As human beings, we spend an incredible amount of time engaged with things that aren’t real: daydreams, novels, and fictional movies and television, just to name a few. My research interests focus on the cognitive science of fiction and storytelling, investigating a variety of questions such as: Why do people like fictional books, movies, and television shows, even though they know they aren’t real? How is our sense of “fictional morality” different than real-world morality, and why do we sometimes like fictional characters who are not moral, when we probably would not care for them if they were real people? How do adults and children who frequently engage in imaginary worlds differ from those who do not? Do children with imaginary friends grow up to read more fiction? Do they grow up to write more fiction? What is the psychological and cognitive profile of professional fiction writers? What can the children’s book market tell us about cognitive development? I explore these questions by investigating how our relationship with the un-real changes across the course of development, and at this point, my work focuses primarily on neurotypical preschoolers, elementary school students, and adults. Additional interests include children’s understanding of intellectual property and “ideas” more broadly, including how understanding of “ideas” is distinguished from other domains of theory of mind, such as understanding of knowledge and beliefs, and work focused on moral development.
Barnes, JL (2012). Fiction, imagination, and social cognition: insights from autism. Poetics, 40(4): 299-316.
Barnes, JL and Baron-Cohen, S (2012). The big picture: storytelling ability in autism spectrum conditions. Journal of Autism and Developmental Disorders, 42(8): 1557-1565.
Barnes, JL, Lombardo, M, Wheelwright, S, and Baron-Cohen, S (2009). The moral dilemmas film task: a study of spontaneous narrative by individuals with autism spectrum conditions. Autism Research 2(3): 148-156.
Barnes, JL, Martinez, M, Langer, M, Hill, T, and Santos, LR (2008). Helping behavior and regard for others in capuchin monkeys (cebus apella): an evolutionary perspective on altruism. Biology Letters, 4(6):638-640.
Adams Hall 206
Dale Hall Tower 730
My research interests focus on leadership, emotions in the workplace, and ethical decision-making. With respect to leadership, my research has addressed issues such as how emotions and emotion processes influence the attitudes and performance of leaders and their followers, what skills contribute to leader performance over time, and how can case-based training be structured to effectively develop leaders. I have also been interested in ethical decision-making in organizations, particularly how to assess and train research ethics in various scientific domains. Some of my recent research has also examined the relationship of emotion and communication strategies to attitudes within ideologically-driven discussions on the internet. Most of my research integrates both novel and tried-and-true approaches to assessing individual differences. I am a founding faculty member of the Center for Applied Social Research (CASR) and I currently serve on CASR’s governing board and executive committee.
Gooty, J., Connelly, S., Griffith, J., & Gupta, A. (in press). Leadership, affect and emotions: A state of the science review. Leadership Quarterly.
Connelly, S., & Ruark, G. (in press). Leadership style and activating potential as moderators of the relationship between leader emotional valence and outcomes. Leadership Quarterly.
Mumford, M. D., Connelly, S., Murphy, S. T., Devenport, L. D., Antes, A. L., Brown, R. P., Hill, J. H., & Waples, E. P. (2009). Field and experience influences on ethical decision-making in the sciences. Ethics and Behavior, 19, 263-289.
Waples, E., & Connelly, S. (2008). Leader emotions and follower commitment to a vision. In R. H. Humphrey, C. A. Schreisheim, and L. L. Neider (Eds.), Affect and emotion: New directions in management theory and research. Charlotte, NC: Information Age Publishing.
Allen, M. T., Angie, A. D., Davis, J. L., Byrne, C. C., O'Hair, H. D., Connelly, M. S., & Mumford, M. D. (2008). Virtual risk: The role of new media in violent and nonviolent ideological groups. In J. Friedricksen & H. D. O'Hair (Eds.), Handbook of Risk and Crisis Communication (pp. 446-470). San Diego, CA: Academic Press.
Connelly, S., Allen, M., & Waples, E. P. (2007). The impact of content and structure on a case-based approach to developing leadership. International Journal of Learning and Change, 2, 218-249.
Gaddis, B., Connelly, S., & Mumford, M. D. (2004). Failure feedback as an affective event: Influences of leader affect on subordinate attitudes and performance. The Leadership Quarterly, 15, 663-686.
Connelly, S., Helton-Fauth, W. & Mumford, M. D. (2004). A managerial in-basket study of the impact of trait emotions on ethical choice. Journal of Business Ethics, 51, 245-267.
On leave for the 2012-2013 academic year.
Dale Hall Tower 711
My research is interdisciplinary as it combines the study of both personality and human factors. I primarily study traits with biological and perceptual bases (e.g. extraversion, anxiety, and neuroticism) and am particularly interested in research employing human performance and psycho-physiological measures. My current research focuses on behavioral aspects of individual differences, examining specifically mediating effects on performance in response to workload variation. Other research projects involve the study of self-esteem and social support.
