Congratulations to Molly Zydel ’19 for being awarded the Mamie Phipps Clark Diversity Research Grant!
Zydel will use this grant towards funding her Distinction Project, titled “Perceptions of Foster Care Youth’s Academic Identity: Comparing Reports from Foster Parents and Former Foster Care Youth.” Specifically, she will be using the grant in order to offset the costs of compensating participants for their time.
She has been a member of Dr. Powell’s research lab since fall 2016.
Zydel also went to Thailand as part of Dr. Powell’s May Term last summer. You can read about the trip here.
The Mamie Phipps Clark Diversity Research Grant was founded in honor of Mamie Phipps Clark. Graduating in 1943, Clark was the first African American woman to earn a Ph.D. in psychology from Columbia University.
As such, this grant is awarded to Psi Chi students and faculty advisors who are seeking to study diverse populations and issues.
For more information about the research grant, click here.
Congratulations again to Molly Zydel! We’re proud of you and look forward to learning about the results of your Distinction Project!
On March 27th from 7 pm – 8 pm in Life Science 515, Psi Chi will be hosting a presentation by researchers from Salem Veteran Affairs Medical Center for students interested in learning about their research, as well as internship opportunities!
Congratulations to Kaitlin Busse ’18 and Riker Lawrence ’20 for their successful poster sessions at the Academy of Human Resource Development (AHRD) Conference in Richmond, Virginia!
Part of Dr. Powell’s lab, Busse and Lawrence presented two posters on their findings from researching work-life balance and perceptions of organizational climate and job satisfaction in employees from the United States and the United Kingdom.
Last semester, students from Dr. Nichols lab published a paper titled “Exploration of Methodological and Participant-Related Influences on the Number of Artifacts in ERP Data.”
Under the direction of Dr. Nichols, Ms. Stephanie M. Shields and Ms. Caitlin E. Morse conducted a study in order to see how the number of trials needed to collect enough data for Event-related Potential (ERP) could be minimized through the reduction of artifacts.
Typically, this type of research requires a number of trials in order to collect enough data. Oftentimes, several of these trials have to be discarded as a result of artifacts, or errors.
Shields, Morse, and Nichols focused specifically on the connections between “the number of trials that have to be eliminated due to artifacts and a set of methodological variables, physical considerations, and individual differences.”
To read more about what they found as a result of their research, follow this link to the original article.
Related: Ms. Shields was awarded a Fulbright grant to return to Germany to study bat vocalizations and vocal learning in Munich, Germany from September 2017-July 2018. Prior to this, she spent a summer in Hamburg, Germany through the German Academic Exchange Service Research Internship in Science and Engineering. While there, she completed a research project with Ph.D. student Signe Luisa Schneider on electroencephalography (EEG), learning, and memory. (To find out more about this latter project, follow this link.) Shields also completed over three years of research in the psychology department and had other articles published as well. She graduated with a major in psychology, a concentration in neuroscience, and a minor in German. She plans on earning a Ph.D. in Neuroscience.
Related: Ms. Morse currently works as a Licensed Nursing Assistant at Portsmouth Regional Hospital in New Hampshire. Graduating from Roanoke College with a degree in Kinesiology and Exercise Science in 2017, she followed this by attending the Massachusetts College of Pharmacy and Health Sciences where she completed a Bachelor of Science degree in order to become a registered nurse. While at Roanoke College, she worked as a research assistant in the psychology department for around three and a half years, starting in 2013. She has also participated in two other published articles through Dr. Nichols lab, alongside Ms. Shields and other students. Her Linked In account can be found here.
A two year, full-time program providing students with advanced training in research methodology, data analysis, and the core principles of psychology. Students gain invaluable experience by working with faculty conducting research in a number of different subfields, as well as developing a wide range of knowledge in psychology.
Students will be required to develop, test, and defend a thesis project based on empirical research.
Through applying the basic principles of psychology to the workplace, I/O strives to improve not only the workplace, but also the “quality of work life for employees.”
Radford offers a two year, terminal master’s degree based on a “practitioner-scholar” model that applies to a number of career paths; the M.A. option includes a thesis project that prepares students for further studies.
A required internship, as well as a client-based project for each of the six I/O courses
37 credit-hour program (9 hours per semester; 1 credit summer internship)
Counseling (Psy.D.) at Radford University focuses on rural mental health, with emphasis on “cultural diversity, social justice, and evidence-based practice in psychology.”
The program is designed for students “interested in pursuing careers as psychologists in mental health settings and institutions where clinical supervision and the direct application of counseling, therapy, and psychological assessment are required.”
APA-accredited, follows a practitioner-scholar model, and includes a 2,000 hour internship.
Applicants must have completed a Master’s degree from an accredited institution where “they provided face-to-face counseling services by August of the year in which they wish to enroll in the Psy.D. program.”
While the program focuses on rural practice in their coursework and internships as they are located in rural Appalachia, they offer field placements in Roanoke for those wanting experience in a city environment.
Accepts graduate applications at any time but does not start reviewing them until the end of January.
Applications for these programs are due February 15th. These applications must be online, require a non-refundable payment of fifty (50) dollars, and degree–seeking students must submit official transcripts from all universities or colleges attended. The application will automatically be forwarded to the selected department for evaluation.
To learn more about admissions and to find the link to the application, click here.
Have you recently completed a research study, are an undergraduate student, and want to present your findings at a well-regarded conference?
On Friday, April 13th, 2018, the University of Virginia’s annual L. Starling Reid Psychology Undergraduate Research Conference will occur.
This event highlights “outstanding empirical research conducted by undergraduate scholars.”
The proposal deadline has been extended to Monday, March 15th, 2018 at 8:00 am.
Accepted students will be notified by 5:00 pm on Thursday, March 22nd.
Due to the high volume of applicants and the limited number of spots available, this conference is competitive.
Presentation formats are either research talks lasting around fifteen minutes, or posters. The selection process for research talks are more competitive, but if an applicant fails to secure a research talk position, then they will automatically be considered for a poster.
The application is now live and can be found here. For more information about the conference, follow this link.
If you have any questions, please contact UVA psychology department’s Taylor Young, who is the Interim Undergraduate Coordinator. His email is firstname.lastname@example.org.
Growth Through Opportunity is a local non-profit organization whose mission is to create opportunities for those with intellectual and developmental disabilities.
GTO is looking for students who are respectful of others, positive, dependable, patient, flexible, and creative, among other traits.
Through the program, students partner with first responders at local fire stations, police departments, sheriff’s offices and courthouses, making this an ideal program for those especially interested in psychology, sociology, social work, criminal justice, education, communications, and business.
In addition to gaining experience with varying levels of our justice system and with first responders, students will also develop such skills as developing educational curriculum, teaching/job coaching, and fundraising and marketing.
Students can volunteer,intern, or complete service hours. (Though it is too late in the current semester to set-up an internship.)
Students work as job coaches with recent high school graduates with disabilities (physical, emotional, learning, behavioral), called ‘cadets,’ as they work on-site with members of our justice system and first responders. Each student will have a small group of cadets, around four-to-six, that they will look after.
The program would be both spring and fall, from five-to-twenty hours a week, or from 9 am – 2 pm Monday through Thursday, though students will have to be there all of that time.While students are not paid, GTO is applicable for academic credit or service/volunteer hours, as well as gaining invaluable experience and connections.
Furthermore, GTO will also be at the upcoming job fair on March 19th, 4:30 – 6:30 pm if you are interested and would like to speak to a representative.
Finally, if you are interested but cannot commit to the time or both semesters, the GTO team is currently working with the Virginia Department of Rehabilitative Services to create a summer camp where students will have the opportunity to be involved.
For those who are interested, please send a letter of interest and resume to Dawn Martin at GTOdawnmartin@gmail.com or contact her at (540)204-5945 if you have any questions.
Martin is a 1998 graduate of Roanoke College with a bachelors degree in psychology. She is happy to help interested students in finding a place at GTO.
Interested in working in the non-profit sector, or just interested in helping kids learn?
Not sure what you’re going to do yet?
Then consider applying to the Literacy Lab, a branch of Americorps.
The Literacy Lab’s mission is to provide low-income children with individualized reading instruction to improve their literacy skills, leading to greater success in school and increased opportunities in life. In Richmond they serve children K-3, partnering with school districts to help close the literacy gap, by embedding full-time, rigorously-trained tutors in elementary schools.
The Literacy Lab works in Metro DC, Greater Richmond, Baltimore MD, Kansas City, MO and in the upcoming year, Springfield MA. Students who are graduating this year and are unsure what their next steps should be, may consider applying to this amazing service term. The position is rewarding, and the professional skills developed could help with a career in the non-profit sector. There is also an expansive Americorps alumni network that you’d also become a part of.
You can choose to serve full-time as a literacy tutor for the rest of the 2017-2018 year (through July 2018), or for the next year (August 2018- July 2019).
