The Department of Psychological and Brain Sciences at the University of Louisville is seeking talented and motivated graduate students to apply for graduate training in our Cognition and Development and Vision and Hearing programs. Specifically, the following three lab groups are seeking applicants:
The Knowledge in Development (KID) Lab is co-directed by Drs. Judith Danovitch and Nicholaus Noles. The KID Lab studies a diverse set of questions related to children’s social-cognitive development, including the influence of technology on children’s learning, the development of economic behaviors, how children evaluate their knowledge and the knowledge of others, and the relationship between labeling, categorization, and induction. https://louisville.edu/psychology/danovitch/lab The Infant Cognition Lab, directed by Dr. Cara Cashon, studies infant cognition and perception, focusing on topics such as face perception, language development, and causal perception in typically-developing babies and in infants with Williams Syndrome. https://louisville.edu/psychology/cashon/lab The Parent-Child Interaction and Language Learning Laboratory, directed by Dr. Maria Kondaurova, investigates how characteristics of parent-child interaction shape the development of linguistic skills in infants and children with normal hearing and hearing loss. Dr. Kondaurova’s research focuses on normal-hearing and hearing-impaired children who receive assistive devices such as cochlear implants and/or hearing aids, and makes use of a variety of behavior techniques, including filming play and reading sessions, parent interview, and the analysis of speech perception and production data. https://louisville.edu/psychology/kondaurova/lab-home We provide a competitive funding package for graduate students and Louisville is a vibrant, affordable city with many opportunities for recreation and community involvement. The Developmental Psychology program at Florida State University invites highly-qualified applicants to apply to our Ph.D. program starting in the 2017-2018 academic year. We offer world-class, multidisciplinary training in developmental research spanning the lifespan. Unique highlights of our program include advanced training in statistical methods and opportunities to collaborate with researchers at the Florida Center for Reading Research and the Florida Center for Research in STEM. Students typically receive full funding, and enjoy a low cost of living in the warm, sunny, and beautiful Tallahassee. Faculty research covers basic and applied approaches to development. Training opportunities include a variety of current methodologies including behavioral genetics, ERPs, eye-tracking, intervention studies, and advanced statistical approaches. The following laboratory groups are accepting new members for the upcoming year: The Education Science Methods and Modeling Lab, directed by Dr. Chris Schatschneider, studies the development of reading and reading-related skills. There is a particular focus on combining this area of inquiry with scientific methodology and statistical modeling. Lab website, [email protected]. The Individual Differences in Cognitive Development Lab, directed by Dr. Sara Hart, explores individual differences in cognitive development, utilizing theories and methodologies from psychology, education, and behavioral genetics. Lab website, [email protected]. Kaschak Lab Group, directed by Dr. Mike Kaschak, studies the role of systems of perception and action planning in language comprehension; embodied cognition; language production; learning and adaptation effects in both language comprehension and production; language acquisition. [email protected] The Language and Cognitive Development Lab, directed by Dr. Arielle Borovsky, investigates language processing and word learning in infants, children, and adults using behavioral, eye-tracking, and ERP approaches.Lab website, [email protected]. The Math Thinking and Learning Lab, directed by Dr. Colleen Ganley, examines social, cognitive, and affective factors related to mathematical learning including gender stereotypes, math anxiety, working memory, and spatial skills. Lab website, [email protected]. The Preschool Research Group, directed by Dr. Christopher Lonigan, specializes in developmental psychopathology, with a principal focus on emotional and motivational influences on the development of psychopathology, as well as early language/literacy intervention. [email protected]. Other faculty directly involved in the Developmental Psychology area (but not recruiting for 2017-2018) are Drs. Don Compton and Richard Wagner, with affiliated faculty from other areas in Psychology including Drs. Neil Charness, Frank Johnson, Janet Kistner, and Natalie Sachs-Ericsson. Applicants can apply here before December 15th, 2016. Any general questions about FSU’s Developmental Psychology program can be directed to Dr. Sara Hart, Developmental Area Director ([email protected]).
