28543689/

Van Horn, J. D. (2016). "Opinion: Big data biomedicine offers big higher education opportunities." Proc Natl Acad Sci U S A 113(23): 6322-6324, PMC: PMC4988614. https://pubmed.ncbi.nlm.nih.gov/27274038/

Awards

Fellow of the Organization for Human Brain Mapping (OHBM)

UCLA Neurology Distinguished Teaching Award

 

Adrienne Wood

Assistant Professor of Psychology

240E Gilmer Hall

Ph.D, University of Wisconsin-Madison B.A., Colorado College
Research Areas:

Social connections are vital to human flourishing. Being well-integrated in a community yields many benefits, including career opportunities, access to information and resources, emotional support, improved physical and mental health. Despite these benefits, people are spending less time with friends and have fewer close confidants than a few decades ago. To address the pressing societal issues of loneliness and disconnect, we need to understand why some people succeed in forming and maintaining a diverse network of social ties. And with the increasing diversity of our globalized communities, it is also important to understand how people bridge differences to become friends with people from other cultures and identities.

To better understand how people connect, my research examines social behavior and relationships at multiple levels of analysis. Social connection begins with moments of interpersonal behavior: shared laughter, the exchange of interesting ideas, the achievement of synchrony. My lab studies the form and function of the nonverbal and verbal behaviors people use to understand each other and build bonds. But no social connections exist in isolation: they are links in an interconnected and dynamic network. That’s why we also study how people build their social networks. We zoom out one more time to consider what happens when people leave one social network for another, and what happens when enough people move around to create culturally diverse communities. Social behavior is rich and multimodal, so we use many methods, including mobile sensing, social network analysis, acoustic analysis, natural language topic modeling, agent-based modeling, and behavioral economics games. 

Website: https://emotionbehavior.com/

Jazmin Brown-Iannuzzi

Associate Professor of Psychology| co-DDEI

240B Gilmer Hall

Research Areas:

Jazmin Brown-Iannuzzi's research seeks to understand why social group disparities may persist, and in some cases grow. In order to address this question, she uses her training in social psychology to investigate the psychological mechanisms which perpetuate group-based inequalities and the consequences of status-related disparities.

Website: http://jazminbi.wixsite.com/socpsy

Seanna Leath

Assistant Professor of Psychology
Research Areas:

Dr. Leath uses interdisciplinary approaches in education and psychology to understand and address issues related to the holistic development of Black girls and women in the context of families, schools, and communities. Specifically, her research program focuses on addressing how race and gender identity beliefs support psychological resilience among Black girls, and exploring the influence of discrimination and stigma on a variety of outcomes among Black girls and women. 

She is currently working with data from three studies: 

  1. The Black College Woman Socialization Study - Qualitative exploration of how adolescent socialization experiences around race and gender inform Black women’s identity beliefs
  2. The Black College Student Climate & Mental Health Study - Mixed Methods investigation (survey and interview data) of the connections between institutional climate, mental health service use, and wellness outcomes among Black students at a PWI and MSI
  3. The Black Mothers Conscious Parenting Study - Mixed Methods investigation (survey and interview data) of Black mothers’ race-related beliefs, racial socialization practices, and their socioemotional strategies with their children

In the near future, she plans to extend her research on academic motivation and psychological resilience to Black college women at historically Black colleges and universities (HBCUs). She runs the F.H.I.RE (Fostering Healthy Identities and REsilience) Lab at the University of Virginia. Dr. Leath is accepting students who are interested in the Community Psychology Program. She is always looking to recruit highly motivated undergraduate students for the FHIRE Lab, as well. She encourages interested students to contact her directly at [email protected].

Selected Publications:

  • Hurley, E., Leath, S., & Hurley, S. (2019, in press). Culture vs. Race/Ethnicity: Which predicts the best fit between students and learning contexts? Or is it both?. Urban Education. 
  • Leath, S., Mathews, C., Harrison, A., & Chavous, T. (2018, in press). Racial identity, racial discrimination, and classroom engagement outcomes among Black girls and boys. American Educational Research Journal, 1-33. doi: 10.3102/000283121881616955  
  • Leath, S., & Chavous, T. (2018). Black women’s experiences of campus racial climate and stigma at predominantly White institutions: Insights from a comparative and within-group approach for STEM and Non-STEM majors. The Journal of Negro Education, 87(2), 125-139. doi: 10.7709/jnegroeducation.87.2.0125
  • Chavous, T., Richardson, B., Webb, F., Fonseca-Bolorin, G., & Leath, S. (2018). Shifting contexts and shifting identities: Campus race-related experiences, racial identity, and academic motivation among Black students during the transition to college. Race and Social Problems, 1-18. doi: 10.1007/s45885-017-9218-9
  • Butler-Barnes, S., Lea, C., & Leath, S. (2018). Voluntary Interdistrict Choice Program: Examining Black girls’ experiences at a predominantly White school. The Urban Review, 1-28. doi: 10.1007/s11256-018-0464-y
  • Carter, R., Mustafaa, M., Leath, S., & Butler-Barnes, S. (2018). Teachers’ academic and behavioral expectations and girls’ pubertal timing: Does the classroom learning environment matter? Social Psychology of Education: An International Journal, 1-28. doi: 10.1007/s11218-018-9450-1
  • Butler-Barnes, Cook, S., Leath, S., & Caldwell, C. (2018). Teacher-based discrimination: The role of racial pride and religiosity among African American and Caribbean Black adolescents. Race and Social Problems, 1-12. doi: https://doi.org/10.1007/s12552-017-9222-0
  • Leath, S., & Chavous, T. (2017). “We really protested…I felt like I was in a movement”: The influence of sociopolitical beliefs, political self-efficacy, and campus racial climate on civic engagement among Black college students attending PWIs. The Journal of Negro Education, 86(3), 220-237. doi: 10.7709/jnegroeducation/86.3.0220
  • Carter, R., Leath, S., Butler-Barnes, S., Byrd, C., Chavous, T., Caldwell, C., & Jackson, J. (2017). Comparing associations between perceived puberty, same-race friends, and same-race peers, and psychosocial outcomes among African American and Caribbean Black girls. Journal of Black Psychology, 43(8), 836-862. doi: 10.1177/0095798417711024
  • Carter, R., Mustaafa, F., & Leath, S. (2017). Teachers’ expectations of girls’ classroom performance and behavior: Effects of girls’ race and pubertal timing. The Journal of Early Adolescence, 1-23. doi: 10.1177/0272431617699947
  • Butler-Barnes, S., Leath, S., Carter, R., Williams, A., & Chavous, T. (2017). Promoting resilience among African American girls: Racial identity as a protective factor. Child Development. doi: 10.1111/cdeb.12995
  • Chavous, T., Drotar, S., Fonseca-Bolorin, G., Leath, S., F., Lyons, D., & Mustafaa, F. (2016). Identity, motivation, and resilience: The example of Black college students in science, technology, engineering, and mathematics. In J. DeCuir-Gunby and P. Schutz (Eds.) Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts, (pp. 3-15). New York: Routledge.
  • Chavous, T., Leath, S., & Richardson, B. (2015). African American racial identity as promoting academic achievement and excellence: Resisting stereotypes and the myth of ‘Acting White.’ In V. Berry, A. Fleming-Rife, and A. Dayo (Eds.) Black Culture and Experience: Contemporary Issues, (pp. 21-36). New York: Peter Lang Publishing.

Karen Johnson

Grants and Contracts Administrator

304N Gilmer Hall

Karen Johnson

Robert C. Pianta

Dean and Novartis Professor of Education, Curry School
Robert Pianta

Gary Melton

Visiting Professor, University of Colorado Denver
Gary Melton

Filip Loncke

Associate Professor, Curry School of Education
Filip Loncke

John T. Monahan

John S. Shannon Distinguished Professor of Law, Professor of Psychology, School of Law
John T. Monahan

Eileen Chou

Associate Professor, Batten School of Leadership and Public Policy
Eileen Chou

Gabrielle Adams

Assistant Professor of Public Policy and Psychology, Batten School of Leadership and Public Policy
Gabrielle Adams

Chandra Mason

Professor of Psychology, Mary Baldwin University
Person

Wendy Hasenkamp

Visiting Assistant Professor, Science Director, Mind & Life Institute
Wendy Hasenkamp

Erin Clabough

Associate Professor of Psychology, General Faculty

380C Gilmer Hall

Chris Mazurek

Professor of Psychology, General Faculty | Director of Undergraduate Studies

306C Gilmer Hall

Wendy Lynch

Associate Professor | School of Medicine, Psychiatry and Neurobehavioral Sciences
Wendy Lynch

My laboratory uses behavioral, pharmacological, and molecular techniques to delineate the neurobiological basis of addiction. We are particularly interested in determining the biological basis of sex differences in vulnerability to addiction. Our work has shown that females are more vulnerable than males to the reinforcing effects of drugs during the different phases of the addiction process including acquisition, maintenance, escalation, and relapse. We are examining a number of biological factors that may underlie these sex differences including hormones, age, dopaminergic signaling, as well as interactions between these factors. Another area of interest is on pharmacotherapies for treating addiction. The use of animal models is critical to determining the process by which potential medications for treating drug addiction exert their behavioral-pharmacological effects. Such information will help guide the development and use of medications for drug addiction treatment in humans. Ultimately, animal models of addiction will be very useful for understanding the neurobiological basis of addiction, determining potential treatments, and identifying individuals at risk for drug addiction.