There is also another program called “Leading Men Fellowship” through the Literacy Lab which is a year-long opportunity from August 2018 – July 2019.
You can find the applications for all three of the above opportunities here. To learn more about the Literacy Lab in general, follow this link for the general website.
Congratulations to Dr. Powell (Roanoke College), Dr. Freedman (Dartmouth University), Dr. Le (Haverford College), and Dr. Williams (Purdue University) for their recent publishing in the Journal of Social and Personal Relationships, titled “Ghosting and Destiny: Implicit theories of relationships predict beliefs about ghosting”!
The research article focuses on two studies conducted by the authors to determine how implicit theories such as destiny and growth influence relationship terminations and how participants view “ghosting.”
For more information, follow this link to see the original study.
Again, congratulations to Dr. Powell and her fellow researchers for their manuscript publishing!
Then please consider applying to the Yale University program in Organizational Behavior.
The Yale University program in Organizational Behavior is seeking several summer research assistants (20 hours/week; ~$350-400/week) to work on research projects at the Yale School of Management in New Haven, CT. This internship would start in the summer of 2018 and last from around June 15th to August 15th (exact dates are flexible). This internship is designed to support individuals looking to strengthen their research skills before applying to a graduate school PhD program in organizational behavior, or a related behavioral science field. Therefore, a critical component of this summer research experience will be ongoing mentoring and guidance from faculty and graduate students, and we highly encourage those from underrepresented and/or non-traditional educational backgrounds to apply.
Research assistants will collaborate with faculty (Professors Amy Wrzesniewski, Cydney Dupree, and Michael Kraus) and graduate students on day-to-day research being conducted, which includes: programming surveys on Qualtrics, data collection in the lab, field, and online environments, analyzing and summarizing data, revising/editing manuscripts, assisting with literature reviews, IRB proposals, and presentations, and attending research meetings and workshops. At the end of the 8-week internship, all interns will present their research progress at a mini-conference hosted by the School of Management.
Interested in conducting research on increasing political tolerance?
Thanks to a grant from the Charles Koch Foundation, the lab of Dr. Kurt Gray is looking for a few motivated undergraduates for a full-time paid 8-week summer internship (June 18th to August 10th). Interns will receive hands-on experience with study development, data collection, and data presentation, in addition to receiving $2,800 each.
To apply, please submit a CV and a letter addressing the following questions: 1) What does political tolerance mean to you? 2) Why do you want to join this summer program? 3) What unique perspectives can you provide this internship program? 4) What are your long-term career goals?
Please e-mail Emily Kubin (email@example.com) with the subject title Summer Internship 2018 by February 15th, 2018.
Interested in working with children in Pre-Kindergarten, Kindergarten, or Elementary age groups? Want to be a Counselor, Classroom Aide, or Researcher? Looking for a chance to earn an internship credit?
Then consider applying to the Children’s Summer Treatment Program for children with ADHD or other related impairments at the Florida International University.
The Summer Treatment Program (STP) is a comprehensive program for children with ADHD and related behavioral, emotional and learning challenges. The STP has successfully helped more than 3,000 children and families and is composed of evidence-based intensive treatments incorporated into an eight-week therapeutic summer camp setting. Group and tailored individual treatment plans are focused on improving problem-solving, academic functioning and social skills—while also incorporating recreational, age-appropriate games and group activities.
The STP has been named a Model Program in Child and Family Mental Health by the American Psychological Association, and has been named the program of the year by CHADD, the national parent advocacy group for children with ADHD. Students who have worked with FIU and the STP have said that it is an incredibly rewarding. hands-on experience, with huge contributions to their professional development. The program is also helpful in continuing onto graduate school and careers, such as clinical psychopathology, pharmacology, and psychotherapy.
More information about the Summer Treatment Program and the Center for Children and Families can be found here. Information about applications can be found here.
Applications for all positions are competitive so students are encouraged to apply as soon as possible.
If you are considering applying to this program, please contact Dr. Camac about earning an internship credit.
If you are looking for ways of gaining clinical research experience working with youth over the summer, considering applying to the National Science Foundation Research Experience for Undergraduates at Ohio University.
Through this 8-week program, students will gain experience by attending seminars, working with mentors on research projects, and building a set of skills and a portfolio that will stand out to graduate schools including an independent project focused on some aspect of treatment related to youth with SEB.
Accepted students will be given a stipend of $4000, along with housing, meals, conference travel, and research incentives.
Eligible students must have at least a 3.0 GPA in their undergraduate classes and must be a US Citizen or permanent resident. Applicants who have taken research methods will be more competitive, but this is not required. Finally, students from diverse or minority backgrounds are strongly encouraged to apply.
All applications must be submitted by February 23, 3018 at 5 pm.
To learn more about the program and how to apply, click here or on the above image to go to the official website.
The following is a transcription from an in-person interview with Victoria Preston at Fruitions where a student assistant was able to talk with her about her research and internship experiences at Roanoke College and Blue Ridge Behavioral Healthcare.
Can you tell me a little about yourself? (Such as interesting hobbies and your favorite color?)
I’m a psych major. I don’t think I have any interesting hobbies. I like animals and my favorite color is green.
What kind of classes are you taking this semester?
This is my last semester, so I’m at the very end of what I need to be taking. I’m taking a seminar course [for psychology], and then I’m taking a sociology class because it’s interesting to me. I [also] work for Dr. Powell on a research lab.
How do you like seminar?
It’s kind of challenging just because you’re working in a group to come up with a project. Most of the groups are four people, [but] we’ve got three, so it’s just kind of difficult to get everyone on the same page, to get everyone to meet on time, [and] to get the work done, but it seems to be going well so far.
How do you like Dr. Powell’s lab?
I love it. This is my second year working for her, second semester I guess, and her lab is about an emerging adult study or doing something with adolescents. Last semester I just worked in helping other students with their research- I didn’t do anything of my own. (…) This year I’m doing my own study from a previous student’s and some of her work. I have someone working for me this time. So, (…) I really enjoy it and you get the experience of what working in a research setting would be and you get her attention to help with anything else that you need.
So, what are you doing specifically in the lab?
There’s a Roanoke College student who graduated last year who did a study on emerging adults and talking, ghosting, friends with benefits, that kind of relationship. I’m doing a secondary data analysis of her study. Dr. Powell and Dr. Friedman did a study on a ghosting, so I’m taking some of their information and putting it together and running my own analysis of it: dealing with if there’s a time frame, what blocking is, if we can accurately define what “talking” really means. [Talking is] different for every person. That’s basically what I am doing this semester.
In addition to working in the lab, you also completed an internship. Can you tell me about that?
I interned at Blue Ridge Behavioral Health Care in the Child and Family Services [Department]. I was toying with the idea of working with children and families and I wanted to intern at a place that was local enough to where I could potentially work there because I am from Salem. [Interning at Blue Ridge] was just the best option and was something I was vaguely familiar with.
What did you learn from your experience at Blue Ridge?
A lot of what I did there was observing group therapy or sitting in on family assessment planning. If there was a kid that needed some sort of services but couldn’t afford it, they would go to this board and make their argument for the government or organization to pay for it. What I learned was that there are a majority of people who need the help that Blue Ridge is giving but they can’t afford it. That was kind of surprising to me because you think “oh, you know everybody has insurance, that insurance just pays for it” but that was not the case. [I also] just figured out my own personal biases in working with kids because I still want to work with children – I eventually want to be family therapist. Maybe. Working with kids, you think it’s going to be one thing and then it’s an entirely different thing.
I did learn a lot about what it was like to work in an actual office setting, which was really important to me because the only other job I’ve had I was working at a jewelry store. That was just really interesting to me to just see how complicated the behind-the-scenes of mental health is and trying to get people the services that they need.
Were there any moments during your internship that really surprised or struck you?
Since there are children and family services in that building, I thought it was only going to be kids needing some sort of residential treatment or psychiatric testing but it’s anything that has to do with children. […] I’m not sure… There were a lot of interesting experiences that I never anticipated or expected to see.
How do you plan on applying what you learned in your internship to what you’d like to do in the future?
The reason why I wanted to intern at a local place was because I plan on applying for a job there, so basically just taking all of the things I observed and kind of deciding if that’s the path that I want to go down since I’ll only have a bachelors [degree]. You can’t really do a lot, so I’ll probably end up being a case-worker. Just taking the things that I saw and learned in my psych classes, counseling classes, or my abnormal classes- even some of my sociology classes. I’ve taken a lot of juvenile delinquency and behavior classes and the things I’ve learned in my classes [I’ve also] seen first hand. When you do an internship, you have to write daily reflections of what you did and how it applies to what you learned and I could apply 90% of what I saw [interning at Blue Ridge] to something that I learned in my classes.
What’s some advice that you have for students who want to complete an internship?