Marketing PhD programs (the University of Colorado’s,in particular) can be an excellent place for students interested in social and cognitive psychology.
Several of our behavioral faculty have received PhDs in psychology or cognitive science (Phil Fernbach, Lawrence Williams, John Lynch, and Peter McGraw) and other behavioral faculty are doing work on consumer psychology (Nick Reinholtz, Bart de Langhe, Margaret Campbell, and Donnie Lichtenstein). They are publishing their research in top marketing journals (e.g., Journal of Consumer Research; Journal of Marketing Research) and psychology journals (e.g., Psychological Science, JPSP) See: http://www.colorado.edu/business/academic-programs/undergraduate-programs/marketing/faculty-marketing If you have a good research background please look at our program (and the papers our faculty are publishing). Admission to our program at the Leeds School of Business is not as competitive as psychology programs (though it is not easy to get in) and the funding is highly desirable (typically five years at $25k per year). Moreover, marketing faculty jobs are relatively plentiful. We place students into jobs without the need for a post doc, for example. Salaries and teaching loads at business schools are also attractive for most of our program’s graduates. Our program has placed students at top research universities, such as Indiana University, Texas A&M, Virginia Tech, University of Arizona, and Vanderbilt. Notably, we have a 100% placement record for our PhDs. You can learn more about our program here: http://www.colorado.edu/business/academic-programs/phd-program/areas-study/phd-marketing. For further information please reach out here: Peter McGraw ([email protected]) Associate Professor of Marketing and Psychology University of Colorado Boulder. The Graduate Program in Psychology at Georgetown University (http://psychology.georgetown.edu/graduate) offers a five-year, full-time program of study in developmental science leading to a Ph.D. in Psychology. Located in close proximity to the White House, Congress, the National Institutes of Health, the National Academies, and many of the world’s most prestigious research and nonprofit organizations, the Department of Psychology provides a unique graduate education that bridges academic study and practice in both public policy and health/medicine. Our two graduate student concentrations take full advantage of these resources. Students concentrate in either Human Development and Public Policy or Lifespan Cognitive Neuroscience. A dual degree in Psychology (Ph.D.) and Master of Public Policy (M.P.P.) is also offered in collaboration with the McCourt School of Public Policy (MSPP, http://psychology.georgetown.edu/graduate). Both concentrations offer strengths that include an interdisciplinary education in the processes and contexts of development across the lifespan. Program requirements are explicitly designed to offer students rigorous training in the range of theories and methods that characterize the developmental sciences and enable them to place the study of development into the broader contexts - biological, familial, social, cultural, economic, historical, political - from which the field draws its societal applications. A complete statement of the program's learning goals can be found in the Department’s Graduate Handbook (http://psychology.georgetown.edu/graduate/handbook) University resources afforded graduate students include the McCourt School of Public Policy, Georgetown Law Center and Georgetown School of Foreign Service, each of which is among the leading programs in the nation. The Interdisciplinary Program in Neuroscience (http://neuroscience.georgetown.edu/) at the Georgetown School of Medicine offers resources for cognitive neuroscience studies, including neuroimaging facilities and colloquia. The deadline for admission in Fall 2017 is December 1, 2016.
The following labs at the University of California, Riverside are recruiting graduate students interested in pursuing a PhD in Psychology: the Kids Interaction and Neuro Development Lab (Dr. Kalina Michalska), the CALLA Lab (Dr. Rachel Wu), the Perception, Action, and Development Lab (Dr. John Franchak), the Adversity and Adaptation Lab (Dr. Tuppett Yates), the Cognitive Development Lab (directed by Dr. Mary Gauvain), and the Biobehavioral Research Lab (Dr. Chandra Reynolds). The UCR Department of Psychology offers specializations in Developmental, Cognitive, Social/Personality Psychology, and in Systems Neuroscience. The Developmental program at UCR is regarded for its strengths in contextual and cultural influences on child socialization (Cheung, Davis, Gauvain, Michalska, Natsuaki, Richert, Yates), cognitive and perceptual development across the lifespan (Franchak, Gauvain, Reynolds, Richert, Wu), and biological substrates of adjustment (Davis, Michalska, Natsuaki, Reynolds, Yates). The diversity of the UCR campus and of the surrounding community make UCR an ideal campus for graduate students interested in studying the ways in which developmental processes are influenced by and interact with variations in environment, especially cultural practices and socioeconomic status.