Gries, P. H., Prewitt-Freilino, J. L., Cox-Fuenzalida, L. E., & Zhang, Q. (2009). Contentious histories and the perception of threat: China, the United States, and the Korean War—An experimental analysis. Journal of East Asian Studies, 9, 433-465.
Schell, K.L. & Cox-Fuenzalida, L.E. (2006). Applying Resource Management Training to pharmacy practice . In K.L. Schell (Ed.), Enhancing performance and patient safety series, Module 9. Published electronically at http://www.pharmsafety.org/.
Swickert, R. J., & Cox-Fuenzalida, L. E., & Gilliland, K. (2006). Brainstem auditory evoked responses in introverts and extraverts: A cross validation. Individual Differences Research, 4(14), 292-298.
Schell, K. L., & Cox-Fuenzalida, L. E. (2005). The role of human factors in pharmacy errors. In A.F. Grasha, M., O'Neill, D. Brushwood, and K.L. Schell (Eds.), Enhancing performance and patient safety series, Module 7. Published electronically at http://www.pharmsafety.org/.
Swickert, R. J., Hittner, J. B., Kitos, N., & Cox-Fuenzalida, L. E.(2003). Direct or indirect, that is the question:A Re-evaluation of extraversion's influence on self-esteem. Personality and Individual Differences, 36, 207-217.
Cox-Fuenzalida, L. E., Gilliland, K., & Swickert, R. J. (2001). Congruency of relationship between extraversion and the brainstem auditory evoked response based on the EPI and EPQ. Journal of Research in Personality, 35, 117-126.
Dale Hall Tower 738
My interests primarily fall in the traditional areas of personnel psychology such as personnel assessment, predictor/criterion development, and training and development. Most of my research involves training and complex skill acquisition with an emphasis on observational learning and group-based training protocols. I also have a more general interest in small group dynamics, particularly in regard to predicting group performance and examining interventions that are designed to improve group decision-making.
Edwards, B. D., Day, E. A., Arthur, W. Jr., & Bell, S. T. (accepted for publication). Ability composition, knowledge structures, and team performance. Journal of Applied Psychology.
Lievens, F., Chasteen, C. S., Day, E. A., & Christiansen, N. D. (accepted for publication). Large-scale investigation of the role of trait activation theory for understanding assessment center convergent and discriminant validity. Journal of Applied Psychology.
Espejo, J., Day, E. A., Scott, G., & Diaz, T. (in press). Performance evaluations, need for cognition, and the acquisition of a complex skill: An attribute-treatment interaction. Personality and Individual Differences.
Day, E. A., Arthur, W. Jr., Edwards, B. D., Bell, S. T., Bennett, W. Jr., Tubre, T. C., & Mendoza, J. L. (2005). Ability-based pairing strategies in the team-based training of a complex skill: Does the cognitive ability of your training partner matter? Intelligence, 33, 39-65.
Day, E. A., Arthur, W. Jr., Miyashiro, B., Edwards, B. D., Tubre, T. C, & Tubre, H. (2004). Criterion-related validity of different statistical operationalizations of group general cognitive ability as a function of task type: Comparing the mean, maximum, and minimum. Journal of Applied Social Psychology, 34, 1521-1549.
Fein, E. C., & Day, E. A. (2004). The PASS theory of intelligence and the acquisition of a complex skill: Criterion-related validation of Cognitive Assessment Systems scores. Personality and Individual Differences, 37, 1123-1136.
Arthur, W. Jr., Day, E. A., McNelly, T. L., & Stanush, P. L. (2003). A meta–analysis of the criterion–related validity of assessment center dimensions. Personnel Psychology, 56, 125-154.
Day, E. A., Arthur, W. Jr., Edwards, B. D., & Bell, S. T. (2003). Relating member ability and personality to dyadic team performance. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting (pp. 1063-1067). Santa Monica, CA: Human Factors and Ergonomics Society.
Day, E. A., Arthur, W. Jr., Paulus, L. E., & Fein, E. C. (2003). Dyadic protocols, observational learning, and the acquisition of complex skills. Proceedings of the Human Factors and Ergonomics Society 47th Annual Meeting (pp. 2050-2053). Santa Monica, CA: Human Factors and Ergonomics Society.
Day, E. A., Arthur, W. Jr., & Gettman, D. (2001). Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology, 86, 1022-1033.
Shebilske, W. L., Goettl, B. P., Corrington, K., & Day, E. A. (1999). Inter-lesson spacing and task-related processing during complex skill acquisition. Journal of Experimental Psychology: Applied, 5, 413-437.
Shebilske, W. L., Jordan, J. A., Goettl, B. P., & Day, E. A. (1999). Cognitive and social influences in training teams for complex skills. Journal of Experimental Psychology: Applied, 5, 227-249.