Alexandra Silverman

Teachman Lab | Clinical Psychology Program
Alexandra Silverman

Ariana Rivens

Hurd Lab | Clinical Psychology Program
Ariana Rivens

Yanbin (Barbara) Li

Patterson Lab | Community Psychology Program
Yanbin (Barbara) Li

Jessica Gettleman

Dodson Lab | Cognitive Psychology Program
Jessica Gettleman

Adam Fenton

Sederberg Lab | Cognitive Psychology Program
Person

Christof Fehrman

Meliza Lab | Quantitative Psychology Program
Christof Fehrman

Meghan Costello

Allen Lab | Clinical Psychology Program
Meghan Costello

Johanna Chajes

Grossmann/Vaish Labs | Developmental Psychology Program
Johanna Chajes

Abha Basargekar

Jaswal Lab | Developmental Psychology Program
Abha Basargekar

Thomas Martin

Arts and Sciences Computing Services
Thomas Martin

Emily Weichart

Sederberg Lab / Cognitive Psychology Program
Emily

Nicole Long

Assistant Professor of Psychology

404 Gilmer Hall

Nicole Long
Research Areas:

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.

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

Selected Publications:

Long, N. M. (2023) The intersection of the retrieval state and internal attention. Nature Communications, 14:3861

Hong, Y., Moore, I. L., Smith, D. E., and Long, N. M. (2023) Spatiotemporal dynamics of memory encoding and memory retrieval states. Journal of Cognitive Neuroscience

Smith, D. E., Moore, I. L., and Long, N. M. (2022) Temporal context modulates encoding and retrieval of overlapping events. Journal of Neuroscience, 42 (14), 3000–3010

Long, N. M. and Kuhl, B. A. (2021) Cortical representations of visual stimuli shift locations with changes in memory states. Current Biology, 31 (5), 1119–1126

Long, N. M. and Kuhl, B. A. (2019) Decoding the tradeoff between encoding and retrieval to predict memory for overlapping events. NeuroImage, 201

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

Shannon Savell

Wilson Lab | Clinical Psychology Program
Shannon Savell

James Freeman

Professor Emeritus
James Freeman

Alida Davis

Allen Lab | Clinical Psychology Program
Alida Davis

Katharine (Katie) Daniel

Teachman Lab | Clinical Psychology Program

Per Sederberg

Professor of Psychology | Director Cognitive Science Program

412 Gilmer Hall

Per Sederberg

Dr. Sederberg joined 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

Associate Professor of Psychology

216B Gilmer Hall

Research Areas:

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 using network psychometrics. 

He has been developing a new set of quantitative techniques and metrics, integrated in a general approach – termed Exploratory Graph Analysis (EGA), that is part of the relatively new area of network psychometrics. Particularly, he combines network science, information and quantum information theory, as well as computational methods to address fundamental problems in psychometrics, with the following goals: (1) to improve the estimation of the number of latent factors in an automatic (or semi-automatic) way, (2) to develop innovative fit indices for structural analysis and dimensionality assessment/reduction, (3) to improve the estimation and the interpretability of latent factors in intensive longitudinal data, (4) to develop new techniques for item analysis from a network psychometrics perspective (including, for example, network loadings, item parameters and new metrics of reliability), and (5) to construct general representations of structure built from intraindividual variability, quantifying the homogeneity of individuals using new metrics of complexity.

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.

Currently his research focuses on: 1) integration of information theory and network psychometrics to estimate the number of latent factors; 2) the development of non-linear dimensionality assessment techniques based on network psychometrics; 3) the development of new topic modeling techniques based on network psychometrics; 4) text mining and machine learning applied to several fields (including political science and cyber-security).

Hudson is always looking for new collaborators, and for creative and innovative ideas and applications.

For more information, please visit his website:  https://uva.theopenscholar.com/hudson-golino.

Xiaorong Liu

Associate 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.

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
434-924-1117

Gilmer 482

The overall goal of our research is to study the neural basis of vision: how neurons in the brain respond to visual stimuli; what neural circuits give rise to such response properties; and how these circuits are established during development. We use mice and tree shrews as models and take an integrative approach that combines in vivo physiology, two-photon imaging, genetics, behavioral, and computational techniques. For more information, please visit my website.

Representative Publications 

Dermina Vasc

Research Scientist and Lecturer | Lillard Lab
Dermina Vasc

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.

Publications

Vasc, D., & Lillard, A. S. (in press). Pretend and Sociodramatic Play. In S. Hupp & J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development. New York: Wiley.

Vasc, D & Miclea, M. (2017). Age-related changes in preschoolers’ ability to communicate using iconic gestures in the absence of speech. Early Child Development and Carehttp://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. https://doi.org/10.1016/j.sbspro.2014.03.156

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.

Awards

2019: Thrive teaching grant offered by the UVA Center for Teaching Excellence.

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

331A Gilmer Hall

Lucas Matthews

I am a philosopher of biology investigating conceptual and theoretical issues in human behavior genetics and intelligence. Please review my research profile at https://philpeople.org/profiles/lucas-j-matthews"

 

 

Lanice Avery (she/her/hers)

Assistant Professor of Women, Gender, and Sexuality and Psychology

140F Gilmer Hall

Dr. Avery’s has a joint faculty appointment in the Departments of Psychology and Women, Gender, and Sexuality. Her 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 racial stereotypes are associated with adverse psychological and sexual health outcomes. Currently, she has three lines of research that focus on understanding the structural and sociocultural determinants of health inequalities for multiply marginalized populations. First, she examines the physical and mental health consequences associated with internalizing constraining feminine beauty and body standards. A second line focuses on the role of popular media in gendered-racial identity development and the socialization of intimate injustice. Finally, her work interrogates how gendered-racism and racial stereotypes impact Black women's self-esteem, sense of belonging, and experiences of interpersonal relationships. 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 Research on Intersectionality, Sexuality, and Empowerment (RISE) Lab at the University of Virginia.

Dr. Avery is accepting new students for the doctoral program in Community Psychology (Fall 2024). She is also looking to recruit highly motivated undergraduate students for the RISE Lab in the Summer and Fall 2023. Interested parties should contact her directly at [email protected] to apply.   

 

REPRESENTATIVE PUBLICATIONS

Matsuzaka, S., Avery, L. R., & Stanton, A. G. (2023). Black women’s social media use integration and social media addiction: The need to connect with Black women. Social Media & Society. Advance online publication. http://doi.org./10.1177/20563051221148977

Matsuzaka, S., Jamison, L., Avery, L. R., Schmidt, K., Debnam, K., & Stanton, A. G. (2022). Gendered racial microaggressions scale: Measurement invariance across sexual orientation. Psychology of Women Quarterly. Advance online publication.https://doiorg.proxy01.its.virginia.edu/10.1177/03616843221118

Stanton, A. G., Avery, L. R., & Matsuzaka, S. (2022). Black women’s experiences of gendered racial sexual objectification, body image, and mental health. Body Image, 41, 443-452. https://doi.org/10.1016/j.bodyim.2022.04.014

Matsuzaka, S., Avery, L. R., & Stanton, A. G. (2022). Online victimization, womanism, and body esteem among young Black women: A structural equation modeling approach. Sex Roles, 86(11-12), 681-694. https://doi.org/10.1007/s11199-022-01296-z  

Avery, L. R., Stanton, A. G., Ward, L., Trinh, S., Cole, E. R., & Jerald, M. (2022). The strong, silent (gender) type: The strong Black woman ideal, self-silencing, and sexual assertiveness in Black college women. Archives of Sexual Behavior, 51, 1509–1520. https://doi.org/10.1007/s10508-021-02179-2

Anyiwo, N., Stanton, A. G., Avery, L. R., Bernard, D. L., Abrams, J. A., & Golden, A. R. (2021). Becoming strong: Sociocultural experiences, mental health & Black girls’ strong Black woman schema endorsement. Journal of Research on Adolescence, 32(1), 89-98. https://doi.org/10.1111/jora.12707

Avery, L. R., Stanton, A. G., Ward, L., Trinh, S., Cole, E. R., & Jerald, M. (2021). Remixing the script?: The role of culturally targeted media consumption on young Black women’s heteropatriarchal romantic relationship beliefs. Journal of Black Psychology, 47(7), 593-625. https://doi.org/10.1177 /00957984211021236

Avery, L. R., **Stanton, A. G., Trinh, S. L., Ward, L. M., Jerald, M. C., & Cole, E. R. (2021). “Pretty hurts”: Acceptance of hegemonic feminine beauty ideals and reduced sexual well-being among Black women. Body Image, 38,181-190 https://doi.org/10.1016/j.bodyim.2021.04.004

Avery, L. R., and **Stanton, A. G. (2020). Subverting the mandates of our methods: Tensions and considerations for incorporating reproductive justice frameworks into psychological science. Journal of Social Issues, 76, 447-455. https://doi.org/10.1111/josi.12386

Ward, L. M., Jerald, M., Avery, L., & Cole, E. R. (2020). Following their lead? Connecting mainstream media use to Black women’s gender beliefs and sexual agency. The Journal of Sex Research, 57(2), 200-212. https://doi.org/10.1080/00224499.2018.1554741