Definitely do it. If I hadn’t taken the internship, then I would have no idea where to go or where to apply. Experiencing something is good but also being able to network and having people that you can then go to or have them be a reference for [is good as well]. I only interned for two months, so you don’t have to have a long internship to get a full experience . You can just do it for a summer. I would tell everyone to do an internship if they can, especially if they are not a hundred percent certain- even they are a hundred percent certain, but maybe they [realize they] don’t like it that much.
Thanks Victoria for taking time to meet to talk about your research experiences and your internship with Blue Ridge. Congratulations on completing your degree!
For those interested in applying to an internship or wanting to know more about research opportunities, please contact Dr. Camac in the Psychology Department and/or Dr. Lassiter in the Biology Department.
Several psychology students were recently able to present their research at the psychology poster session on December 7th. There was plenty of pizza and drinks for everyone. Great job presenting and thanks to everyone that came!
For students interested in learning how developmental processes relate to school learning and the community, as well as simply how science can be used to improve the lives of adolescents, the Curry School of Education at the University of Virginia offers a graduate degree in Educational Psychology – Applied Developmental Science where students will be able to learn about their interests and apply to them to real world settings.
The program is twelve-months long and includes a 6-credit, 200 hour internship experience and is housed through the Curry School of Education, which is ranked one of 2017 best graduate schools for education by the U.S. News. Students who pursue this program later work as educators, researchers, among other various fields.
Students that are interested in the program should either click on the snapshot above to be taken directly to the site or click here. If you have any questions and want to talk directly with someone from the program, please feel free to contact Dr. Ellen Markowitz at firstname.lastname@example.org.
In the midst of winter as the cold seeps into our homes, we often tend to think of what we will be doing in the summer…
For students interested in summer research opportunities (including paid experiences), winter is also a good time to start thinking about applying to these opportunities, as many summer research opportunities have a deadline in January or February.
One notable exception to this is Roanoke College’s Summer Scholars program which has a deadline of March 15th.
Below are some of the opportunities available to students from every major, with the link to the full list of research opportunities here.
Examples from the Social Sciences and Humanities:
Leadership Alliance Mellon Initiative (many humanities and social science majors)
Interuniversity Consortium for Political and Social Research
American Economics Association Summer Training Program
American Political Science Association
Institute for the Recruitment of Teachers
Examples from the Sciences:
Research Experience for Undergraduates (REUs) – Includes the Sciences, Public Health, Psychology, and Anthropology
Pathways to Science
Department of Homeland Security
Commonwealth STEM Industry Internship Program
Student Conservation Association
National Institute on Drug Abuse
National Institute of Health (NIH) Summer Internship Program
Dr. Powell presented on a study by herself and Sophia Bolton of Duke University, titled “Parental Knowledge and Adjustment of Mothers in a Treatment Facility.”
She posted on Facebook, saying about the experience:
The lab’s first #NCFR17 won’t be our last NCFR! Our projects were well received, catching up with colleagues and networking with new ones was productive, and (last, but certainly not least) the sunny Florida weather was much enjoyed!
Ms. Riker Lawrence also presented on her research, which was in conjunction with Dr. Powell and Dr. Katherine Karraker of West Virginia University, and titled “Caring for Toddlers: Parents’ Experiences, Desires, and Satisfaction.”
Overall, we’re incredibly proud of our department’s Dr. Powell and Ms. Lawrence for their successful presentations at NCFR and for representing the department and Roanoke College well.
For students interested in pursuing a M.S. in Counseling Psychology, consider applying to Tennessee State University.
The program offers offers two paths for students, with a non-thesis option for those who want a master’s level license as a clinician in the Tennessee area, or a thesis option for students considering future doctoral studies.
In the latter course, students work with faculty to gain skills and experiences that appeal to competitive doctoral programs, including TSU’s APA-accredited Counseling Psychology program.
Because TSU is a Historically Black College and University (HBCU), they place a great emphasis on diversity and acceptance. Both students and professors work to support “… social change and advocacy through coursework, community service, practicum training, and outreach presentations and workshops delivered to community agencies that speak for underrepresented populations.”
In addition to the brochure attached above, the program coordinator can be contacted at MScounseling@tnstate.edu and the program webpage can be found here.
Applications to the M.S. in Counseling Psychology are currently open, with a deadline of the 1st of February, 2018.
Three current psychology students and one former student at Roanoke College were recently able to present their findings at the Society for the Study of Emerging Adulthood (SSEA) conference in Washington D.C., alongside the department’s Dr. Powell.
The theme for the SSEA’s 8th biennial conference was focusing on “Emerging Adults as Change-Makers Around the World.”
For these students, the opportunity to present their posters was an incredible experience.
Molly Zydel ’19 commented that…
“SSEA was great! It went very well for all of us with our presentations. At SSEA, we got a chance to talk to other professors, graduate students, and scholars about our research and theirs. It was interesting to get a perspective from others! We also got a chance to pick out different paper sessions to go to, where we got to listen to people present about their whole paper!”
One of the sessions students were able to go to and enjoyed seeing was the scholar Jeffrey Arnett, who created the theory of emerging adulthood as a life-stage.
Dr. Powell further commented on how impressed she was by her students, saying
The students did a great job presenting their posters and interacting with the other scholars. The conference is predominately attended by those who have earned their doctorate degree or who are working on an advanced degree, so the students were definitely in the minority. However, they represented my Developmental Self-Knowledge Lab, the Psychology Department, and Roanoke College incredibly well.
She continued on to discuss how the students found the information presented by other scholars interesting because of the relevance to them, as “the research samples emerging adults (i.e., those between the ages of 18 and 25; and is life-span stage that they are in)” and were on topics such as “… mental health, identity development, romantic relationships, peer relationships.”
We’re proud of our students (both current and former) and look forward to seeing what they will accomplish the future!
For students interested in pursuing a masters degree in experimental psychology, consider attending Saint Joseph’s University’s virtual (online) open house on Monday, November 13th at 11:30 am.
Saint Joseph’s University offers an intense, full-time program where students acquire a strong foundation for the scientific study of psychology through equal emphasis on coursework and empirical research.
For more information on how to attend the open house, click here. For those interested in the overall program, follow this link to go to the official site.
A brochure for SJU’s M.S. in Psychology can be found here.
The Psychology Department would like to congratulate Dr. Powell and Dr. Findley-Van Nostrand on getting their manuscripts accepted for publishing this semester!
Dr. Powell has published two articles this semester. The first was in conjunction with Elizabeth Babskie and Aaron Metzger, titled “Variability in Parenting Self-Efficacy Across
Prudential Adolescent Behaviors” and can be found here.
The second article, titled “Prospective Parents’ Knowledge About Parenting and Their Anticipated Child-Rearing Decisions,” has received special promotion by the National Council of Family Relations as one of the five “early view” articles from their journals for October, and was co-written with Dr. Katherine Karraker of West Virginia University.
Dr. Findley-Van Nostrand has also had a manuscript acceptance for her article on “Affective-interpersonal and impulsive-antisocial psychopathy: Links to social goals and forms of aggression in youth and adults”, which is co-authored with Tiina Ojanen, a professor at the University of South Florida, and will be published in the journal Psychology of Violence.
For Dr. FVN’s description of her article and findings, please follow this link.
Again, congratulations to both professors on their recent article acceptances!
Interested in internships? Then join us on Thursday, November 2nd, from 11:45 to 1:00 in Life Science 502 for an information session to learn about the different opportunities available, as well as their requirements and deadlines, and much, much more!
Pizza will be provided, but please bring your own drink.
RSVP by Wednesday, November 1, noon, to 540-375-2462, or to email@example.com
A student assistant was recently able to interview Dr. Findley-Van Nostrand amidst the chaos and confusion that is midterms about herself and her research interests, as well as her recent manuscript acceptance in the journal Psychology of Violence.
So, how do you like Roanoke so far? Is it very different from Florida?
It’s great! Definitely different from Tampa. Smaller city, slower pace, cooler weather…all good things for me.
Can you tell me about your academic background?
I did my undergraduate degree at the University of South Florida. I also remained there, for a variety of reasons, for my Ph.D. (and Masters along the way). Towards the end of my doctorate, I broadened my interests some and was involved in a couple of projects outside of the Psychology department that involved applying psychology to the problem of STEM (Science, Technology, Engineering, and Math) student persistence. These projects ended up leading to an offer to remain as a postdoctoral researcher after wrapping up my dissertation. So, after my postdoc, here I am!
What classes are you teaching right now and what types of courses will you be teaching in the future?
Right now I am teaching PSCY221- Developmental Psychology, and PSYC321- Child Development. In the near(ish) future I will teach these, as well as Intro to Psychology, Adolescent Development, and a Research Seminar in Developmental Psychology.
What are some of your past and current research experiences and interests?