Worchel, S., Rothgerber, H., Day, E. A., Hart, D., & Butemeyer, J. (1998). Social identity and individual productivity within groups. British Journal of Social Psychology, 37, 389-413.
Arthur, W. Jr., Day, E. A., Bennett, W. Jr., McNelly, T. L., & Jordan, J. A. (1997). Dyadic versus individual-based training: Loss and re-acquisition of a complex skill. Journal of Applied Psychology, 82, 783-791.
Day, E. A., Arthur, W. Jr., & Shebilske, W. L. (1997). Ability determinants of complex skill acquisition: Effects of training protocol. Acta Psychologica, 97, 145-165.
Dr. Devenport is on sabbatical leave and will not be accepting students for the 2012-2013 academic years.
Dale Hall Tower 735
My students and I conduct field and laboratory experiments in animal cognition, focusing on how animals use information to solve environmental problems, especially problems related to foraging. Our main study sites are in alpine and subalpine meadows in the central Colorado Rockies where we study behavioral adaptations of golden-mantled ground squirrels and least chipmunks. We also model cognitive solutions to resource uncertainty in a state of the art behavioral laboratory using a breeding population of wild-caught chipmunks that are house uncaged, and tested in open naturalistic environments. The current emphasis is on adaptations to variable environments, such as how animals estimate the value of unknown patches, the value of known patches that vary over time, and how they place and recover caches. Spatial mapping, timing, averaging, categorization and equivalence and some of the cognitive processes under study.
Winterrowd, M.F. & Devenport, L.D. (2004). Balancing variable patch quality with predation risk. Behavioural Processes, 67, 39-46.
Devenport, J., Luna, L., & Devenport, L. D. (2000). Placement, retrieval, and memory of caches by thirteen-lined ground squirrels. Ethology, 106, 171-183.
Devenport, L. D., Devenport, J., & Kokesh, C. (1999). The role of urine-marking in the foraging behavior of least chipmunks. Animal Behaviour, 57, 563-577.
Devenport, L. D., Humphries, T., & Devenport, J. (1998). Future value and patch choice in least chipmunks. Animal Behaviour, 55, 1571-1581.
Devenport, L. D. (1998). Spontaneous recovery without interference: Why remembering is adaptive. Animal Learning & Behavior, 26, 172-181.
Devenport, L. D. & Devenport, J. (1998). Squirrel foraging behavior. In G. Greenberg & M.H. Haraway (Eds.), Comparative psychology: A handbook, (pp. 1081-1101). New York: Garland Press.
Devenport, L. D., Hill, T., Wilson, M., & Ogden, E. (1997). Tracking and averaging in a variable environment: a transition rule. Journal of Experimental Psychology: Animal Behavior Processes, 23, 450-460.
Devenport, J. A., & Devenport, L. D. (1994). Spatial navigation in natural habitats by ground dwelling squirrels. Animal Behavior, 47, 787-729.
Devenport, L. D., & Devenport, J. A. (1994). Time-dependent averaging of foraging information in least chipmunks and golden-mantled ground squirrels. Animal Behavior 47, 787-802.
Dale Hall Tower 736
Major research interests focus on personality traits with biological or perceptual bases. Of particular interest is research utilizing human performance (psycho-physiological and cognitive) and psycho-physiological measures. Future research will also explore models of stress adaptation.
Swickert, R. J. & Gilliland, K. (1998). Relationship between the brainstem auditory evoked response and extraversion, impulsivity, and sociability. Journal of Research in Personality, 32, 314-330.
Bullock, W. A., and Gilliland, K. (1993). Eysenck's arousal theory of introversion-extraversion: A converging measures investigation. Journal of Personality and Social Psychology, 64, 113-123.
Gilliland, K. (1980). The interactive effect of introversion-extraversion with caffeine induced arousal on verbal performance. Journal of Research in Personality, 14, 482-492.
Revelle, W. R., Humphreys, M. S., Simon, L., & Gilliland, K. (1980). The interactive effect of personality, time of day, and caffeine: A test of the arousal model. Journal of Experimental Psychology: General, 109,1-31.
Dale Hall Tower 739
I apply basic memory research to solve real-world problems. This has included work on the impact of automation on cognitive performance, situation awareness, and prospective memory (especially with air traffic controllers). My current focus involves eyewitness identification, especially the role of the lineup. My approach includes the application of quantitatively-specified models.
Dale Hall Tower 719
My research interests focus on how people control intentional processes, influences of emotion on cognition, and the interaction between action and cognitive control. Of particular interest is research exploring many aspects of attention and consciousness, connected with emotion and behavioral interaction with the environment.
Buttaccio, D. R. & Hahn, S. (in press). The effect of behavioral response on affective evaluation. Acta Psychologica.
Hahn, S., & Gronlund, S.D. (2007). Top-down guidance in visual search for facial expressions. Psychonomic Bulletin & Review, 14, 159-165.