Jerald, M. C., Ward, L. M., Cole, E. R, and Avery, L. R. (2017). Controlling Images: How Awareness of Group Stereotypes Affects Black Women's Well-Being. Journal of Counseling Psychology, 64, 487-499. https://doi.org/10.1037/cou0000233

Avery, L. R., Ward, L. M., Moss, L., and Üsküp, D. (2017). Tuning gender: Representations of femininity and masculinity in popular music by Black artists. Journal of Black Psychology, 43, 159-191. https://doi.org/10.1177/0095798415627917

Alex Schiller

Clore Lab Social Area
Alex Schiller

Eric Dynarski

Cognitive Science & Neuroscience Coordinator
434-982-3019

306A Gilmer Hall

Jing Han (Bob) Sim

Diener-Oishi Lab Social Area
Bob Sim

Dingjing Shi

Tong Lab / Quantitative Psychology Program
Dingjing Shi

Anna Graczyk

Erisir Lab Neuroscience and Behavior Area
Anna Graczyk

Audrey Wittrup

PHAD Lab / Clinical Psychology Program
Audrey Wittrup

Janine Oostenbroek

Research Scientist and Lecturer | Vaish Lab
434-924-7062

B004 Gilmer Hall

Janine Oostenbroek

Biography

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
434-924-7062

B004 Gilmer Hall

Kathleen Krol
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

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

 

PUBLICATIONS

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.

AWARDS

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
434-243-7635
Debbie Snow

Tammy Seal

Accountant
434-982-4787

304G Gilmer Hall

Tammy Seal

Tabitha Lillard

Accountant
434-982-4748

304H Gilmer Hall

Tabitha Lillard

Susan Lane

Clinic Coordinator
434-982-4737

520 Gilmer Hall

Susan Lane

Morgan Davis

Purchaser
434-982-4854

304B Gilmer Hall

Morgan Davis

Rebecca Grace Anderson

PreAward Grant Coordinator
434-982-4745

 

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

Chengsan Sun

Research Scientist | Hill Lab
Person

Kostadin Kushlev

Diener-Oishi Lab
Kostadin Kushlev

Publications

  • 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
Samantha Heintzelman
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.

Erin Westgate

Tim Wilson Lab Social Area
Erin Westgate

For more information see my web page

Veronica Weser

Research Scientist | Proffitt and Sederberg Labs

Gilmer 117

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

Veronica Weser

Alexandra Werntz Czywczynski

PACT Lab Clinical Area
Alexandra Werntz

Jane Tucker

Converse-Wilson Labs Social Area
Jane Tucker

Jessica Taggart

The Early Development Lab

B006 Gilmer Hall

Tuesday 3:30-5:30

Jessica Taggart

Joseph Tan

KLIFF Lab Clinical Area
Joey Tan

Rolf Skyberg

Postdoctoral Fellow in Cang Lab
Rolf Skyberg

Steve Scheid

Kubovy Lab Cognitive Area
Steve Scheid

Alison Nagel

Assistant Professor, Academic General Faculty

240K Gilmer Hall

Allison Nagel
Research Areas:

Michael (Joey) Meyer

Assistant Professor, Academic General Faculty

216J

Joey Meyer

Victoria Mauer

Reppucci Lab / Community Psychology Program
Victoria Mauer

Erin Maresh

Coan Lab Clinical Area
Erin Maresh

Erin Maher

Erisir Lab / Systems and Behavioral Neuroscience Program
Erin Maher

Emily Loeb

KLIFF Lab Clinical Area
Emily Loeb

Katie Lancaster

Morris and Connelly Lab Social Area
Katie Lancaster

Claire La Fleur

Salthouse Lab Cognitive Area
Claire La Fleur

Caroline Kelsey

Grossmann Lab Developmental Area
Kelsey Caroline

Meret Hofer

Early Steps Community Area
Meret Hofer

Doyle Tate

Patterson Lab Developmental and Community Area
Tate Doyle

Lucy Guarnera

Reppucci Lab / Community Psychology Program
Lucy Guanera

Marlen Gonzalez

Coan Lab Clinical Area
983-2323
Marlen Gonzalez

Jeffrey Glenn

PACT Lab Clinical Area
243-7646
Jeffrey Glenn

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
Anup Gampa

Charles Ebersole

Implicit Cognition Lab / Social Psychology Program
Charlie Ebersole

Sierra Eisen

The Early Development Lab / Developmental Psychology Program
Sierra Eisen

Marissa Drell

Jaswal Lab Developmental Area
Marissa Drell

Lindsay Collins

Neuro Lab Neuroscience and Behavior Area
Lindsay Collins

Hyewon Choi

Oishi Lab / Social Psychology Program
Hyewon Choi

Nicholas Buttrick

Tim Wilson Lab / Social Psychology Program
Nicholas Buttrick

Jamie Albright

PHAD Lab / Clinical Psychology Program
Jamie Albright

Timothy D. Wilson

Sherrell J. Aston Professor of Psychology | Emeritus
024-0674

319 Gilmer Hall

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

Research Areas:

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
924-0673

306 Gilmer Hall

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

Melvin Wilson

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
982-4938

410 Gilmer Hall

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

Brian A. Nosek
Research Areas:

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
924-0681

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

Curriculum Vitae

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.

 

PUBLICATIONS

Wang Y., Machizawa M. G., Lisle, T., Williams, C. L., Clarke, R., Anzivino, M., Kron I., and Lee, K.S. (2022).  Suppression of Neuroinflammation Attenuates Persistent Cognitive and Neurogenic Deficits in a Rat Model of Cardiopulmonary Bypass. Frontiers in Cellular Neuroscience, 16, doi=10.3389/fncel.2022.780880

Suchitra, J. Williams, C. L. and Kapur, J. (2023). Limbic Progesterone Receptors Regulate Spatial Memory. Scientific Reports, 13: 2164; https://doi.org/10.1038/s41598-023-29100-2

Mechanism of seizure-induced retrograde amnesia (2021). Naik, A., Sun, H., Williams, C. L., Weller, D. S., Zhu, J. J. and Kapur, J. Progress in Neurobiologyhttps://doi.org/10.1016/j.pneurobio.2020.101984

Wang, Y., Tache-Leon, C., Machizawa, M. G., Lisle, T., Williams, C. L., Clarke, R.H., Anzivino, M.J., Kron, I., Lee, K.S. (2020). Persistent Cognitive Deficits and Neuroinflammation in a Rat Model of Cardiopulmonary Bypass. The Journal of Thoracic and Cardiovascular Surgery, doi: https:// doi.org/10.1016/j.jtcvs.2019.12.070.

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 (she/her/hers)

Pamela Feinour Edmonds and Franklin S. Edmonds, Jr. Discovery Associate Professor in Psychology

140L Gilmer Hall

Research Areas:

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

  • Vaish, A., & Savell, S. (2022). Young children value recipients who display gratitude. Developmental Psychology, 58(4), 680-692. https://doi.org/10.1037/dev0001308

  • Yucel, M., Drell, M., Jaswal, V., & Vaish, A. (2022). Young children do not perceive distributional fairness as a moral norm. Developmental Psychologyhttps://doi.org/10.1037/dev0001349

  • Chajes, J., Grossmann, T., & Vaish, A. (2022). Fairness takes time: Development of cooperative decision making in fairness context. Journal of Experimental Child Psychology, 216, 105344. https://doi.org/10.1016/j.jecp.2021.105344

  • Vaish, A., & Hepach, R. (2020). The development of prosocial emotions. Emotion Review, 12, 259-273. https://doi.org/10.1177/1754073919885014 [Invited target article]

  • Beeler-Duden, S., & Vaish, A. (2020). Paying it forward: The development and underlying mechanisms of upstream reciprocity. Journal of Experimental Child Psychology, 192, 104785. doi: 10.1016/j.jecp.2019.104785

  • Oostenbroek, J., & Vaish, A. (2019). The emergence of forgiveness in young children. Child Development, 90, 1969-1986. doi: 10.1111/cdev.13069

  • 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. doi: 10.1037/a0014322

  • Vaish, A., Grossmann, T., & Woodward, A. (2008). Not all emotions are created equal: The negativity bias in social-emotional development. Psychological Bulletin134, 383-403. doi: 10.1037/0033-2909.134.3.383

Awards

  • All-University Teaching Award, 2019

  • 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
982-4732

226E Gilmer Hall

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

Eric Turkheimer

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

204B Gilmer Hall

By Appointment Only

Sophie Trawalter
Research Areas:

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.

Prof. Trawalter will not be recruiting graduate students in Psychology for the 2021-2022 incoming class. However, she will be co-mentoring students in the Race and Inequality in Higher Education multidisciplinary doctoral fellowship program.

See here for more information and how to apply:  https://graduate.as.virginia.edu/race-and-inequality-higher-education

REPRESENTATIVE PUBLICATIONS

  • 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

Associate Professor of Psychology

216D Gilmer Hall

Ph.D., University of Notre Dame
Research Areas:

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.