My research interests are related but twofold. In my primary research, I am interested in peer relationships and social behaviors during adolescence and early adulthood. In this line, I have
focused on aggression among peers, underlying motivational factors, and the ways in which aggression is tied to social status among peers. I also have continuing research aimed at understanding the role of the self in aggression and prosociality, and my studies in these area are driven by both developmental and social psychology literatures and studies. In my second line of research, I’m also interested in understanding how social experiences, like felt belonging, as well as self-concepts and motivation may drive interest and persistence in STEM disciplines. Much of the research in this area is also related to academic persistence and achievement more broadly, but has some specific nuances related to the STEM context.
I recently heard that you have been approved to publish an article in a journal, can you tell me more about that?
Sure! The paper will be published in the journal Psychology of Violence, and includes two studies (one in early adolescence, and one in young adulthood) examining two forms of psychopathy, social goals, and forms of aggression. In previous research, we’ve demonstrated that social goals for status predict heightened aggression (especially relational aggression) over time in adolescents, and social goals for closeness and affiliation are related to lower levels of aggression. In a separate line of research, psychopathy and callous-unemotional traits are consistently tied to high aggression. In our study, we demonstrated differences in relationships between psychopathy and social goals based on form of psychopathy (one form entailing interpersonal manipulation was related to social goals, whereas the other form entailing behavioral impulsivity was not), and that social goals mediated the links between psychopathy and aggression in both age groups. So, within the context of psychopathy as a risk factor, targeting social goals may help in aggression-related interventions.
What are some random/cool facts about you?
First, my husband and I have an 1 ½ year old son, who keeps us busy and I’m forever in awe of. Second, I am a huge Formula 1 racing fan! We have a lot of awkward hours in our house where we will wake up to watch the European races live. It’s a much more complex sport than you might think, and the psychology of the drivers, their competitiveness, decision making, team dynamics, etc. is really fascinating.
Is there anything else that you’d like to mention?
Everyone here has been super welcoming. So thanks!
Congratulations Dr. FVN for your recent manuscript acceptance and thank you for taking time to answer our questions!
As this is the beginning of the first official week of Hell (in other words, midterms; the second official week of Hell being finals), we thought sharing some tips on how to survive would be helpful.
In Part I there were tips about starting the semester off to a good start and what to do in preparation for classes. In Part II, we will cover what cognitive research and educators* recommend for learning in class during and after, and, most importantly, how to study for those exams you’re dreading.
Before we begin, here’s a picture of a bunny:
Do Not Skip (Unless You Absolutely Have To)
Simply put, you won’t learn if you don’t go.
Even if the lecture is essentially a review of the material you already read, just showing up and hearing the material again will allow the information to more easily become part of your long-term memory.
Furthermore, teachers will often explain the material in different ways, so if the way the book describes a concept does not make sense, the teacher’s description may help clarify what you did not understand. Teachers also tend to add additional information that they believe is relevant to the class that is not included in the book but most likely will be on the test.
Take Notes By Hand
There are exceptions to this as students become more accustomed to taking notes with a laptop than with a pen and paper. Even so, the use of a laptop could distract both you and your neighbors as the temptation to look on social media and the internet is tempting, so be careful in how you use your laptop and where you sit. The authors of the study suggest turning off your WiFi so the internet and social media will be less tempting.
The reasons behind the insistence on using the traditional method of taking notes is related to the lower levels of information processing generated when using a laptop. Students take notes with their computer mindlessly, while those who use a pen/pencil and paper must process the information and convert it into something that is not word-for-word, but will make sense to them in the future.
In other words, those who write on a piece of paper know that they cannot copy everything down and therefore have to pick and choose what is the most important information to write down in a concise manner. This method of note-taking therefore leads to greater comprehension of the material.
Obtain Slides Before Class
That way, you will not have to write everything down that your professor talks about, but can add to the information already shown. You can pay more attention to what the professor is saying instead of madly trying to copy everything down before they go to the next slide.
Most students leave immediately and focus on whatever they have to do next, but the authors of the article recommend going back over notes from your lectures later on in the day. By doing so, you can fill in whatever information you remember but did not get a chance to write down, as well as to find where you need more information on a topic.
In addition, write down whatever questions arise from your studying and try to answer them yourself before turning to your book. The authors say just spending fifteen minutes looking over your notes can help you better understand and remember what you learned that day.
By studying this way, you don’t have to re-learn everything the night before the test but can instead simply review the easier concepts and focus more on what you really struggled with.
Preparing for Tests
Advice for this section is essentially what has already been discussed. Research shows that students tend to study at the last minute by looking over notes and rereading material paying close attention to highlights, but that these methods do not work as well as one might hope. Instead, the authors recommend studying over a length of time and using active studying techniques (Putnam et al., p. 656).
Don’t cram everything at the last minute, instead, space out your studying over the course of several days. You’re still spending around the same amount of time, but you are learning much more from these study sessions than from one gigantic cramming session the night before (or day of).
Cramming may seem to work in the short-term, but for long-term memory retention, spacing out your studying sessions will drastically help your performances on tests.
The authors also make note of how rereading should be for when you are confused about a topic after quizzing yourself, not when you want to remember something. If you want to remember something, quizzing will help much more than simply reading over what you’ve already read before.
Reasons of Quizzing
This emphasis on quizzing yourself is based on a learning tool called “retrieval practice.” By quizzing yourself, the authors point out, you are literally doing what you are going to have to do for the test: retrieving information from memory.
The authors provide a few more ways to improve results from study sessions. Besides the read-recite-review method and other methods discussed in part I, the authors also recommend the use of flashcards. Use memory retrieval and do not look at the answer side when trying to answer the question; in addition, make sure you keep using the card until you have gotten the answer right at least three-to-four times. Finally, don’t just define the term, but try explaining the term to a friend; this method also helps retention.
Some Other Tips
The authors provide a helpful link towards balancing studying and retrieval practicing through suggesting looking up something called successive relearning (Putnam et al., p. 656).
Continuing on, if there are a lot of terms you need to memorize, using mnemonic techniques can be useful. Mnemonics are probably familiar to you; teachers use them often, such as when you are learning the order of operations in math. Teachers will probably use “PEMDAS” to help you remember, with each letter corresponding to something else: Please (parenthesis), Excuse (exponent), My (multiplication), Dear (division), Aunt (addition), Sally (subtraction). You can use mnemonics to help you in college as well, either through this particular way or through loci, which are mental associations formed with objects or buildings familiar to us in order to help us remember harder things.
The Final Exam
By following the suggestions above and in part I, the Final Exam will not seem quite as daunting as before and you might even be able to get a good nights rest. Be sure to start studying well ahead of time and test yourself on what you recall, reviewing what you cannot and making sure that everything you do remember is correct.
Put studying at the top of your priority list (you and/or your parents are paying a fortune for you to learn), but also remember to have fun with your friends and reward yourself for what you have accomplished so far. Exercising can be a great method of stress relief, as well as getting a regular amount of sleep.
In the end, it’s easy to get caught up in the multitude of activities and assignments we involve ourselves in, but be sure to just take a few minutes for yourself to just… breath.
Everything will be okay.
*The information discussed in Part I and Part II is taken from a study conducted by Dr. Adam L. Putnam of the Department of Psychology in Carleton College and Victor W. Sungkhasettee and
Henry L. Roediger, III of the Psychological & Brain Sciences Department of the Washington University in St. Louis. Their study, published in 2016, is titled “Optimizing Learning in College:
Tips From Cognitive Psychology” and can be found here.
It happens a lot, that dreaded “study-a-day-before-the-test” deal that causes lots of stress and results in multiple brews of coffee.
There might be highlighting.
There will definitely be crying.
Office hours might be a thing and there will probably be some frantic texts and emails sent to both professors and friends, swearing that this will “never happen again” and “when did we even learn this?”
You might look like this:
Even so, you study on and you pray that everything will be okay. You stay up all night studying, maybe getting a few hours of sleep if you’re lucky. You promise yourself that next time, you’ll do better.
If this is something you have experienced, then the information provided in a recent study* published through the Association for Psychological Science will help immensely.
In the study, the authors attempt to provide tips both from research in cognitive psychology, as well as through their own experience as educators. They provide advice for studying before classes, during, and after, as well as a lot of tips for preparing for tests.
In this part, we will discuss methods of studying and preparing before classes. In part II, we will discuss methods of better learning during and after class and in preparation for exams. Finally, parts I and II will both include memes simply for pure entertainment.
Besides the usual “don’t study at the last minute” that a lot of people know about and yet still happens because, well, life happens, there are also a number of other things that contribute to learning effectively.
Rereading textbooks and notes, generally only focusing on the highlighted words, does not work as well as we think it does. For short-term, those tricks might work, but in the long-term, studies have suggested that these methods consume a lot of time without much real output (e.g., Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013).