Hahn, S., Carlson, C., Singer, S., & Gronlund, S. D. (2006). Aging and visual search: Automatic and controlled attentional bias to threat faces. Acta Psychologica, 123, 312-336.
Hahn, S., Andersen, G. J., & Kramer, A. F. (2004). Age influences on multi-dimensional set switching. Aging, Neuropsychology,and Cognition, 11, 25-36.
Hahn, S., Andersen, G. J., & Saidpour, A. (2003). Static scene analysis for the perception of heading. Psychological Science, 14, 543-548
Hahn, S., Andersen, G. J., & Kramer, A. F. (2003). Multi-dimensional set switching. Psychonomic Bulletin and Review, 10, 503-509.
Judice-Campbell, T. Nicole
Dale Hall Tower 712
My research in social cognition targets the following question: What factors influence how people gather and process social information? In previous research, I have approached this question within the context of the self-fulfilling prophecy–the process whereby we cause others to behave in ways that are objectively consistent with our expectations. In a related line of research, I investigate individual differences in cognitive style, approaching the question of social cognition from the perspective of chronic motivations and characteristic ways of thinking. More recently, I have begun researching factors affecting student retention and success, including individual differences in students’ attitudes toward their education.
Chowning, K. & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101, 982-997.
Cavazos, J. N., & Campbell, N. J. (2008). Cognitive style revisited: The structure x cognition interaction. Personality and Individual Differences, 45, 498-502.
Brown, R. P., Barnes, C. D., & Campbell, N. J. (2007). Fundamentalism and forgiveness. Personality and Individual Differences, 43, 1437-1447.
Biesanz, J. C., Neuberg, S. L., Smith, D. M., Asher, T., & Judice, T. N. (2001). When Accuracy-Motivated Perceivers Fail: Limited Attentional Resources and the Reemerging Self-Fulfilling Prophecy.Personality and Social Psychological Bulletin, 27,621-629.
Biesanz, J. C., Neuberg, S. L., Judice, T. N., & Smith, D. M. (1999). When interviewers desire accurate impressions: The effects of note taking on the influence of expectations. Journal of Applied Social Psychology, 20, 2529-2549.
Judice, T. N., & Neuberg, S. L. (1998). When interviewers desire to confirm negative expectations: Self-fulfilling prophecies and inflated applicant self-perceptions. Basic and Applied Social Psychology, 20, 175-190.
Neuberg, S. L., West, S. G., Judice, T. N., & Thompson, M. M. (1997). On dimensionality, discriminant validity, and the role of psychometric analyses in personality theory and measurement: Reply to Kruglanski, etc. al.’s (1997) defense of the Need for Closure Scale. Journal of Personality and Social Psychology, 73, 1017-1029.
Neuberg, S. L., Judice, T. N., & West, S. G. (1997). What the need for closure scale measures and what it does not: Toward differentiating among related epistemic motives. Journal of Personality and Social Psychology, 72, 1396-1412.
Dale Hall Tower 814
I study aspects of human memory, including false memories (remembering events that did not actually happen), forgetting, memory enhancement, and metamemory (knowledge about our own memory). In addition to studying these aspects separately, I am particularly interested in studying the ways in which they interact, such as how forgetting affects both accurate and false memories. My research also extends to several real-world situations, such as education and eyewitness memory. I use a combination of techniques to study these aspects of memory: In addition to conducting experiments with human participants, I also build and test computer models of memory.
Smith, T.A., & Kimball, D.R. (2010). Pursuing a general model of recall and recognition. In A.S. Benjamin (Ed.), Successful remembering and successful forgetting: A festschrift in honor of Robert A. Bjork (pp. 431-450). New York: Psychology Press.
Kimball, D.R., Muntean, W. J., & Smith, T.A. (2010). Dynamics of thematic activation in recognition testing. Psychonomic Bulletin & Review, 17, 355-361.
Smith, T.A., & Kimball, D.R. (2010). Learning from feedback: Spacing and the delay-retention effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 80-95.
Kimball, D.R. (2009). Feelings of knowing. In T. Bayne, A. Cleeremans, & P. Wilken (Eds.), The Oxford Companion to Consciousness. New York: Oxford University Press.
Kimball, D.R., Bjork, E.L., Bjork, R.A., & Smith, T.A. (2008). Part-list cuing and the dynamics of false recall. Psychonomic Bulletin & Review, 15, 296-301.
Kimball, D.R., Smith, T.A., & Kahana, M.J. (2007). The fSAM model of false recall. Psychological Review, 114, 954-993.
Sirotin, Y.B., Kimball, D.R., & Kahana, M.J. (2005). Going beyond a single list: Modeling the effects of prior experience on episodic free recall. Psychonomic Bulletin & Review, 12, 787-805.