Bethany A. Teachman (she/her/hers)

Professor of Psychology | Director of Clinical Training
924-0676

226C Gilmer Hall

Office Hours:
Mon: 10:00-11:00
Wed: 9:00-10:00

Research Areas:

The Program for Anxiety, Cognition and Treatment (PACT) lab investigates cognitive processes that contribute to the development and maintenance of anxiety disorders and other forms of emotion dysregulation. We are especially interested in how thoughts that occur outside of our conscious control contribute to anxiety and avoidance, and how we can change thinking styles to improve emotional functioning. We use digital technologies, such as mobile apps and web-based cognitive bias modification programs, to shift anxious thinking. Our goal with these technologies is to increase access to evidence-based interventions to help overcome common barriers to accessing treatment, such as cost, transportation, and stigma involved in seeking mental health treatment.

Recent Selected Publications

Books

  • Bernstein, D. A., Teachman, B. A., Olatunji, B. O., & Lilienfeld, S. O. (2020). Introduction to clinical psychology: Bridging science and practice (Ninth edition). Cambridge University Press.

Journal Articles

  • Daniel, K. E., Larrazabal, M. A., Boukhechba, M., Barnes, L. E. & Teachman, B. A. (2023). State and trait emotion regulation diversity in social anxiety. Clinical Psychological Science, 21677026231151956.
  • Daniel, K. E., Southward, M. W., & Teachman, B. A. (2023). Investigating psychiatric symptoms as predictors of the reasons people do not regulate their emotions in daily life. Emotion.
  • Ladis, I., Seitov, A., Barnes, L. E., & Teachman, B. A. (2023). Perceived burdensomeness and thwarted belongingness in text messages of suicide attempt survivors. Archives of Suicide Research, 1-12.
  • Ladis, I., Toner, E. R., Daros, A. R., Daniel, K. E., Boukhechba, M., Chow, P. I., Barnes, L. E., Teachman, B. A., & Ford, B. Q. (2023). Assessing emotion polyregulation in daily life: Who uses it, when is it used, and how effective is it? Affective Science, 4(2), 248-259.
  • Beltzer, M. L., Ameko, M. K., Daniel, K. E., Daros, A. R., Boukhechba, M., Barnes, L. E., & Teachman, B. A. (2022). Building an emotion regulation recommender algorithm for socially anxious individuals using contextual bandits. British Journal of Clinical Psychology, 61, 51-72.
  • Silverman, A. L., & Teachman, B. A. (2022). The relationship between access to mental health resources and use of preferred effective mental health treatment. Journal of Clinical Psychology, 78(6), 1020-1045.
  • Teachman, B. A., Werntz, A., & Silverman, A. L. (2022). Digital mental health services: Moving from promise to results. Cognitive and Behavioral Practice, 29(1), 97-104.
  • Werntz, A., Silverman, A., Behan, H., Patel, S. K., Beltzer, M. L., Boukhechba, M., Barnes, L., & Teachman, B. A. (2022). Lessons learned: Providing supportive accountability in an online anxiety intervention. Behavior Therapy, 53(3), 492-507.
  • Ji, J. L., Baee, S., Zhang, D., Calicho-Mamani, C. P., Meyer, M. J., Funk, D., ... & Teachman, B. A. (2021). Multi-session online interpretation bias training for anxiety in a community sample. Behaviour Research and Therapy, 103864.
  • Eberle, J. W., Boukhechba, M., Sun, J., Zhang, D., Funk, D., Barnes, L., & Teachman, B. A. (2020). Shifting episodic prediction with online cognitive bias modification: A randomized controlled trial. Clinical Psychological Science, 21677026221103128.

Awards

American Psychological Association Division 12 Society of Clinical Psychology Invited Speaker for the American Psychological Foundation’s (APF) Spielberger EMPathy Symposium (2023)

Featured Woman of the Month by the Committee on Women in Medicine and Science at UVA (2023)

Inaugural Psychology Dept. Excellence in Diversity, Inclusion, and Equity Award (2020)

Fellow, American Association for the Advancement of Science (2019)

Public Voices Fellowship with the Op-Ed Project (2019)

American Psychological Association Presidential Citation (2019)

University of Western Australia Institute of Advanced Studies Visiting Fellow (2019)

Society for a Science of Clinical Psychology Lawrence H. Cohen Outstanding Mentor Award (2018)

Frederick Smyth

Retired Director of Undergraduate Studies

Office Hours are by appointment.

Frederick Smyth
Research Areas:

Karen M. Schmidt

Professor of Psychology, General Faculty| Director of +1MA Advising
924-0694

226A Gilmer Hall

Research Areas:

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.

Publications

  • 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

Professor Emeritus
982-6323

1023 Millmont

By Appointment Only

Timothy Salthouse
Research Areas:

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.

Publications

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.

 

 

Dennis R. Proffitt

Professor Emeritus
924-0655

117 Gilmer Hall

By Appointment Only

Dennis R. Proffitt
Research Areas:

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.

Awards

  • 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
924-0664

140J Gilmer Hall

By Appointment Only

Charlotte J. Patterson

CHARLOTTE J. PATTERSON (she, her, hers) is professor of psychology in the Psychology Department at the University of Virginia. Her research focuses on the role of sexual orientation in human development and family lives, particularly the study of child development in lesbian- and gay-parented families.  She co-edited the Handbook of Psychology and Sexual Orientation (Oxford University Press, 2013), and a 2020 report from the National Academies of Science, Engineering & Medicine entitled, Understanding the Well-Being of LGBTQ Populations. A fellow of the American Psychological Association (APA) and the Association for Psychological Science (APS), Patterson has been the recipient of APA’s Distinguished Contributions to Research in Public Policy Award, and a number of other recognitions. Patterson’s Ph.D. degree in psychology is from Stanford University.

SELECTED RECENT PUBLICATIONS

Patterson, C. J., Tate, D., Sumontha, J. & Xu, R.  (2018). Sleep difficulties among sexual minority adults: Associations with family relationship problems.  Psychology of Sexual Orientation and Gender Diversity, 5, 109 – 116.

Farr, R.H., Bruun, S. T., Doss, K. M., & Patterson, C. J. (2018).  Children’s gender-typed behavior from early to middle childhood in adoptive families with lesbian, gay, and heterosexual parents. Sex Roles, 78, 528 – 541.

Patterson, C. J. (2019). Lesbian and gay parenting. In M. H. Bornstein (Ed.), Handbook of Parenting 3rd Edition, Volume 3. New York:  Routledge. 

Tate, D. P., Patterson, C. J., and Levy, A. J. (2019). Predictors of parenting intentions among childless lesbian, gay, and heterosexual adults. Journal of Family Psychology, 33, 194 – 202.

Patterson, C. J., & Potter, E. C. (2019). Sexual orientation and sleep difficulties: A review of research. Sleep Health, 5, 227 – 235.

Potter, E. C., & Patterson, C. J. (2019). Health-related quality of life among lesbian, gay, and bisexual adults: The burden of health disparities in the 2016 Behavioral Risk Factor Surveillance System. LGBT Health, 6, 357 – 369.

Tate, D. P., & Patterson, C. J. (2019). Desire for parenthood in context of other life aspirations among lesbian, gay, and heterosexual young adults. Frontiers in Psychology, 10, article 2679 (published Nov 28 2019).

Farr, R. H., Bruun, S. T., & Patterson, C. J. (2019). Longitudinal associations between co-parenting and child adjustment among lesbian, gay, and heterosexual adoptive parent families. Developmental Psychology, 55, 2547 – 2560.

Farr, R. H., Vazquez, C. P. & Patterson, C. J. (2020). LGBTQ Adoptive Parents and Their Children. In A. E. Goldberg & K. R. Allen (Eds.), LGBT-Parent Families: Innovations in Research and Implications for Practice (2nd Ed.). New York:  Springer. 

Potter, E. C., Tate, D. P., & Patterson, C. J. (2021).  Perceived threat of COVID-19 among sexual minority women.  Psychology of Sexual Orientation and Gender Diversity, 8 (2), 188 – 200.

Patterson, C. J., & Potter, E. C. (2022). Sleep difficulties among sexual minority adults: Evidence from the 2018 National Health Interview Study. Psychology of Sexual Orientation and Gender Diversity 9(2), 242-253. doi: 10.1037/sgd0000473

Li, Y. (B.) & Patterson, C. J. (2022).  Parenting Aspirations Among Chinese International Students of Diverse Sexual Identities: A Cultural Perspective, LGBTQ+ Family, 18, 20-37. doi: 10.1080/1550428X.2021.1999360

Li, Y. (B.) & Patterson, C.J. (2022). Ideas about family formation among sexual minority and heterosexual Chinese international students. Journal of Family Psychology, 36, 1194 – 1204. Doi:10.1037/fam0001007

Patterson, C. J. (2022, in press).  Parental sexual orientation, parental gender identity, and the development of children. In J. J. Lockman (Ed.), Advances in Child Development and Behavior, volume 63.  Elsevier Press.

Shigehiro Oishi

Professor of Psychology
243-8989
Shigehiro Oishi
Research Areas:

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
Brian A. Nosek
Research Areas:

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
John R. Nesselroade
Research Areas:

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

Professor and Chair of Psychology

304M/408 Gilmer Hall

Office Hours:
TBD

Research Areas:

My research program focuses on the neural mechanisms underlying human social behavior. I am particularly interested in how the brain supports basic social perceptual processes such as understanding information conveyed by facial expressions, eye-gaze direction, body posture and biological motion. Beyond identifying and characterizing these basic systems, my goal is to understand how they change in development, are variable across individuals, and how they may contribute to typical and atypical social behaviors. To achieve our work, my lab employs a multimodal approach that includes functional magnetic brain imaging (fMRI), electroencephalography (EEG/ERP), eyetracking, molecular genetics, and behavioral experiments. My work embraces a life-span perspective, in which we acknowledge that these systems allowing for social processes develop and change in meaningful ways related to various stages of life.