The Kids Interaction and Neuro Development Lab (KIND Lab), directed by Dr. Kalina Michalska, conducts research on individual differences in the development of empathy and social competence. Particular emphasis is placed on characterizing how dispositional traits interact with social learning to modulate basic mechanisms of emotional responsiveness and emotional memory. We employ complementary methodologies including functional and structural brain imaging, autonomic responses and behavior observations in typically developing children, as well as in youth with disruptive behavior problems and those with social anxiety. The CALLA Lab (www.callalab.com, directed by Dr. Rachel Wu) conducts developmental cognitive neuroscience research on how attention and learning interact from infancy to aging adulthood. We use neural (EEG) and behavioral (eye-tracking, accuracy/reaction time) responses to investigate how infants and adults differ in their approaches to finding and learning about relevant information. Our research program has two components: 1) measuring adults’ use of previously acquired knowledge and tracking the development of this ability from infancy, and 2) applying infant and child learning strategies to mitigate cognitive decline during aging. Using infant learning to inform adult learning and vice versa has the greatest promise to lead to discoveries about optimal learning strategies that can be applied throughout the lifespan. The Perception, Action, and Development Lab (padlab.ucr.edu) investigates how people use visual information to guide actions and engage in social interactions. Through our research, we hope to understand 1) how perceptual-motor systems adapt to changes in the body and environment, 2) developmental changes in infants’ everyday visual experiences, and 3) factors that influence infants’ looking behavior. We employ mobile eye tracking and naturalistic observation to examine the natural visual experiences of infants, children, and adults in everyday tasks. Research in the Culture and Child Development Lab (http://cheunglab.ucr.edu/) focuses on how the environment influences children’s motivation and achievement across cultural contexts. The lab is seeking Ph.D. students who have strong interest in the role of parents, teachers, and peers in children’s school adjustment. We employ diverse methodologies in our research, including naturalistic and controlled observations, surveys, and measures of physiological reactivity. Recent lines of work involves: (1) an investigation on the role of teacher-student relationships in children’s achievement in 50+ countries; (2) a longitudinal study on parenting and children’s creativity; and (3) a study on the effects of parents’ expectations and children’s performance in the academic arena. Research in the Emotion Regulation Lab (directed by Dr. Elizabeth Davis) focuses on understanding how developing emotion and emotion regulation processes relate to adaptive and maladaptive outcomes in childhood. We use a multi-method biopsychosocial approach to characterizing affective processes across levels of analysis (e.g., psychophysiology, cognitive, social, and emotional behavior). The goals of the research in our lab are to identify regulatory strategies that children can use to effectively alleviate negative emotion, and to identify individual differences in children’s biology and social experiences that determine whether and when they can regulate emotion effectively. We also identify mechanisms responsible for effective emotion regulation (e.g., attentional focus) to explain why certain emotion regulation strategies attenuate negative emotion and distress better than others. The Developmental Transitions Lab, directed by Dr. Misaki Natsuaki, asks three fundamental questions: why does psychopathology increase during the transition from childhood to adolescence? When does it start and how does it develop over time? Why do some children experience such difficulties while others do not? Answers to these questions can inform the applied efforts to support healthy development in children and their families. Taking a developmental approach, our research focuses on the interplay of biological (puberty) and environmental origins of vulnerability to psychopathology. We apply longitudinal and genetically-informative designs to examine how these factors influence the trajectories of emotional and behavioral (mal)adjustment in childhood and adolescence. The Adversity and Adaptation Lab (www.adlab.ucr.edu), directed by Dr. Tuppett Yates, is committed to the study of how children are affected by, and in many cases successfully negotiate, adverse life experiences, such as poverty, community and family violence, loss and illness. We endeavor to understand how and why the development of some children is undermined by negative life experience, whereas others are relatively less affected (i.e., resilience). Our research employs multiple methods, including direct observation, physiological