Kimball, D.R., & Metcalfe, J. (2003). Delaying judgments of learning affects memory, not metamemory. Memory & Cognition, 31, 918-929.
Kimball, D.R., & Bjork, R.A. (2002). Influences of intentional and unintentional forgetting on false memories. Journal of Experimental Psychology: General, 131, 116-130.
Kimball, D.R., & Holyoak, K.J. (2000). Transfer and expertise. In E. Tulving & F.I. Craik (Eds.), The Oxford Handbook of Memory (pp. 109-122). New York: Oxford University Press.
Kisamore, Jennifer L.
I am a faculty member in the Organizational Dynamics Program in Tulsa. My research deals with issues of accuracy in measurement including methodological issues, faking, and cheating.
Selected Peer-Reviewed Publications:
Jawahar, I. M., Kisamore, J. L., Stone, T. H., & Rahn, D. L. (2012). Differential effect of inter-role conflict on proactive individual's experience of burnout. Journal of Business and Psychology, 27(2), 243-254.
Kisamore, J. L., Jawahar, I. M., Ligouri, E. W., Mharapara, T. L., & Stone, T. H. (2010). Conflict and abusive workplace behaviors: The moderating effects of social competencies. Career Development International.
Smith, f. [sic], Stone, T. H., Kisamore, J. L., & Jawahar, I. M. (2010). Best practices as innovations: How decision-making biases and affective state impact diffusion of innovations. Canadian Journal of Administrative Sciences.
Stone, T. H., Jawahar, I. M., & Kisamore, J. L. (2010). Predicting academic misconduct intentions and behavior using the Theory of Planned Behavior and Personality. Basic and Applied Social Psychology, 32(1), 35-45. doi: 10.1080/01973530903539895
Kisamore, J. L. (2008). Distributional shapes and validity transport: A comparison of lower bounds. International Journal of Selection and Assessment, 16(1), 27-29.
Kisamore, J. L., & Brannick, M. T. (2008). An illustration of the consequences of meta-analysis model choice. Organizational Research Methods, 11, 35-53. (DOI: 10.1177/1094428106287393)
Kisamore, J. L., Stone, T. H., & Jawahar, I. M. (2007). Academic integrity: The relationship between individual and situational factors on misconduct contemplations. Journal of Business Ethics, 75(4), 381-394.
Jawahar, I. M., Stone, T. H., & Kisamore, J. L. (2007). Role conflict and burnout: The direct and moderating effects of political skill and perceived organizational support on burnout dimensions, International Journal of Stress Management, 14(2), 142-159.
Birkeland, S. A., Manson, T. M., Kisamore, J. L., Brannick, M. T., & Smith, M. A. (2006). A meta-analytic investigation of job applicant faking on personality measures. International Journal of Selection and Assessment, 14(4), 317 -335.
Dale Hall Tower 710
My research interests concern methodological/statistical issues surrounding uncertainties in parameter estimates and model fit as well as uncertainty associated with missing data. I am currently investigating parameter influence (the relation of changes in parameter values to the changes in model fit), fungible parameter values (sub-optimal parameter values having quite different coefficient magnitudes from optimal solutions while producing only negligibly small deterioration in model fit), posterior predictive model checking (PPMC) method (a Bayesian method of data-model fit assessment by comparing the observed data to plausible/future observations simulated from the posterior predictive distribution), and multiple imputation (MI) inference for the analysis of incomplete data. I am also interested in working with researchers in applied settings to make methodological contributions to substantive research and to identify and investigate methodological challenges.
Lee. T., & Cai, L. (in press). Alternative multiple imputation inference for mean and covariance structure modeling. Journal of Educational and Behavioral Statistics.
MacCallum, R. C., Lee. T., & Browne, M. W. (in press). Fungible parameter estimates in latent curve models. In M. E. Edwards & R. C. MacCallum (Eds.), Current topics in the theory and application of latent variable models. Philadelphia, Taylor & Francis.
Curran. P. J., Lee, T., Howard, A.L., Lane, S.T., & MacCallum, R.C. (in press). Disaggregating within-person and between-person effects in multilevel and structural equation growth models. In. G. R. Hancock & J. R. Harring (Eds.) Advances in longitudinal methods in the social and behavioral sciences. Charlotte, NC: Information Age Publishing.
Lee. T., Cai, L., & MacCallum, R. C. (2012). Power Analysis for tests of structural equation models. In R. Hoyle, D. Kaplan, g. Marcoulides, & S. West (Eds.), Handbook of structural equation modeling (pp.181-194), New York: Guilford.
Kim, E. S., Yoon, M., & Lee. T. (2012). Testing measurement invariance using MIMIC: Likelihood ratio test with a critical value adjustment, Educational and Psychological Measurement, 72, 469-492.
MacCallum, R. C., Lee, T., & Browne, M. W. (2010). The issue of isopower in power analysis for tests of structural equation models, Structural Equation Modeling, 17, 23-41.