Selected Publications

  • Skyberg AM, Newman BT, Graves AJ, Goldstein AM, Brindley SR, Kim M, Druzgal TJ, Connelly JJ, and Morris JP. (2022). An epigenetic mechanism for differential maturation of amygdala-prefrontal connectivity in childhood socio-emotional development. Translational Psychiatry. 

  • Puglia, M.H., Krol, K.M., Missana, M., Williams, C.L., Lillard, T.S., Morris, J.P., Connelly, J.J., and Grossman T. (2020) Epigenetic tuning of brain signal entropy in emergent social behavior. BMC Medicine, 18, 1-24. 

  • Puglia, M. H., Lillard, T. S., Morris, J. P., and Connelly, J. J. (2015). Epigenetic modification of the oxytocin receptor gene influences the perception of anger and fear in the human brain. Proceedings of the National Academy of Sciences, 112, 3308-3313. 

  • Jack, A. and Morris, J. P. (2014). Neocerebellar contributions to social perception dysfunction in adolescents with autism spectrum disorder. Developmental Cognitive Neuroscience, 10, 77-92. 

  • 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, 11-21. 

  • 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.e39384. 

C Daniel Meliza

Associate Professor of Psychology

Office Hours:

Tuesday 3:30-5 (by zoom: https://virginia.zoom.us/j/8531096155)

Wednesday: 1:30-3 (Gilmer 481)

Chad Daniel Meliza

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

  • C. Fehrman, T.D. Robbins, C.D. Meliza (2021). Nonlinear effects of intrinsic dynamics on temporal encoding in a model of avian auditory cortex. PLoS Computational Biology, doi:10.1371/journal.pcbi.1008768

  • A.N. Chen and C.D. Meliza (2020). Experience- and sex-dependent intrinsic plasticity in the zebra finch auditory cortex during song memorization. Journal of Neuroscience, doi:10.1523/JNEUROSCI.2137-19.2019

  • M.C. Bjoring and C.D. Meliza (2019). A low-threshold potassium current enhances sparseness and reliability in a model of avian auditory cortex. PLoS Computational Biology, doi:10.1371/journal.pcbi.1006723

  • A.N. Chen and C.D. Meliza (2018). Phasic and tonic cell types in the zebra finch auditory caudal mesopallium. Journal of Neurophysiology, doi:10.1152/jn.00694.2017

  • 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 Academic General Faculty | Director, Mary Ainsworth Training Clinic
924-0645

522D Gilmer Hall

By Appointment Only

Patricia Llewellyn
Research Areas:

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

Professor of Psychology
982-4750

140S Gilmer Hall
 

Angeline Lillard
Research Areas:

Social and cognitive development, Montessori education, children’s play

Book

Montessori: The Science behind the Genius

Publications

See lab website for most recent list of publications.
  • Lillard A. S. & Taggart, J. (in press). Reimagining Assessment in a Large Lecture: Alternative Assessment Inspired by Thomas Jefferson and Maria Montessori. College Teaching.
  • Eisen, S. L., Taggart, J., Salehi, P., Liller, A., & Lillard, A. S. (in press). Children prefer fantasy, but not anthropomorphism, in their storybooks. Journal of Cognition and Development.
  • Basargekar, A*., & Lillard, A. S. (in press). Motivation and Self-Determination in Montessori Education. In E. T. Ahlquist, M. Debs, M. McKenna, & A. K. Murray (Eds.), Bloomsbury Handbook of Montessori Education. Bloomsbury Publishing. 
  • LeBoeuf, L.*, Snyder, A.*, & Lillard, A. S. (in press). “My Name Is Sally Brown, and I Hate School!”: A Retrospective Study of School Liking Among Conventional and Montessori School Alumni. Psychology in the Schools. Published online 2022. https://doi.org/10.1002/pits.22777
  • Lillard, A. S., Taggart, J.*, Yonas, D*., & Seale, M. N. (in press). An alternative to “no excuses”: Considering Montessori as culturally responsive pedagogy. Journal of Negro Education
  • Lillard, A. S. (2022). Ignored no more: The second century of Montessori Education. In J. de Brouwer & P. Sins (Eds.), Perspective on Montessori. Saxion Progressive Education University Press. 
  • Lillard, A. S. (2022). Pretending at hand: How children perceive and process puppets. Cognitive Development, 63https://doi.org/10.1016/j.cogdev.2022.101202
  • Skyview, A. M*., Beeler-Dudena, S*., Goldstein, A. M., Gancaycob, C. A., Lillard, A. S., Connelly, J. J., & Morris, J. P. (2022). Neuroepigenetic impact on mentalizing in childhood. Developmental Cognitive Neuroscience, 54, 101080. https://doi.org/10.1016/j.dcn.2022.101080
  • Lillard, A. (2022). Materials: What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers. Montessori pedagogy and education. Translated to Greek from Montessori Life, 22(3), 18-32. 
  • Lillard, A. S., Meyer, M. J., Vasc, D.*, & Fukuda, E.* (2021). An association between Montessori education in  childhood and adult wellbeing. Frontiers in Psychology, 12:721943. 10.3389/fpsyg.2021.721943 
    • Written up in Forbes, Psychology Today, and many local publications (e.g., New Orleans’ The Big Easy magazine)
  • Sidera, F., Lillard, A. S., Amado, A., Caparros, B., Rostan, C., & Serrat, E. (2021). Pretending emotions in the early years: The role of language and symbolic play. Infancyhttp://doi.org/10.1111/infa.12414
  • Snyder, A*., Tong, X., & Lillard, A. S. (2021). Standardized test performance in public Montessori schools. Journal of School Choice, 16(1), 105-135. https://doi.org/10.1080/15582159.2021.1958058
    • Reprinted in AMI Communications, 2022
  • Hopkins, E. H*., & Lillard, A. S. (2021). A Magic School Bus problem: How fantasy affects children’s learning from stories. Journal of Experimental Child Psychology, 210. Doi: https://doi.org/10.1016/j.jecp.2021.105212
  • Golino, H., Christensen, A.*, Becker, I.*, & Lillard, A. S. (2021). Investigating the structure of the children’s concentration and empathy scale using exploratory graph analysis. Psychological Test Adaptation and Development. Doi: 10.1027/2698-1866/a000008
  • Basargekar, A*., & Lillard, A. S. (2021). Math Achievement Outcomes Associated with Montessori Education. Early Child Development and Care, 191(7-8), 1207-1218. https://doi.org/10.1080/03004430.2020.1860955
  • Lillard, A. S. (2021). Montessori as an Alternative Early Childhood Education. Early Child Development and Care191(7-8), 1196-1206.  https://doi.org/10.1080/03004430.2020.1832998
  • Taggart, J.*, Becker, I. *, Rauen, J. *, Al Kallas, H. *, & Lillard, A. S. (2020). What shall we do: Pretend or real? Preschoolers’ choices and parents’ perceptions. Journal of Cognition and  Development, 21(2), 261-281. 10.1080/15248372.2019.1709469 
  • Taggart, J. *, Ellwood, M. C. *, Vasc, D. *, Chin, S. J.*, & Lillard, A. S. (2020). Parents’ roles and question-asking during pretend and real activities. Social Developmenthttps://doi.org/10.1111/sode.12436
  • Vasc., D.*, & Lillard, A. S. (2020). Pretend and Sociodramatic Play. In S. Hupp & J. Jewell (Eds.), Encyclopedia of Child and Adolescent Development. New York: Wiley. https://doi.org/10.1002/9781119171492
  • Eisen, S., & Lillard, A. S. (2020). Learning from Apps and Objects: The Human Touch. Mind, Brain, and Education, 14(1), 16-23. 
  • Taggart, J.*, Eisen, S.*, & Lillard, A. S. (2019). The current landscape of US children’s television:  Prosocial, educational, fantastical, and violent content. Journal of Children and Media, 13, 276-294. https://doi.org/10.1080/17482798.2019.1605916
  • Lillard, A. S. (2019). Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educational Psychology Review, 31, 939-65. doi: 10.1007/s10648-019-09483-3. 
    • 2nd most downloaded article of 2019 among all Springer/Nature Education journals. 
    • Featured in Nature’s Science of Learning Research Roundup.
  • Li, H.*, Eisen, S.* & Lillard, A. S. (2019). Anthropomorphic Media Exposure and Preschoolers' Anthropomorphic Thinking in China. Journal of Children and Media, 13(2), 149-162 doi: https://doi.org/10.1080/17482798.2019.1570960
  • Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment. Journal of Montessori Research, 5(1), 1-18. doi: https://doi.org/10.17161/jomr.v5i1.7716
  • Lillard, A. S., & McHugh, V. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part II: The Teacher and the Child. Journal of Montessori Research, 5(1), 19-34. doi: https://doi.org/10.17161/jomr.v5i1.9753 
  • Lillard, A. S., & Taggart, J.* (2019). Pretend play and fantasy: What if Montessori was right? Child Development Perspectives, 13(2), 85-90. doi: https://doi.org/10.1111/cdep.12314
    • Selected for the Society for Research in Child Development’s special cross-191 journal virtual Covid-19 issue on The Science of Learning and Teaching at Home, April-July 2020.