Basically? You might be okay on the midterm, but for long-term memory retention, specifically regarding that cumulative final you’re dreading, this method of studying probably won’t work as well as you might hope.
So what should you do according to Putnam, Sungkhasettee, and Roediger III?
Starting the Semester
Most of this is common sense, but try to minimize the late-nights spent studying by getting organized early in the semester so that you can minimize later stress when weeks like midterms come and assignments never seem to end. Starting good habits when stress levels are low can also help immensely during these dark times of never-ending homework.
Organization is incredibly important to maintaining both sanity and grades, while still somehow managing to get sleep and having a social life. Therefore, going to the first day of classes and carefully reading over the syllabus is key to juggling this impossible balancing act. By reading the syllabus, you will know what is happening in the class and when assignments are due, so you won’t be blind-sided by multiple projects hitting all at once. Putting your assignments all into a calendar, an excel spreadsheet, or on your phone and making a habit of checking a month ahead every week can help to maintain a good overview of your classes. This can also help you to know when you need to start studying, like when multiple projects are due on the same day.
The authors also recommend setting calendar reminders a week prior to exams, projects, or recurring assignments and quizzes so nothing gets forgotten (Putnam et al., 2016).
Buy the Books
In order to succeed in the class, you need to have the books. Buying textbooks can be incredibly expensive, but be careful of used textbooks, especially if they have highlighting because the previous owner(s) may not have recognized the crucial parts of the text.
Do Not Attempt Multitasking
Multitasking is bad.
It does not work.
Repeatedly switching attention from one task to another can make learning less effective (e.g., Anderson & Fuller, 2010; Craik, Govoni, Naveh-Benjamin, & Anderson, 1996). Any kind of multitasking, in fact, from having a Facebook tab open to listening to music can impair your ability to learn even if you don’t think it bothers you (as qt. Willingham 2010a). Try to make a habit of turning off your media while studying at a quiet place (meaning, unfortunately, Mill Mountain does not count).
Preparing for Class
Sometimes it’s hard to get all of the assigned reading done before class, but by doing so in an effective manner, you will get more out of the class. Don’t try to read as quickly as possible, even if you feel like you’re getting piled down with homework. As the authors point out, comprehension takes time and while reading quickly may get you through the text, you likely won’t be retaining the information you read (Rayner, Schotter, Masson, Potter, & Treiman, 2016). Try to make sure you understand the material before moving on to the next thing; reading is pointless if you don’t remember what you read.
In addition, while highlighting and underlining are popular, studies show that they do not really contribute towards recall later on (Dunlosky et al., 2013). Instead, try these tips:
Answer the Comprehension Questions Prior to Reading
While seemingly counter-intuitive, attempting to answer the questions before reading the chapter can help activate what prior knowledge you do have on the topic and make it easier to connect with the new material. Research also shows that by doing so, you will better be able to remember the material as well (e.g., Pressley, Tanenbaum, McDaniel, & Wood, 1990; Richard et al., 2009).
Ask Yourself Questions While Reading
By actively asking questions about the material you are reading, you will have better comprehension regarding what you read as well as for the future when you make study guides. Potential questions could include defining the topics you are learning about as well as asking yourself “Why is this true?” or “What parts of this page are new to me?” (Putnam et. al., 2016; R. Wong, Lawson, & Keeves, 2002).
“Read, Recite, and Review”
Instead of highlighting or simply reading, read the assigned chapter and then try to recall the major points of the chapter. After that, go back through the chapter and focus on what you missed. This way of studying may take more time, but in the long run, it’s more effective in remembering the material than simply reading or highlighting.
So, what sort of things should you do while in class and what are the best methods of studying for tests (like, say, impending midterms)? Continue on to part II to see what cognitive psychologists and educators recommend doing in order to survive college!
*The study, titled “Optimizing Learning in College: Tips From Cognitive Psychology” was put together by Adam L. Putnam, from the Department of Psychology, Carleton College and, Victor W. Sungkhasettee and Henry L. Roediger III from the Psychological & Brain Sciences Department, Washington University in St. Louis. The link can be found here.
Sabrina McAlister, a senior at Roanoke College who was previously featured on our site and recently interviewed by our college’s research blog, presents her findings on time perception at the Research Showcase in Fintel Library on September 22, 2017. (The link to the interview by Marcus Stewart can be found at the bottom of the page.)
Megan Miller ’18, another senior psychology student, presented her findings on moral decision making through focusing on self-driving cars. Her project included the results from her survey on SONA, in which students were asked various questions regarding their views on self-driving cars and whether or not they believed these cars were an ethical means to reduce car-related fatalities.
The showcase, featuring research projects from all academic disciplines, kicks off the beginning of the Family Weekend for Roanoke College students and their families.
We’re proud of our psychology students for presenting their intriguing and well-researched projects and we look forward to what more findings will be discovered!
For more information regarding McAlister’s project on time perception, please follow the link below:
The Eastern Psychological Association is being held in Philadelphia on March 1 – 3, 2018. Please consider submitting a poster proposal. Students should talk to their research advisors/mentors or research seminar professors if they have an idea for a submission. Submission guidelines and the FAQ page can be found here and here respectively.
The early and encouraged deadline for undergraduates is November 15, 2017, with the last possible chance to submit a proposal on December 1, 2017. Spots are very limited so please submit any proposals as early as possible.
There is a one-time only due of $30 for students, due by February 20, 2018. To pay, please go to easternpsychological.org, click on “Join EPA,” then “Members Only,” and finally “Associate Proposals” to submit your proposal. Dues will take 48 hours to process.
The EPA is also “going green” this year as it will once again use a free app, which contains the entire program. To obtain a hardcopy of the program, a $5 charge is put in place.
Rooms can be reserved at the EPA group rate of $212 (plus taxes) until February 6, 2018 by following the link: https://aws.passkey.com/go/EPA2018. Reservations can be made also by calling the hotel (1-877-901-6632) and requesting the group rate for EPA2018.
Students are strongly are encouraged to consider submitting proposals – this is an awesome opportunity to share what you’ve been working hard on, and a way to network and amp up CV’s and resumes!
In a recent interview with Marcus Stewart for undergraduate research at Roanoke College, Sabrina McAlister ’18 talked about her research project titled “Time Perspective as a State-Based Measure” and gave advice for other prospective Summer Scholars.
For her research as part of the Summer Scholars program, McAlister worked over the summer with her faculty advisor, Dr. David Nichols, a professor of Psychology at Roanoke College whose primary research includes topics in neuroscience, vision perception, and time perception. Together, they examined the structure of the Zimbardo’s Time Perspective Inventory (ZTPI), a questionnaire that determines amounts of focus on past, present, and future, for ways to improve the inventory for more accurate results.
To learn more about what they discovered, as well as the the link for Dr. Nichols’ research lab, follow the links at the bottom of the page.
The Summer Scholar Program awards thirteen applicants from all majors with funding every year for independent study under the supervision of a professor. If all conditions are met, the scholar will receive one unit of credit for independent study, which can be counted towards the Honors project if part of the Honors Program. The program typically coincides with Summer Sessions I and II (June & July), but more time can be given if the student’s project requires it.
The deadline for applying to the Summer Scholar Program is March 15 and decisions are made by April 1st.
Want to gain clinical experience as a doctoral student?
Then read on…
Dr. Adam Schmidt, assistant professor and director of the Pathways to Resilient Youth Development (PRYDe) lab, is looking for up to two students who would qualify in the Fall of 2018 to work as clinical psychology doctoral students.
The PRYDe lab is located in the Department of Psychological Sciences at Texas Tech University (TTU) and conducts research in the areas of neuropsychology, forensic psychology, and child clinical psychology with research grounded in neuroscience and developmental psychopathology. The lab has three broad areas of interest, including:
“The impact of adverse childhood experiences (ACEs).
The impact of resilience promoting factors on brain/cognitive development.
The utility and incremental validity of neuropsychological assessment in forensic and
Interested students would need to have “a strong academic/research focus and be open to a psychological clinical science training perspective.” In addition, prospective applicants with “substantial coursework outside of psychology (e.g., neuroscience, cognitive science, computer science, criminal justice/criminology, genetics, chemistry, physics, math/statistics, engineering,etc.) are particularly welcome to apply. ” The lab considers competitive students to be those who are interested in “integrating cognitive neuroscience/neuropsychology techniques with theories of developmental psychopathology and applying this approach to investigations of justice-involved youth or youth at risk for such involvement (e.g., youth with a history of significant trauma exposure).”
The deadline for applications is December 1st, 2017.
Dean Richard Smith presented Dr. David Nichols with the prestigious Professional Achievement Award for his many accomplishments in professional life (research publications, internal and external grants, conference presentations, and dedication to mentoring undergraduates in research). Congratulations Dr. Nichols!
Congratulations to Megan Miller and Sabrina McAllister for being selected as Summer Scholars!