Cai, L., & Lee. T. (2009). Covariance structure model fit testing under missing data: An application of the supplemented EM algorithm, Multivariate Behavioral Research, 44, 281-304.
Lee. T. & MacCallum. R. C. (2008). (Abstract) Parameter influence in structural equation modeling, Multivariate Behavioral Research, 43, 656-657.
Dale Hall Tower 714
My overall research focus is on behaviors and characteristics that can be construed as socially dominant. Specifically, I am interested in physical aggression (intimidation, bullying), relational aggression (manipulation, gossip, exclusion), and perceived popularity. Youth who are perceived-popular are socially well-connected, highly visible and influential, and make up the "popular" or "cool" crowd in a given school. I am interested in how these youth achieve such high status, as well as how they use their status to further their own social goals. We know that perceived popularity is highly stable across adolescence, but little is known about how much continuity there is from adolescence into early adulthood or about what form popularity or dominance might take once adolescents leave the high school context. I also study the link between popularity and antisocial or risk-taking behaviors such as delinquency, aggression, and substance use, and the role of peer influence in adolescent risk-taking behaviors.
Mayeux, L., & Cillessen, A. H. N. (2008) It’s not just being popular, it’s knowing it, too: The role of self-perceptions of status in the associations between peer status and aggression. Social Development.
Mayeux, L., Sandstrom, M. J., & Cillessen, A. H. N. (2008.). Is being popular a risky proposition? Journal of Research on Adolescence, 18 (1), 49-74.
Mayeux, L., Bellmore, A. D., & Cillessen, A. H. N. (2007) Repeated assessments of sociometric status and the prediction of later adjustment. Journal of Genetic Psychology.
Cillessen, A. H. N., & Mayeux, L. (2007). Developmental changes in the association between aggression and status in the peer system. In P. Hawley, T. Little, & P. Rodkin (Eds.), Aggression and Adaptation: the Bright Side to Bad Behavior. New Jersey: Lawrence Erlbaum.
Cillessen, A. H. N., & Mayeux, L. (2007).Expectations and perceptions at school transitions: The role of peer status and aggression. Journal of School Psychology, 45(5), 567-586.
Mayeux, L., Underwood, M. K., & Risser, S. D. (2007). Perspectives on the ethics of sociometric research with children: How children, peers, and teachers help to inform the debate. Merrill-Palmer Quarterly, 53, 53-78.
Cillessen, A. H. N., & Mayeux, L. (2004). From censure to reinforcement: Developmental changes in the association between aggression and social status. Child Development, 75, 147-163.
Cillessen, A. H. N., & Mayeux, L. (2004). Sociometric status and peer group behavior: Previous findings and current directions. In J. B. Kupersmidt & K. A. Dodge (Eds.), Children’s peer relations: From development to intervention. Washington, DC: American Psychological Association Press.
Dale Hall Tower 705
My research deals with statistics as they apply to psychological issues including data analysis. My present work focuses on the statistical and measurement issues found in selection, validation, and validity generalization. Psychological research often produces conditions in nonrandom samples, with errors of measurement, or situations where the independence assumption is not tenable. The aim of my work is to find distributions and procedures that can be used in these conditions.
Mendoza, J. L., Stafford, K.L. and Stauffer, J.M. (2000) Large-sample confidence intervals for the validity and reliability coefficients. Psychological Methods, 5 , No. 3, 356-369.
Carraher, Mendoza, Buckley, Schoenfeldt and Carraher. (1998) Validation of an Instrument to Measure Service Orientation. Journal of Quality Management, 2 (3), 211-224.
Stauffer, J. M. and Mendoza, J. L. (In Press) The proper sequence for correcting correlation coefficients for range restriction and unreliability. Psychometrika.
Mendoza, J. L., and Stafford, K. L. (In Press) Confidence intervals, power calculations, and sample size estimation for the squared multiple correlation coefficient under the fixed and random regression models. Applied Psychological Measurement.
Mendoza, J. L. (1993). Fisher transformations for correlation's corrected for selection and missing data. Psychometrika.
Mendoza, J. L., Hart, D. L., & Powell, A. (1991). A bootstrap confidence interval based on a correlation coefficient correction for range restriction. Multivariate Behavioral Research, 26, 255-269.
Mendoza, J. L., & Reinhardt, R. N. (1991). Validity generalization procedures using sample based estimates: A comparison of six procedures. Psychological Bulletin, 110, 596-610.
Dale Hall Tower 818
My interests lie in the assessment and development of high level talent. Currently, the research focuses on four specific areas. The first area is concerned with the identification and measurement of creative thinking skills. The second area focuses on those skills that leaders must possess to perform well in dynamic organizational settings. The third area examines work place structure as it relates to skill growth and development. Finally, I continue to conduct work on the potential applications of life history path as a tool for understanding career development.