Awards

  • University of Virginia Research Achievement Award, 2021
  • Fellow, American Association for the Advancement of Science, 2020
  • 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
Kubovy
Research Areas:

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. (https://pubmed.ncbi.nlm.nih.gov/22845751/)
  • 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. (https://royalsocietypublishing.org/doi/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://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 Emerita
243-4008
Rachel Keen

Vikram Jaswal

Professor of Psychology
982-4709

140T Gilmer Hall

Tuesdays 2-315 and Wednesdays 11-12

Vikram Jaswal

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 (she/her/ella)

Professor of Psychology| co-DDEI
924-2244

140C Gilmer Hall

Office hours: by appointment

Hurd

Dr. Noelle Hurd's research agenda has primarily focused on the promotion of healthy development among marginalized adolescents and emerging adults. Specifically, her work has focused on identifying opportunities to build on pre-existing strengths in youths’ lives, such as supportive intergenerational relationships. Increasingly, her work also has focused on opportunities to disrupt systems of oppression. She runs the Promoting Healthy Adolescent Development (PHAD) Lab at the University of Virginia. She is a former 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. In 2019, she served as a Public Voices Thought Leadership Fellow. In 2021, she received the Faculty Excellence in Diversity, Inclusion, and Equity Award from the UVA Department of Psychology. From 2018 to 2023, she served as the Scully Family Discovery Associate Professor of Psychology. She is a fellow of the American Psychological Association (APA) and a fellow of the Society for Community Research and Action (APA Division 27). Her research has been funded by the National Institutes of Health, the William T. Grant Foundation, the National Science Foundation, and the Institute of Education Sciences. 

David L. Hill

Professor Emeritus
982-4728
Judy DeLoache

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, immune, and physiological factors affecting the developing and regenerating taste system, salt taste transduction, and the neural coding of taste information in peripheral and central gustatory neurons.

Representative Publications:

Skyberg, R., Sun, C., and  Hill, D. L. 2020. Selective Removal of Sodium Salt Taste Disrupts the Maintenance of Dendritic Architecture of Gustatory Relay Neurons in the Mouse Nucleus of the Solitary Tract. eNeuro, 7(5), ENEURO.0140–20.2020–16.

Sun, C., Krimm, R.F., and D.L. Hill. 2018. Maintenance of Mouse Gustatory Terminal Field Organization is Dependent on BDNF at Adulthood. Journal of Neuroscience, 38:6873-6887.

Dvoryanchikov, G., Hernandex, D., Roebber, J.K., Hill, D.L., Roper, S.D., and N. Chaudhari. 2017. Transcriptomes and neurotransmitter profiles of classes of gustatory and somatosensory neurons in the geniculate ganglion. Nature Communications, 8:760. Doi:10.1038/s41467-017-01095-1. 

Sun C., Hummler E., and D.L. Hill. 2017. Selective Deletion of Sodium Salt Taste during Development Leads to Expanded Terminal Fields of Gustatory Nerves in the Adult Mouse Nucleus of the Solitary Tract. Journal of Neuroscience, 37: 660-672.

Skyberg, R., Sun, C., and D.L. Hill. 2017. Maintenance of mouse gustatory terminal field organization Is disrupted following selective removal of peripheral sodium salt taste activity at adulthood. Journal of Neuroscience, 37: 7619-7630. 

Meng, L., Huang, T., Sun, C., Hill, D.L., and R. Krimm. 2017. BDNF is required for taste axon regeneration following unilateral chorda tympani nerve section. Experimental Neurology, 293:27-42.

Donna Hearn

Assistant Chair
982-4743

304L Gilmer Hall

Office Hours:
By Appointment

Donna Hearn

Tobias Grossmann

Professor of Psychology

140N Gilmer Hall

www.tobiasgrossmann.com

Research Areas:

Tobias Grossmann is a Professor of Psychology at the University of Virginia where he directs the UVA Babylab. His research focuses on the early development of the social, cognitive and brain processes that underpin adaptive social communication and behavior. He earned his Ph.D. in Psychology from the Max Planck Institutes for Human Cognitive and Brain Sciences and Evolutionary Anthropology in Leipzig, Germany. He was then awarded a Sir Henry Wellcome Fellowship at the Center for Brain and Cognitive Development at Birkbeck, University of London, UK. Before joining UVA, he led an independent research group at the Max Planck Institute for Human Cognitive and Brain Sciences in Leipzig and received his Habilitation from Heidelberg University’s Institute of Psychology.

 

Selected Publications

  • Grossmann, T. (2022). The human fear paradox: Affective origins of cooperative care. Behavioral and Brain Sciences.

  • Jessen, S., & Grossmann, T. (2020). The developmental origins of subliminal face processing. Neuroscience & Biobehavioral Reviews, 116, 454-460.

  • Grossmann, T., Missana, M., & Vaish, A. (2020). Helping, fast and slow: Exploring intuitive cooperation in early ontogeny. Cognition, 196: 104144.

  • Krol, K.M. , Moulder, R.G., Lillard, T.S., & Grossmann, T.,& Connelly, J.J. (2019). Epigenetic dynamics in infancy and the impact of maternal engagement. Science Advances, 16, eaay0680.

  • Grossmann, T., Missana, M., & Krol, K.M. (2018). The neurodevelopmental precursors to altruistic behavior in infancy. PLOS Biology, 16:e200528.

  • Grossmann, T. (2017). The eyes as windows into other minds: An integrative perspective. Perspectives on Psychological Science, 12, 107-121.

  • 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. PNAS, 112, E5434–E5442.

  • Jessen, S. & Grossmann, T. (2014). Unconscious discrimination of social cues from eye whites in infants. PNAS, 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., 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
James Freeman

Alev Erisir

Professor of Psychology
243-3549

380A Gilmer Hall (office)

364/374 Gilmer Hall (lab)

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

Interested in research in our lab?  apply here

Recent CV.

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:

Campbell C, Lindhartsen S, Knyaz A, Erisir A, Nahmani M. Cortical Presynaptic Boutons Progressively Engulf Spinules As They Mature. eNeuro. 2020 Sep 18:ENEURO.0426-19.2020. doi: 10.1523/ENEURO.0426-19.2020. Epub ahead of print. PMID: 32958478.

Sanchez V, Bakhti-Suroosh A, Chen A, Brunzell DH, Erisir A, Lynch WJ. 2019. Exercise during abstinence normalizes ultrastructural synaptic plasticity associated with nicotine-seeking following extended access self-administration. Eur J Neurosci. 2019 Aug;50(4):2707-2721. doi: 10.1111/ejn.14408. Epub 2019 Apr 9.

Wang L, Kloc M, Maher E, Erisir A, Maffei A. 2019 Presynaptic GABAA Receptors Modulate Thalamocortical Inputs in Layer 4 of Rat V1. Cereb Cortex. 2019 Mar 1;29(3):921-936. doi: 10.1093/cercor/bhx364.

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

226H Gilmer Hall

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

Bob Emery

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

Professor of Psychology | Director of Graduate Studies
924-4237

406 Gilmer Hall

Office Hours:
Email for an appointment

Chad Dudson
Research Areas:

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, we have been examining factors that contribute to eyewitness identification errors, particularly those that are made with high confidence.  Although growing research suggests that high confidence eyewitness identifications are generally reliable, we have focused on three factors that are systematically related to high confidence misidentifications:  (1) face recognition ability; (2) decision-time and (3) how eyewitnesses justify their identification of a face.    See our website (faculty.virginia.edu/dodson) for more information and here are some representative publications:

  • Dobolyi, D. G. & Dodson, C. S. (2018).  Actual vs. perceived eyewitness accuracy and confidence and the featural justification effect.  Journal of Experimental Psychology: Applied, 24, 543-563.
  • Dodson, C.S. (2017) Aging and Memory. In: Wixted, J.T. (ed.), Cognitive Psychology of MemoryVol. 2 of Learning and Memory: A Comprehensive Reference, 2nd edition, Byrne, J.H. (ed.). pp. 403–421. Oxford: Academic Press. 
  • Gettleman, J.N., Grabman, J.H., Dobolyi, D.G. & Dodson, C.S. (2020).  Why eyewitness confidence is predictive of accuracy for good (but not poor) face recognizers under suboptimal exposure and delay conditions.  Journal of Experimental Psychology: Learning, Memory and Cognition.
  • Grabman, J.H., Dobolyi, D. G., Berelovich, N.L & Dodson, C.S. (2019).  Predicting High Confidence Errors in Eyewitness Memory: The Role of Face Recognition Ability, Decision-time, and Justifications.  Journal of Applied Research in Memory and Cognition, 8, 233-243.