Roanoke’s Summer Scholar Program is designed for serious students who want to use their summers wisely and work one-on-one with faculty. Every year, students compete for selection to receive one of the summer scholarships. Faculty from across the college review student research proposals and decide these prestigious awards.
Megan will be working with Dr. Buchholz on her project entitled, “Self-driving cars as a test of the potentially harmful effects of empathy on moral decision making.”
Sabrina will be working with Dr. Nichols on her project entitled, “Time Perspective as a State-Based Measure.”
Nicole Lancry and Brian Matera of the Rhetoric and Social Perception (RASP) Lab recently passed the Integrative Complexity coding test! Training to be an IC coder is a 4 week intensive process requiring a high degree of analytical skill and attention to detail. Certification requires coders to have a reliability scores of α=.85 or better with an expert complexity coder. Both Lancry and Matera passed with flying colors! Please join us in congratulating them on this accomplishment!
Congratulations to Sophie Bolton for successfully defending her Honors Thesis under the supervision of Dr. Powell! Her project was entitled, “Examining the Usefulness of Educational Programming on Children’s Capabilities for Women at a Residential Treatment Facility”.
Congratulations to Alex DiFelice for successfully defending her Honors in the Major Project. Her project was entitled “Self- and Collective-Efficacy of Female Youth Athletes in a Positive Youth Development Program.”
Summer Research Mentoring Program in Developmental Science
This summer, Dr. Elizabeth Simpson and her team will be leading a Summer Research Mentoring Program, funded by the National Science Foundation. Students will be compensated $1,800 to work 20 hours per week over the course of this of this 9-week program.
The Social Cognition Lab studies the development of social behavior in infants, including neonatal imitation and face perception. We use eye tracking to measure infant visual attention and we collect saliva to detect salivary hormones. You can read more about our research here: https://goo.gl/2lP2s8
Eligibility, Dates, and Location
High school seniors and undergraduate students are eligible. No prior research experience is required.
The program is from June 1st through August 4th, 2017.
The University of Miami is located in a culturally diverse and vibrant community. We are an Affirmative Action/Equal Opportunity University that values diversity and have progressive work-life policies. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply. We are especially interested in research-focused students from groups historically underrepresented in science, including racial/ethnic minorities, women, and students who are the first in their family to attend college.
Students are responsible for their own accommodations and transportation.
Students will lead projects, under Dr. Simpson’s guidance. This student mentoring program aims to (a) introduce students to the general scientific method and specific methods of investigating infant social cognitive development; (b) identify student training and career goals; (c) facilitate student support networks, including peer mentoring; and (d) lead students in community science education through outreach and the dissemination of research findings to both the scientific community and the broader public. The research experience includes:
20 hours per week in the laboratory learning to measure social cognitive development in infants.
Weekly 1-hour face-to-face research meetings focused on the training and professional development.
Participating in a research conference to learn more broadly about developmental science and to network with other leading scientists. The South Florida Child Psychology Collaborative Research Conference is a student-focused conference held in Miami every summer.
Designing a summer collaborative outreach project. Students will be encouraged to be creative and develop a project to educate children or families in the community on a topic related to our research.
Pairing up with a graduate student to produce a tangible product summarizing research findings. At the end of the program, students will share their results through a paper or presentation.
Materials must be received by April 24th, 2017 (midnight EST).
Dr. Travis Carter, a new faculty member in the Department of Psychology, is recruiting student research assistants to start in the fall.
The research conducted in the lab will focus on:
Bias in social judgments
The role of introspection in biased self-assessments
Motivated reasoning and self-deception
Happiness and consumer behavior
Political belief formation
Looking for research assistants who:
Are conscientious and hard-working
Are able to juggle a variety of tasks at once
Are intellectually curious (ideally with knowledge of social psychology)
Are familiar with MS Office/Google Docs
Have some familiarity with research methods and statistics (preferred, not required)
Have some programming skills, or an interest in learning (preferred, not required)
Research assistants will be involved with many aspects of the research process, including developing experimental materials, data collection (in and outside of the lab), data entry, and literature reviews. Highly motivated students will have opportunities for more involvement in study design, statistical analysis, and other more advanced aspects of the research process.
Interested students from all class years are encouraged to contact Dr. Carter for an application (firstname.lastname@example.org).
Dr. Findley-Van Nostrand, a new faculty member in the Department of Psychology, is looking for research assistants to begin in the Fall semester.
Research topics in the lab will include:
peer relationships from early adolescence through young adulthood
development of social behaviors (aggression, prosociality, withdrawal), social motivation, and status among peers
the self and personality in relation to social behaviors and social-emotional adjustment
the role of social experiences in academic persistence and motivation (especially in STEM: science, technology, engineering, and math fields)
Looking for students who…
are hard working
share some level of interest in the above topics
of any class level (Freshman-Senior)
have some experience with statistics and methods and familiarity with SPSS and Microsoft Office (preferred, not necessary)
Students in the lab can expect to work on a variety of tasks related to the research process, with potential for increased involvement. For instance, research assistants may work on any combination of data entry/coding, data analysis, literature reviews, study design, and data collection (in-lab and community-based studies most likely in local schools).
Congratulations to Alex DiFelice ’17 for being award a Psi Chi Research Grant with Dr. Powell. Please see below for a description of the research the two are working on!
“The activities that adolescents participate in can be integral to their development (Lerner, 2005). One activity that a large proportion of adolescents participate in is athletics (Kelley & Carchia, 2013, p.1). Prior researchers have established a link between Bandura’s concept of efficacy, both individual efficacy (IE) and collective efficacy (CE), and their sport performance (Morritz et al., 2000; Fransen et al., 2012). We examined the extent to which the contributors to efficacy: past performance, verbal persuasion, vicarious experiences, and emotional state (as posited by Bandura, 1977), predict adolescents’ sport IE and CE. Female youth athletes (N=170, Mage=15.04, 72.4% Caucasian) who attended World Camp USA field hockey sessions provided information about their current IE and CE for playing field hockey before the upcoming intensive training camp. Participants completed modified versions of IE and CE measures (Weigand, 2000; Short et al., 2005) and the sources of efficacy questionnaire (Chase et al., 2003). For the sources questionnaire, the adolescents responded yes/no to three questions for each of the four sources. The purpose of this study is to understand the impacts of Positive Youth Development Programs on the self- and collective- efficacy on an adolescent, and a team of adolescents. Like it is mentioned above, better understanding of how sports participation can impact an adolescent’s development can lead to improved programs to foster this development.”
VAS will be holding its spring meeting at Virginia Commonwealth University this year from May 17 – May 19. Oral presentations and poster presentations will be held on Thursday, May 18th. This opportunity to present is perfect for advanced undergraduates with novel research findings to share.
You can find the information above and submission deadline information by clicking this link.
Congratulations to Rachel Perkins for successfully completing her Honors in the Major project. Her project was entitled Women’s Preference for Masculinity: The Interaction of Environment and Life History Strategy. Her project was completed under the guidance of Dr. Osterman.
Three members of the Rhetoric and Social Perception (RASP) Lab, Sean Gilley, Nataly Claros, and Dr. Gornick journeyed to Asheville, NC to present research on politics and integrative complexity. Originally proposed as a poster, their presentation Secretaries of State: A Brief Rhetorical Analysis was offered one of ten data blitz spots. Sean Gilley did an amazing job presenting in this difficult format! Overall the conference was a great success and we hope to repeat the trip next November!
Jacob Johnson and Kevin Watermen of the Rhetoric and Social Perception (RASP) Lab recently passed the Integrative Complexity coding test!
Integrative Complexity (IC) is used to assess the underlying complexity of thought. Research with IC has evaluated political leaders, terrorist groups, voting preferences, and perceptions of war. IC is a scoring system on a scale from 1(very simple) to 7(very complex). This scale represents the degree to which rhetoric (a) uses differentiated dimensions and (b) subsequently integrates those dimensions into a larger structure.
Training to be an IC coder is a 4 week intensive process requiring a high degree of analytical skill and attention to detail. Certification requires coders to have a reliability scores of α=.85 or better with an expert complexity coder. Both Johnson and Waterman passed with flying colors!
Please join us in congratulating them on this accomplishment!
Florida International University Center for Children and Families 2017 Summer Treatment Program — Counselor Positions
The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2017. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children’s individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E.
The dates of employment for the Counselor position are Monday, June 5, 2017 through Saturday, August 12, 2017. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 12. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups.
Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.
Go ahead and please click this link to read Dr. Osterman’s PSYC 376: Evolutionary Psychology class’s fourth and final post on a psychological adaptation. This one is on evolved taste preferences and aversions.
Senior psychology major, Stephanie Shields, spent the summer abroad in Hamburg, Germany through an internship program, German Academic Exchange Service Research Internship in Science and Engineering. She worked alongside Ph.D. student Signe Luisa Schneider to complete her project on electroencephalography (EEG), learning, and memory. Read more about Stephanie’s work here!