Mumford, M.D. & Gustafson, S.B. (1988) Creativity Syndrome: Integration, application, and innovation. Psychological Bulletin, 103, 27-43.
Mumford, M.D., Zaccaro, S.J., Harding, F.D., Jacobs, T.O., & Fleishman, E.A. (2000). Leadership skills for a changing world: Solving complete social problems. Leadership Quarterly, 11, 1-18.
Mumford, M.D., Peterson, N.G., & Childs, R.A. (1999). Basic & cross-functional skills: Taxonomies measures and findings in assessing job skill requirements. In N.G.
Peterson, M.D. Mumford, W.C. Borman, P.R. Jeanneret, & E.A. Fleishman (Eds). An occupational information system for the 21st century: The development of OANET. (pp. 21-30). Washington, DC: American Psychological Association.
Mumford, M.D., Costanza, D.P., Connelly, M.S., & Johnson, J.F. (1996). Item generation procedures and background data scales: Implications for construct and criterion-related validity. Personnel Psychology, 44, 361-398.
Rodgers, Joseph L.
Dale Hall Tower 809
I do two types of research. My work on quantitative methods focuses on scaling and other data analysis methods; focus topics include multidimensional scaling, cluster analysis, correlational analysis, and general multivariate methods. My substantive work focuses on adolescent development (intellectual development; sexuality and deviance) and fertility decision making. I develop mathematical models to help explain these behaviors.
Rodgers, J. L. & Kohler, H-P (2005). Reformulating and simplifying the DF Analysis model. Behavior Genetics, 35, 211-217.
Rodgers, J. L. & Kohler, H-P. (Eds.) (2003). The Biodemography of Human Reproduction and Fertility. Boston: Kluwer Academic Publishers.
Rodgers, J. L. & Rowe, D. C. (2002). Theory development should begin (but not end) with good empirical fits: A comment on Roberts and Pashler (2000). Psychological Review, 109, 599-604.
Rodgers, J. L., Hughes, K., Kohler, H.-P., Christensen, K., Doughty, D., Rowe, D. C., & Miller, W. B. (2001). Genetic influence helps explain variation in human fertility outcomes: Evidence from recent behavioral and molecular genetic studies. Current Directions in Psychological Science, 10, 184-188.
Rodgers, J. L. & Doughty, D. (2001). Does having boys or girls run in the family? Chance, 14, 8-13.
Snyder, Lori Anderson
Dale Hall Tower 722
My primary research interests include performance feedback, Occupational Health Psychology (OHP), and discrimination. My interests related to reception of feedback include multisource performance appraisal, developmental assessment centers, and the experience of errors in performance. Within the realm of OHP my research has examined factors affecting the occurrence of workplace aggression, counterproductive work behavior, and safety-related outcomes, such as accidents and injuries. I also have conducted research on the topics of workplace diversity and discrimination, primarily focusing on organizational diversity climates, attitudes toward affirmative action, and the experience of subtle discrimination.
Snyder, L.A., Krauss, A.D., Chen, P.Y., Finlinson, S., & Huang, Y.H. (in press). Safety performance: The mediating role of safety control. Work: A Journal of Prevention, Assessment and Rehabilitation.
Snyder, L.A., Carmichael, J.S., Blackwell, L.V., Cleveland, J.N., & Thornton, G.C. III. (2010). Perceptions of discrimination and justice among employees with disabilities. Employee Responsibilities and Rights Journal, 22, 5-19.
Blackwell, L.V., Snyder, L.A., & Mavriplis, C. (2009). Diverse faculty in STEM fields: Attitudes, performance, and fair treatment. Journal of Diversity in Higher Education, 2, 195-205.
Krauss, A.D. & Snyder, L.A. (2009). Technology and performance management. In Smither, J.W. & London, M. (Eds.), Performance Management: Putting Research into Practice (pp. 445-491). San Francisco: Jossey-Bass.
Rupp, D.E., Gibbons, A.M., & Snyder, L.A. (2008). The role of technology in enabling third-generation training and development. Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 495-499.
Snyder, L.A., Krauss, A.D., Chen, P.Y., Finlinson, S., & Huang, Y.H. (2008). Occupational safety: Application of the job demand- control-support model. Accident Analysis and Prevention, 40, 1713-1723.
Snyder, L.A., Rupp, D.E., & Thornton, G.C. (2006). Personnel selection of Information Technology (IT) workers: The people, the jobs, and issues for human resource management. In J. Martocchio (Ed.), Research in Personnel and Human Resource Management, 25, 305-376.
Dale Hall Tower 815C
I am interested in developing and applying statistical methods to analyze intra-individual variability and long-term change. Specifically, my research interests include (1) dynamic factor models and time series models from both Frequentist and Bayesian perspectives and (2) models for longitudinal data. My areas of substantive research concern various aspects of social-emotional development and academic achievement. I am also interested in the application of quantitative methods in education, health, and I/O related research.