Ed Diener

Professor of Psychology

223 Gilmer Hall

Ed Diener
Research Areas:

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 Emerita
243-3577

109E Gilmer Hall

Judy DeLoache
  • 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

Associate Professor of Public Policy and Psychology
Benjamin Converse
Research Areas:

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

More information about the social area available here:

Social Psychology

Publications

  • 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

Professor of Psychology
982-4403

380B Gilmer Hall

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

  • Lancaster K, Goldbeck L, Puglia MH, Morris JP, & Connelly JJ. (2018). DNA methylation of OXTR is associated with parasympathetic nervous system activity and amygdala morphology. Soc Cogn Affect Neurosci. In press
  • Perkeybile AM, Carter CS, Wroblewski KL, Puglia MH, Kenkel WM, Lillard TS, Karaoli T, Gregory SG, Mohammadi N, Epstein L, Bales KL, & Connelly JJ. (2018) Early nurture epigenetically tunes the oxytocin receptor. Psychoneuroendocrinology. 2018 Aug 31;99:128-136.
  • Puglia MH, Connelly JJ and Morris JP. (2018) Epigenetic regulation of the oxytocin receptor is associated with neural response during selective social attention. Translational Psychiatry. 8(1):116.
  • Gonzalez MZ, Puglia MH, Morris JP, & Connelly JJ. (2017) Oxytocin receptor genotype and low economic privilege reverses ventral striatum-social anxiety association. Social Neuroscience. 17:1-13.

James A. Coan

Professor of Psychology | Co-Director, College Fellows Program

240M Gilmer Hall

James Coan

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.

2012

  • 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

Professor Emeritus
982-0449

109B Gilmer Hall

Clore
Research Areas:

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.

Biographical Sketch:

Gerald L. Clore (Phd, Texas: Postdoc, Stanford) is Commonwealth Professor of Psychology at the University of Virginia and formerly Alumni Distinguished Professor at the University of Illinois. His research focuses on emotion and its cognitive consequences. He co-authored The Cognitive Structure of Emotions, a general theory of how specific emotions represent important psychological situations, and how thoughts intensify them. The theory is applied mainly in computer science to supply the artificial (emotional) intelligence of virtual agents in computer games, interactive training modules, and other programs. Clore’s research concerns the Affect-as-Information hypothesis -- that people’s emotional reactions provide embodied information about the value and urgency of events. That information then regulates cognition, motivation, attention, and memory. Clore has served as Associate Editor of Cognition and Emotion, as core faculty of the NIMH Consortium on Emotion, and as Visiting Professor at Harvard. He has also been a visiting scholar at Harvard, Oxford, and New York University and a Fellow of the Centers for Advanced Study at Illinois and Stanford, and of the Rockefeller Center in Bellagio, Italy. In 2010 he was elected to the American Academy of Arts and Sciences, and in 2013 he received the William James Award for lifetime scientific achievement from the Association for Psychological Science. 

Publications

Books

  • 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)

Articles and Chapters: (last 10 years)

  • Clore, G.L. & Schnall, S. (2018). The Influence of affect on attitudes. In D. Albarracín & B. T. Johnson, (Eds.) The handbook of attitudes, 2nd Edition (pp. 359-290). New York, NY: Psychology Press.
  • Clore, G.L. (2018). What is an emotion? In R. Davidson, A. Shackman, A. Fox, & R. Lapate (Eds.), The nature of emotion: A volume of short essays addressing fundamental questions in emotion. Oxford University Press.
  • Clore, G.L. & Reinhard, D. A. (2018). Emotional intensity: It’s the thought that counts. In R. Davidson, A. Shackman, A. Fox, & R. Lapate (Eds.), the nature of emotion: A volume of short essays addressing fundamental questions in emotion. Oxford University Press.
  • Clore, G.L. (2018). The impact of affect depends on its object. In R. Davidson, A. Shackman, A. Fox, & R. Lapate (Eds.), The nature of emotion: A volume of short essays addressing fundamental questions in emotion. Oxford University Press.
  • Clore, G.L., Schiller, A.J., & Shaked, A. (2018). Affect and cognition: Three principles. Current Opinion in Behavioral Science, 19, 78-82. 
  • Clore, G.L. & Robinson, M.D. (2018). Five questions about emotion: Implications for social-personality psychology in Kay Deaux and Mark Snyder (Eds.) Oxford handbook of personality and social psychology (2nd ed.).  Oxford University Press.
  • Clore, G.L. (2016). The nature of emotion and the impact of affect. In R.J. Sternberg, S. T. Fiske, & D. J. Foss (Eds.). Scientists Making a Difference: One Hundred Eminent Behavior and Brain Scientists Talk About Their Most Important Contributions. New York: Cambridge
  • Clore, G.L. & Schiller, A. J. (2016). New light on the affect-cognition connection. In L.F. Barrett, M. Lewis, & J.M. Haviland-Jones (Eds.) The handbook of emotions, 4th Edition (pp. 532-546). New York: Guilford Press.
  • Shaked, A. & Clore, G.L. (2016). Breaking the world to make it whole again: Attribution in the construction of emotion. Emotion Review 9, 27-35. DOI: 10.1177/1754073916658250
  • Clore, G.L. & Proffitt, D.R. (2016). The myth of pure perception. Brain and Behavioral Sciences. 39, 24-25. DOI:10.1017/S0140525X15002551, e235
  • Schwarz, N. & Clore, G.L. (2016). Evaluating psychological research requires more than attention to the N: A comment on Simonsohn’s (2015) “Small telescopes” Psychological Science, 27, 1407-1409. DOI: 10.1177/0956797616653102
  • Schnall1, S., Haidt, J., Clore, G.L., & Jordan, A.H. (2015). Landy and Goodwin (2015) confirmed most of our findings then drew the wrong conclusions. Perspectives on Psychological Science, 10, 537–538.  DOI: 10.1177/1745691615589078
  • Huntsinger, J.R., Isbell, L.M., & Clore, G.L. (2014). The Affective control of thought: Malleable, not fixed. Psychological Review. 121, 600-618. http://dx.doi.org/10.1037/a0037669
  • Ortony, A. & Clore, G.L. (2014). Can an appraisal model be compatible with psychological constructionism? In L.F. Barrett & J.R. Russell (Eds.) The psychological construction of emotion (pp. 305-333). New York: Guilford Press.
  • Trammel, J.P. & Clore, G.L. (2014). Does stress enhance or impair memory consolidation? Cognition & Emotion, 28, 361-374. DOI: 10.1080/02699931.2013.822346. PMID- 22082114
  • Clore, G.L. & Ortony, A. (2013). Psychological construction in the OCC model of emotion. Emotion Review. 5, 335–343. DOI: 10.1177/1754073913489751 ISSN 1754-0739
  • Sherman, G.D. & Clore, G.L. (2013). Evaluative metaphors: When goodness is up, bright, and big. In M.J. Landau, M.D. Robinson, & B.P. Meir (Eds.), Metaphorical thought in social life. Washington DC: APA Books.
  • Solak, N., Jost, J.T., Sumer, N., & Clore, G.L. (2012). Rage against the machine: The case for system-level emotions. Social and Personality Psychology Compass, 6, 674-690.
  • Sherman, G.D., Haidt, J., & Clore, G.L. (2012). The faintest speck of dirt: Disgust enhances impurity detection. Psychological Science. 23,1506–1514
  • 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.
  • Clore, G.L. & Robinson, M.D. (2012). Knowing our emotions: How do we know what we feel? In S. Vazire & T.D. Wilson (Eds.). Handbook of self-knowledge (pp. 194-209). New York: Guilford Press.
  • Clore, G.L. (2012). Psychology and the rationality of emotion. In S. Coakley (Ed.) Faith rationality and the passions (pp. 209-222). Chichester, UK: Wiley-Blackwell.
  • Hunsinger, M., Isbell, L.M., & Clore, G.L. (2012). 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
  • 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.L. (2011). An effect of mood on the perception of geographical slant. Cognition and Emotion, 25,174-182.
  • 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. ISSN 0266-7177
  • 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 PMCID: PMC320302
  • Huntsinger, J.R., Clore, G.L. & Bar-Anan, Y. (2010) Mood and global-local focus: Priming a local focus reverses the link between mood and global-local processing. Emotion, 10, 722-726. PMID: 21038956
  • Clore, G.L. & Palmer, J.E. (2009). Affective guidance of intelligent agents: How emotion controls cognition. Cognitive Systems Research, 10, 22-30. PMCID: PMC2599948
  • Clore, G.L. (2009). Affect as Information. In D. Sander & K. Scherer (Eds). The Oxford companion to emotion and the affective sciences. Oxford: Oxford University Press.
  • Clore, G.L. (2009). The bogus stranger technique for studying interpersonal attraction. In H. Reis & S. Sprecher, (Eds.) The encyclopedia of human relationships (pp. 183-184). Thousand Oaks, CA: Sage.
  • Clore, G.L. (2009). The law as emotion regulation. In Law and Emotion: Re-Envisioning Family Law, Special Issue, Virginia Journal of Social Policy and    Law, 16, 334-345.
  • Huntsinger, J. R., Lun, J., Sinclair, S., & Clore, G. L. (2009). Contagion without contact: Anticipatory mood matching in response to affiliative motivation. Personality and Social Psychology Bulletin, 35, 909-922 PMID: 19487484. 38
  • Stefanucci, J. K., Proffitt, D. R., Clore, G., & Parekh, N. (2008). Skating down a steeper slope: Fear influences the perception of geographical slant. Perception, 37, 321–323. PMCID: PMC2293293
  • Storbeck, J. & Clore, G.L. (2008). Affective arousal as information: How affective arousal influences judgments, learning, and memory. Social and Personality Psychology Compass, 2, 1824–1843. DOI: 10.1111/j.1751-9004.2008.00138.x
  • Schnall, S., Haidt, J. Clore, G.L., & Jordan, A. H. (2008). Disgust as embodied moral judgment. Personality and Social Psychology Bulletin, 34, 1096-1109. PMCID: PMC2562923
  • Centerbar, D.B., Schnall, S., Clore, G.L., & Garvin, E. (2008). Affective incoherence: When affective concepts and embodied reactions clash. Journal of Personality and Social Psychology, 94, 560–578. PMCID: PMC2365308.
  • Storbeck, J. & Clore, G.L. (2008). The affective regulation of semantic and affective priming. Emotion, 8, 208-215. PMCID: PMC2376275
  • Clore, G. L. & Ortony, A. (2008). Appraisal theories: How cognition shapes affect into emotion. In M. Lewis, J.M. Haviland-Jones, & L.F. Barrett (Eds.). Handbook of emotions, 3rd Ed. (pp. 628-642). New York: Guilford Press.
  • Clore, G.L. (2008). Simultaneity in emotional moments. In S. Vrobel, T. Marks-Tarlow, & O.E. Rossler (Eds.) Simultaneity: Temporal structures and observer perspectives. (pp. 91-108). Singapore: World Scientific.
  • Clore, G. L. & Schnall, S. (2008). Affective coherence: Affect as embodied evidence in attitude, advertising, and art. In G. R. Semin & E. Smith (Eds.) Embodied grounding: Social, cognitive, affective, and neuroscientific approaches (pp. 211-236). New York: Cambridge University Press.