RCPA is hosting an event! Dr. Whitson will be giving a talk on “The Psychology of Stress,”followed by a stress-ball-making activity. It will be at 7pm on November 16th (Wednesday) in Life Science 502. Snacks will be provided!
Congratulations to Stephanie Shields, Caitlin Morse, Drew Applebaugh, Tyler Muntz, and Dr. Nichols for their most recent publication in Journal of Undergraduate Neuroscience Education.
The article is based on a project they completed during NEUR/PSYC430-Research Seminar in Neuroscience in the Spring 2016 semester that will help guide the use of different EEG equipment in the Principles of Neuroscience Lab and more widely in our Neuroscience Concentration.
To read the full article, please follow this link:
The Society for the Study of Emerging Adulthood (SSEA) has released their call of proposals to present at their biennial conference for November 2-4, 2017 in Washington, D.C. Data based on college student samples (or others between the ages of 18 & 25) would be appropriate for this conference.
If any research lab or seminar students are juniors or are graduating but think they’ll have access to Washington, D.C. in November, they may want to consider submitting an abstract under the guidance of their faculty advisor. Here is additional information about the call for proposals & conference:
http://www.ssea.org/conference/2017/SSEA2017CallforProposals1.pdf OR www.ssea. org/conference/2017
The world’s first international conference on the application of precision medicine to brain research, brain health and disease will be held in Roanoke, Virginia on Wednesday, October 5 through Friday, October 7, 2016.
The Virginia-Nordic Precision Neuroscience Conference will bring together leading brain researchers, clinicians and physician-scientists from across the U.S., including from major Virginia universities and health systems and from leading Nordic universities and health systems with thought leaders from the pharmaceutical industry and the National Institutes of Health.
Speakers include a Nobel laureate, a winner of the Lundbeck Foundation International Brain Prize, the Director of the National Institute of Neurological Disorders and Stroke (NINDS) and the Scientific Director of the Division of Intramural Research Programs at the National Institute of Mental Health (NIMH) who will discuss the latest breakthroughs in basic, translational and clinical neuroscience with an individualized perspective. Speakers and panelists will consider the technical advances, the promise, opportunity and the challenges related to the actualization of precision medicine in neuroscience.
The conference is being hosted by the Virginia Tech Carilion Research Institute (VTCRI – http://research.vtc.vt.edu/) in beautiful Roanoke, Virginia, U.S.A. Information on registration, poster submissions, accommodations, CME credit along with details of the entire program can be found at www.vnpn.org
Faculty, undergraduate, graduate and medical students, fellows, postdocs, residents and science/health leaders at all career stages are welcome. Attendance and meals at the meeting are free but you must pre-register for the meeting.
REGISTRATION FOR POSTER SUBMISSIONS AND ATTENDANCE ENDS TODAY, 9/26!
Congratulations to Dr. Nichols for his recent publication in the academic journal, Brain and Behavior! Dr. Nichols’ project is based on his post-doc work, which looks for evidence for position sensitivity in object-selective visual areas.
Dr. Nichols’ article is titled “Position selectivity in face-sensitive visual cortex to facial and nonfacial stimuli: an fMRI study” and can be found directly at:
LETS GIVE A BIG WELCOME TO THE PSYCHOLOGY DEPARTMENT’S NEWEST MEMBERS!
Dr. Athena Buckthought
Dr. Buckthought received her B.Sc. in Physics, M.Sc. in Psychology (Neuroscience) and a Ph.D. in Psychology (’04) from Carleton University, in Ottawa, Canada. Her current research interests are visual perception, cognitive psychology and cognitive neuroscience, specifically looking at stereopsis and motion parallax, as well as using psychophysics and functional brain imaging.
She is currently teaching Cognitive Psychology and Psychology in the Media. Dr. Buckthought is looking to recruit students for her research lab. More information on her lab and the type of students she is looking for can be found at: http://www.roanoke.edu/inside/a-z_index/psychology/research_and_internships/undergraduate_research/dr_buckthoughts_research_lab
Dr. Laura Mills-Smith
Dr. Mills-Smith received B.A.s in Anthropology (’09), English (’09), and Psychology (’10) from Indiana University of Pennsylvania, an M.S. in Psychology (’13) from Virginia Tech, and a Ph.D. in Psychology with a specialization in developmental science (’16) from Virginia Tech. Dr. Mills-Smith’s research focuses on infant language learning and the social context in which it happens, specifically focusing on basic interests in audiovisual perception, face processing, joint attention, and the role and importance of contingency for language acquisition and social development.
She is currently teaching Intro to Psychology and Developmental Psychology. More information on Dr. Mills-Smith’s research lab can be found at: http://www.roanoke.edu/inside/a-z_index/psychology/research_and_internships/undergraduate_research/dr_mills-smiths_research_lab.
Congratulations to Alex Grant, alumni Rachael Benons, Ashley Johns, Melissa Hobson, and Dr. Nichols for their recent publication in Impulse! Impulse is a premier undergraduate journal dedicated to neuroscience.
Please see the link to read their article on Foreign Accent Perception and Processing with EEG: http://impulse.appstate.edu/articles/2015/foreign-accent-perception-and-processing-eeg
Dr. Powell and members of her research lab traveled to two conferences in early April – the Society for Research on Adolescence (SRA) biennial conference in Baltimore, MD and the National Conference on Undergraduate Research (NCUR) in Asheville, NC. At SRA, the students presented posters based on their own projects or secondary analysis of prior studies. At NCUR, Amy Conner and Tessa Pleban gave their first scholarly, oral presentations!
All presentations were well received by their audiences! Way to go, ladies =)
The Eastern Psychology Association saw a wonderful group of students and professors represent Roanoke College in early March. Collectively there were four posters presented and lots of fun had by all. Here are Michalla Braford and Dr. Osterman proudly presenting their research!
The Eastern Psychology Association saw a wonderful group of students and professors represent Roanoke College in early March. Collectively there were four posters presented and lots of fun had by all. (Not pictured: Michalla Braford and Dr. Osterman.)
Vicki Peterson presented a poster dealing with grandparental investment and got much more than she anticipated out of her trip to EPA!
The Eastern Psychology Association saw a wonderful group of students and professors represent Roanoke College in early March. Collectively there were four posters presented and lots of fun had by all. Stay tuned for more pictures!
Diane Nguyen presented research on threatening rival characteristics.
The Eastern Psychology Association saw a wonderful group of students and professors represent Roanoke College in early March. Collectively there were four posters presented and lots of fun had by all. Stay tuned for more pictures!
Dr. Buchholz presented research previously done by alum Aly Beard ’15 on ASMR.
This Thursday at 3 pm, come enjoy a two-fer!
This is the first of four events in the 2016 Faculty Showcase series. The series gets kicked off with Dr. Janelle Gornick and Dr. David Nichols of the Roanoke College Psychology department. See you on the main floor of Fintel Library!
Last semester the seminar students of the department put on a poster session at Fintel Library to share the results of their exciting research. Hany Hosny graciously provided some cool shots of the action. Take a look!
Last semester the seminar students of the department put on a poster session at Fintel Library to share the results of their exciting research. Hany Hosny graciously provided some cool shots of the action. Take a look!
Now Accepting Applications:
CFI Internship Opportunities
for Summer 2016
Each year, CFI provides opportunities for students to get more involved with the freethought movement by offering student internships and volunteer opportunities at CFI locations across North America. The following are the internship positions for summer 2016.
CFI Outreach Internships
Two positions available at CFI–Transnational in Amherst, NY
Last summer, Peter Wood of the Secular Student Alliance at Florida State University and Zach Ashton of the Secular Student Alliance at George Mason University joined the Outreach Department at CFI–Transnational, gaining valuable organizing and event management experience.
Now it’s your turn. We’re looking for two students to intern at CFI–Transnational in Amherst, NY this summer.
• Stipend: $200/week
• Dates: May 23—July 29 (flexible)
• Must be a U.S. citizen or legally authorized to work in the United States
Applicants should be:The interns will be trained in campus outreach, grassroots organizing, event planning and management, and other skills useful in nonprofit advocacy. Specific projects depend on the interns’ interests and experience but may include: developing new online campus organizing resources, producing audio and video materials, and designing new CFI On Campus promotional materials.
• Enthusiastic about freethought, humanism, and skepticism
• Able to work both individually and collaboratively
• Willing to follow instructions and accept constructive criticism
• Eager to contribute to CFI Outreach and advance its mission
• Statement of your academic and other interests.
• What are your activities with the skeptic/freethought movements?
• Why is interning at the Center for Inquiry something you want to do?
• What is your level of proficiency with Microsoft Word and Excel or comparable software?
• What is your level of proficiency with Photoshop, Illustrator or InDesign?
• Do you have experience with basic html and design?