recordings, quantitative measures, and qualitative interviews, to examine key relationships that influence the effects of adverse experience on development, including those within the family and community, as well as those among physical, emotional, and behavioral response systems of children and adolescents. Dr. Yates oversees two ongoing longitudinal investigations of high-risk children and youth to clarify processes underlying risk and resilience in an effort to inform the development and implementation of effective prevention, intervention, and policy efforts to help children, their families, and the communities in which they live. The research in the Childhood Cognition Lab (http://www.ccl.ucr.edu/index.html) explores the influence of religion, fantastical thinking, and media exposure on cognitive development. Current funding in the lab supports a longitudinal study of children’s developing religious concepts (funded by the John Templeton Foundation) and a series of studies examining how children’s social cognition influences STEM learning from different media platforms (funded by NSF REESE). The Cognitive Development Laboratory (http://cogdevlab.ucr.edu, directed by Dr. Mary Gauvain) is seeking Ph.D. degree students in developmental psychology who are interested in studying sociocultural contributions to cognitive development in the areas of planning, problem solving, spatial cognition, or contamination sensitivity. The Biobehavioral Research Lab (bbr.ucr.edu), directed by Dr. Chandra Reynolds, focuses on understanding individual differences in health and cognition across the lifespan, considering both environmental and genetic factors. Projects include evaluating the genetic and environmental etiologies of cognitive aging, including gene pathways and their possible interplay with environmental factors. Moreover, we are examining early life factors and contexts that influence cognitive, health and well-being profiles into mid-adulthood and across the lifespan. The program of study requires approximately four or five years to complete. Typically, graduate students receive financial support for up to five years. Interested applicants are encouraged to visit the department admissions page for more information: http://www.psych.ucr.edu/grad/admissions.html. Each year, Northwestern Career Advancement hosts graduate and professional schools on campus. These information sessions are a wonderful opportunity for students to learn about various programs and meet institutional representatives. I’ve attached a list of all upcoming law school visits for this fall. Information is also available in CareerCat, and students can RSVP in CareerCat for these events.
The UC Berkeley Language and Cognitive Development Lab, directed by Dr. Mahesh Srinivasan, is accepting applications for Ph.D students entering in the fall of 2017. Our lab’s research broadly focuses on how linguistic, cognitive and social abilities develop and interact in early childhood (more specific research projects and papers can be found at our website). Applicants should have an undergraduate degree in psychology, linguistics, or cognitive science. Prior research experience and coursework in these areas is preferred.
The Language and Cognitive Development Lab is part of the Institute for Human Development, which also houses other developmental labs in the psychology department, including labs directed by Professors Silvia Bunge, Alison Gopnik and Fei Xu. UC Berkeley Ph.D. students receive a comprehensive education in developmental science and research. Prospective students can learn more about our lab and access previous research articles here. Interested applicants should apply through the Department of Psychology, and can email Professor Srinivasan at [email protected] for more information. The deadline for receiving applications is November 19th. Please see the attached flier for information about graduate studies in Developmental Science at the University of Maryland. Feel free to forward!
Hi, please see the attached flyer for our Developmental Psychology Graduate Program at the University of Florida! We suggest that applicants contact potential advisors in advance of the deadline. Thank you!
The PhD Program at the University of Chicago Booth School of Business will be hosting an information session at Northwestern on Thursday, October 13. A number of our students have a background in psychology and we are interested in recruiting more promising students with similar backgrounds to our program. Check out this flyer for more information! For further information, please visit their website at https://www.chicagobooth.edu/programs/phd
|
Graduate School and Scholarship PostingsThese postings have been obtained by the Psychology department, which have been published for those who have already declared a major or minor in psychology at Northwestern. Please take a look at Canvas for most up to date postings. Archives
February 2017
Categories |
UPA | Graduate School Postings |