Awards

  • 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 Emeritus
924-0687
Brunjes

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
924-0646

018 Gilmer Hall

John D. Bonvillian
Research Areas:

 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
243-7272

216A Gilmer Hall

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

Human Dynamics Laboratory

Research Areas:

Steven M. Boker is Professor of Quantitative Psychology and directs the Quantitative Psychology PhD program, the Human Dynamics Laboratory, and the LIFE Academy at the University of Virginia.  He is an internationally recognized expert in modeling longitudinal data from a dynamical systems perspective. Dr. Boker's novel developments include the Differential Structural Equation Modeling (dSEM) and Latent Differential Equations (LDE) methods for testing and comparing models of dynamical systems in mixed longitudinal and cross-sectional data and the Windowed Cross-Correlation (WCC) method for determining nonstationary relative phase in multivariate time series.  He developed a path analysis method (RAMpath) that is used by modern structural equation modeling programs for calculation of components of covariance and converting between path diagrams and covariance expectation algebra.  Dr. Boker is one of the original developers of the OpenMx Structural Equation Modeling software (http://openmx.ssri.psu.edu).  

Dr. Boker's substantive work includes measuring and modeling the dynamics of dyadic conversation, age-related changes in resiliency as indicated by coupled dynamics between stress and affect, coupled dynamics between mothers and infants, and adaptive dynamic models for addiction.  Dr. Boker is author or co-author of over 150 journal articles, book chapters, and software packages and is a Fellow of the American Psychological Association and the Association for Psychological Science.    

Representative Publications:

Moulder, R., Daniel, K., Teachman, B. & Boker, S. M. (in press) Tangle: A Metric for Quantifying Complexity and Erratic Behavior in Short Time Series. Psychological Methods

Boker, S. M., Moulder, R., & Sjobeck, G. (2020) Constrained Fourth Order Latent Differential Equation Reduces Parameter Estimation Bias for Damped Linear Oscillator Models. Structural Equation Modeling 7:2 202–218.

Boker, S. M. & Martin, M. (2018) A Conversation between Theory, Methods, and Data. Multivariate Behavioral Research. 53:6, 806–819 

Moulder, R., Boker, S., Ramseyer, F., & Tschacher, W. (2018). Determining synchrony between behavioral time series: An application of surrogate data generation for establishing falsifiable null-hypotheses. Psychological Methods. 23:4 pp 757–773

Boker, S. M., Staples, A., & Hu, Y. (2016) Dynamics of Change and Change in Dynamics. Journal for Person-Oriented Research, 2:1–2, 34–55.

Boker, S. M., Brick, T. R., Pritikin, J. N., Wang, Y., Oertzen, T. v., Brown, D., Lach, J., Estabrook, R., Hunter, M. D., Maes, H. H., & Neale, M. C. (2015) Maintained Individual Data Distributed Likelihood Estimation. Multivariate Behavioral Research, 50:6, 706-720.

Boker, S. M. (2013) Selection, Optimization, Compensation, and Equilibrium Dynamics. GeroPsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 26:1, 61–73.

Boker, S. M., Neale, M., Maes, H., Wilde, M., Spiegel, M., Brick, T., Spies, J., Estabrook, R., Kenny, S., Bates, T., Mehta, P., & Fox, J. (2011) OpenMx: An Open Source Extended Structural Equation Modeling Framework. Psychometrika, 76:2, 306–317.

Boker, S., Cohn, J., Theobald, B., Matthews, I., Mangini, M., Spies, J., Amabadar, Z. & Brick, T. (2011) Something in the Way We Move: Motion Dynamics, not Perceived Sex, Influence Head Movements in Conversation. Journal of Experimental Psychology: Human Perception & Performance, 37:2, 631–640.

Boker, S. M., Molenaar, P. C. M., & Nesselroade, J. R. (2009) Issues in Intraindividual Variability: Individual Differences in Equilibria and Dynamics over Multiple Time Scales. Psychology and Aging, 24:4, 858–862. 

Ashenfelter, K. T., Boker, S. M., Waddell, J. R., & Vitanov, N. (2009). Spatiotemporal Symmetry and Multifractal Structure of Head Movements during Dyadic Conversation. Journal of Experimental Psychology: Human Perception & Performance 34:4, 1072–1091.

Boker, S. M., Xu, M., Rotondo, J. L., and King, K. (2002) Windowed cross–correlation and peak picking for the analysis of variability in the association between behavioral time series. Psychological Methods, 7:3, 338–355. 

Boker, S. M., Deboeck, P. R., Edler, C., & Keel, P. K. (2010) Generalized Local Linear Approximation of Derivatives from Time Series. In Statistical Methods for Modeling Human Dynamics: An Interdisciplinary Dialogue, S.–M. Chow & E. Ferrar (Eds). Boca Raton, FL: Taylor & Francis, pp 179–212.

Boker, S. M., Neale, M. C. & Klump, K. L. (2014) A Differential Equations Model for the Ovarian Hormone Cycle. In Handbook of Relational Developmental Systems: Emerging Methods and Concepts, P. C. Molenaar, R. Lerner, & K. Newell (Eds). New York: Guilford Press, pp 369–391

Boker, S. M., Neale, M. C. & Rausch, J. R. (2004) Latent Differential Equation Modeling with Multivariate Multi-Occasion Indicators. In Recent Developments on Structural Equation Models: Theory and Applications, K. van Montfort, H. Oud, & A. Satorra (eds), Amsterdam: Kluwer. 151–174

Joseph P. Allen

Hugh Kelly Professor of Psychology
982-4727

226G Gilmer Hall
Office Hours: Mondays and Thursdays 3:30-5

Research Focus

Adolescent Social Development, Family & Peer relationships, Problematic Behaviors (ranging from delinquency and teen pregnancy to depression and anxiety) and Long-term outcomes into adulthood

Adolescence Research Lab

  • What about adolescence predicts development into adulthood?
  • Adolescent social relationship predictors of long-term health and epigenetic aging
  • Development of peer influence and peer pressure in adolescence
  • Group interventions to capitalize on the positive potential of teen-peer relationships 
  • Development of Autonomy and Relatedness in Adolescent and Young Adult Social Interactions (with parents, peers, and romantic partners)
  • Adolescent attachment organization

Representative Publications

  • Allen, J. P., Narr, R. K., Nagel, A. G., Costello, M. A., & Guskin, K. (in  press). The Connection Project: Changing the Peer Environment to Improve Outcomes for Marginalized Adolescents. Development & Psychopathology. doi:10.1017/S0954579419001731
  • Allen, J. P., Narr, R. K., Kansky, J., & Szwedo, D. E. (2020). Adolescent Peer Relationship Qualities as Predictors of Long‐Term Romantic Life Satisfaction. Child Development, 91(1), 327-340. 
  • Allen, J. P., Grande, L., Tan, J., & Loeb, E. L. (2018). Parent and Peer Predictors of Attachment Security From Adolescence To Adulthood. Child Development, 89(4), 1120-1132. 
  • Allen, J. P., Loeb, E. L., Tan, J., & Narr, R. K. (2017). The body remembers: Adolescent conflict struggles predict adult interleukin-6 Levels. Development and Psychopathology, Online Version. doi:10.1017/S0954579417001754
  • Allen, J. P., Uchino, B. N., & Hafen, C. A. (2015). Running with the pack: Teen peer-relationship qualities as predictors of adult physical health. Psychological Science, 26(10), 1574-1583. doi:10.1177/0956797615594118
  • Allen, J. P., & Loeb, E. L. (2015). The autonomy-connection challenge in adolescent peer relationships Child Development Perspectives, 9(2), 101-105. doi:10.1111/cdep.12111

Beverly C. Adams

Associate Professor Emerita
Beverly C. Adams