• What skills and interests do you wish to develop during the internship?
Application Deadline: Thursday, March 31
Please contact CFI Outreach by email or at (716) 636-4869 ext. 402 if you have any questions about these internship positions. This is an exciting opportunity to learn more about outreach and advocacy, develop new skills, and gain grassroots organizing experience while contributing to the overall growth of the freethought community and strengthening your relationship with CFI! We hope you consider joining us this summer.
These are all on-site internships. Applicants must live within driving distance of our office in Grand Rapids, MI.
Custom Internships: CFI–Michigan is willing to structure a customized internship for interested students to meet their program requirements, even if no internship openings are posted. To inquire about a custom internship please send a letter of interest and resume to the email address below. We will contact you once we assess if we can facilitate an internship that meets your internship goals/requirements and our current program needs.
How to Apply for an Internship at CFI–Michigan
To be considered for an internship please submit:
• Your resume
• A letter of interest outlining your internship goals, program requirements, and why you’d like to do an internship at CFI–Michigan
• At least two samples of your writing skills. (PDFs or web links are preferred. We will also accept files from Microsoft Office or Adobe Creative Suite programs.)
• Applicants may also submit samples of graphic design, web development, photography or videography work (if applicable)
• Any additional materials requested for specific internships—see descriptions above for details
Last semester the seminar students of the department put on a poster session at Fintel Library to share the results of their exciting research. Hany Hosny graciously provided some cool shots of the action. Take a look!
Last semester the seminar students of the department put on a poster session at Fintel Library to share the results of their exciting research. Hany Hosny graciously provided some cool shots of the action. Take a look!
Summer Internship in Daniel Gilbert’s Lab at Harvard University
Daniel Gilbert’s lab at Harvard University is accepting applications for volunteer research assistants for the summer. The ideal candidate is a motivated undergraduate or recent graduate with a keen interest in social psychology. Research experience is an asset but not a necessity.
Research relates to topics such as affective forecasting, the role of shared experience, altruism, self-knowledge, social interaction, and judgment and decision-making. Interns work approximately 35 hours a week; this includes study preparation, data collection (in the lab and in the field), statistical analyses, and lab meetings.
This opportunity is for summer 2016, early June through mid-August. Applications will be reviewed on a rolling basis. Please submit your application no later than March 1st.
To apply: please send a CV, unofficial grade report, a brief cover letter that explains your interest in the program, and your availability between June and August to email@example.com.
Lab Manager – Social Learning Lab @ Stanford University
The Social Learning Lab (SLL) welcomes enthusiastic, motivated individuals to apply for a lab manager position to start in summer 2016. This person will work closely with other lab members to assist in all aspects of running the lab and conducting research.
The goal of our research is to understand the cognitive underpinnings of our ability to communicate with others to both learn about and teach others about both the physical and the social world. To this end, we employ a variety of methods: many of our projects involve behavioral methods with young children, fMRI experiments with adults and children, as well as online experiments with adults. A successful candidate would be someone who would feel comfortable being involved in all aspects of research as well as taking good care of general lab business (e.g., training & coordinating undergraduate research assistants, recruiting & running subjects, communicating with staff at our research sites, constructing stimuli, managing & analyzing data, etc.). This person will also have opportunities to develop independent research projects.
A BA or BS degree in Psychology, Cognitive Science, Computer Science, or in related fields would be helpful but not required. Research experience (particularly in cognitive neuroscience or cognitive development), strong statistical background, and programming skills (e.g., MATLAB) is highly desirable.
This position will be posted as a one-year position. Ideally however the position would be held for two years, and renewal will be contingent upon performance. Please refer to this webpage (sll.stanford.edu) for more information on applying for this position. We ask all applicants to submit their answers to a list of questions as part of the application. For best consideration, please apply by February 1, 2016. Send any inquiries to firstname.lastname@example.org.
The American Association of University Women currently has 3 scholarships, one that is $2000 and two that are $1500, that you can apply for!
The scholarships are as follows:
Non-traditional: women who are 21 years or older, and have not previously obtained a bachelor’s degree
Norman & Myrtle Shifflett: women who are pursuing a career in Science, Technology, Engineering, or Mathematics (STEM)
Dorothy Kayser Provine: women who are pursuing a career in the humanities
Two further requirements are that the student must reside Roanoke City, Salem City, Town of Vinton, Roanoke County, Botetourt County, or Craig County and must demonstrate financial need. And to be competitive, it is recommend that the student have at least a 3.4 overall GPA (higher would be better!).
“Want to ace that test tomorrow? Here’s a tip: Put down the coffee and hit the sack.”
Don’t believe me? Tons of recent research has shown that pulling all-nighters, and the sleep deprivation that results, will actually harm you rather than help you.
“Sleepless night can make us cranky and moody. But a lesser known side effect of sleep deprivation is short-term euphoria, which can potentially lead to poor judgment and addictive behavior, according to new research from the University of California, Berkeley.”
Lack of sleep can result in decreased immune system function and reduced ability to consolidate recently formed memories, says Boston College. Therefore you are more susceptible to catching whatever icky bug is floating around campus and all that information you’re trying to stuff into your head as the wee hours of the morning tick by probably won’t stick as well as you hope.
I could go on. But before you leave, please promise me that you’ll get some sleep every single night this week. Taking a three hour study break to catch some Z’s is actually more helpful than taping your eyelids open and attempting to memorize the neurotransmitters and their functions with a double espresso in your hand. Your grades, and your sanity, will thank you.
You are invited to attend the next VTCRI Distinguished Public Lecture by Marie Bernard, M.D., on Thursday, December 10 at 5:30 PM in room M203 at the VTC on, “Can We Live to 100? New Evidence from the National Institute on Aging.” Dr. Bernard is the Deputy Director of the National Institute of Aging (NIA) at the National Institutes of health (NIH) in Bethesda, MD. Dr. Bernard is a charter fellow and past president of the Association for Gerontology in Higher Education; she has received the Tibbitt’s award from the Association of gerontology for outstanding contributions to gerontology and gerontology education; and she has served on the board of directors of the international longevity center. She has been repeatedly recognized among the best doctors in America. Prior to serving as the Deputy Director of NIA, she was the Reynolds Chair of Geriatric Medicine at the University of Oklahoma College of Medicine. Dr. Bernard has played major roles and served in leadership positions in identifying programs and policies to promote healthy aging, in the identification, treatment and care of adults with dementias, in comparative effectiveness research, and in identifying and growing the workforce for healthcare for older Americans. Dr. Bernard’s own research program has addressed issues of medication and healthcare management as well as nutrition for the elderly as well as workforce training and education.
The public lecture will be preceded by an open reception in the VTC café at 5:00 PM. Come out if you can!
Ms. Stephanie Gaines, a junior at Roanoke College,
has been named as one of the recipients of the Psi Chi Undergraduate Research Grant!
Her independent study project was conducted to gather information on emerging adults’ anticipated self-efficacy regarding future roles. The aims were two-fold. First, to replicate the previous research on transitional roles such as getting married or becoming a parent. Second, to expand the research on gradual roles such as becoming financially independent and managing one’s own healthcare. She was particularly interested in how emerging adults’ current self-efficacy, mastery and vicarious experiences, as well as subjective norms were associated with their anticipated self-efficacy for adult roles. Participants were recruited from Roanoke College Psychology classes, the larger student body, and from Amazon’s Mechanical Turk. Analyses are currently underway.
Congratulations, Stephanie! We look forward to seeing your results. Keep up the great work!
Professors in the Psych department are looking for lab research new members next semester!
His research and teaching interests include social psychology, evolutionary psychology, self, music, and complex systems theory. If you are interested in joining his lab, click the link below to apply and find out more info!
Dr. Gornick’s research focuses on rhetoric in political, health and social-cultural context with an emphasis on Integrative Complexity.
If you are interested in joining her lab, go to link below to apply and get more info!
http://www.roanoke.edu/inside/a-z_index/psychology/research_and_internships/undergraduate_research/dr_gornicks_research_lab. You can also stop by LS 525 to pick up an application.
Her research focuses on the processes and consequences of social rejection with a special focus on the point of view of rejectors. If you are interested in Dr. Freedman’s lab, email her at email@example.com. Click the link below to get more info!
On the Thursday before midterm exams began RC Psychology Association and Psi Chi, with support from Zentangle Inc., hosted a Zentangle: De-stress & Refocus event for students at the college. Psychology students could earn research credit and Honors program students could earn class I credit for attendance. More than 35 students came out to Zentangle! During the event, students heard about the technique known as Zentangle (https://www.zentangle.com/) and created their own Zentangle square. Additionally, the students left the session with a Zentangling pen and a couple squares so they could continue Zentangling on their own as they geared up for midterms. Everyone seemed to enjoy the session, so we hope to have Sacil back on campus in the future for another de-stressing and refocusing event!