Song, H. & Zhang, Z. (in progress). Analyzing Multiple Multivariate Time Series Data Using Multilevel Dynamic Factor Models.
Song, H., Hernández, M., Conger, R.D. & Stockdale, G.D. (in progress). Perceived Racial Discrimination among Mexican-American Adolescents: Developmental Patterns, Psychological Correlates, and Influences on School Adjustments
Liao, X. Song, H. Conger, R.D., & Stockdale, G.D. (in progress). The Role of Family Processes in Development of Relational Aggression among Mexican American Adolescents.
Conger, R. D., Stockdale, G. D., Song, H., Robins, R. W., & Widaman, K. F.(in press, 2011). Predicting change in problem behaviors of Mexican origin youth during the transition from childhood to adolescence. In Y. F. Thomas, L. N. Price, & A. V. Lybrand (Eds.), Drug use trajectories among African American and Hispanic Youth. New York: Springer.
Song, H., & Ferrer, E. (2012). Bayesian Analysis of Random Coefficient Dynamic Factor Models. Multivariate Behavioral Research, 47, 26-60.
Ferrer, E. & Song, H. (2012). Longitudinal Structural Models for Assessing Dynamics in Dyadic Interactions. In Rick H. Hoyle. (Ed.) Handbook of Structural Equation Modeling. New York, NY: Guilford Press.
Cai, H., Fang, X., Yang, Z., & Song, H. (2012). Implicit Consumer Animosity: A Primary Validation. Journal of Applied Social Psychology. DOI: 10.1111/j.1559-1816.2012.00911.x
Song, H., Cai, H, Brown, J.D., & Grimm, K.J (2011). Detecting and evaluating differential item functioning of the Rosenberg Self-Esteem Scale between the U.S. and China. Asian Journal of Social Psychology, 14, 176-188.
Conger, R. D., Song, H., Ferrer, E., & Stockdale, G. D. (2011). Resilience and vulnerability of Mexican origin youth and their families. In P. K. Kerig, M. S. Schulz, & S. T. Hauser (Eds. pp.268-286), Adolescence and beyond: Family processes and development. New York: Oxford University Press.
Song, H., & Ferrer, E. (2009). State-space modeling of dynamic psychological processes via the Kalman smoother algorithm: Rationale, finite sample properties, and applications. Structural Equation Modeling, 16, 338-363.
Song, H., Thompson, A. R., & Ferrer, E. (2009). Attachment and self-evaluation in Chinese adolescents: Age and gender differences. Journal of Adolescence, 32, 1267-1286.
Dr. Brigitte Steinheider (Assistant Professor, Department of Psychology at the University of Oklahoma, Tulsa Graduate College), received her MS in Psychology in 1990 from the Heinrich-Heine-University in Duesseldorf, her MBA in 1992 from the University of Applied Sciences in Duesseldorf, and her Ph.D. from Technical University Dresden in Germany 1996. Her research focuses on interdisciplinary collaborations and knowledge sharing processes in organizations an research institutions. She has worked with clients such as Daimler Chrysler, Volkswagen AG, and Robert Bosch GmbH.
Steinheider, B. & Legrady, G. (in press). Realizing a Digital Media Installation: Problems and Synergetic Effects of an Interdisciplinary Art Collaboration. Leonardo Journal, the International Society for the Arts, Sciences and Technology, MIT Press.
Steinheider, B. & Bayerl, P.S. (2003). Wissensintegration in interdisziplinären Teams - Probleme und Lösungsansätze. (Knowledge sharing in interdisciplinary teams - problems and solutions). Wirtschaftspsychologie, 1, 26 - 29.
Steinheider, B. (2002). Monitoring Interdisciplinary Collaboration. In Proceedings of the IBEC 2002, International Body Engineering Conference and Exhibition, Palais des Congrès, 9-11 July 2002, Paris, France
Steinheider, B., Fay, D., Hilburger, T., Hust, I. , Prinz, L., Vogelgesang, F. & Hormuth, S.E. (1999). Soziale Normen als Prädiktoren von umweltbezogenem Verhalten. (Social Norms as predictor variables for environmentally conscious behavior). Zeitschrift für Sozialpsychologie, 30 (1), 40-56.
Steinheider, B., Both, R., & Winneke, G. (1998). Field studies on environmental odours inducing annoyance and gastric symptoms. Journal of Psychophysiology, Volume 12, Supplement 1, 64-79.
Steinheider, B. & Winneke, G. (1993). Industrial odours as environmental stressors: exposure-annoyance-associations and their modification by coping, age and perceived health. Journal of Environmental Psychology, 13, 353-363.
Dale Hall Tower 808
I have two primary research interests. My first interest lies in the development, understanding, and application of psychometric theory useful in test construction and evaluation. I investigate the full ramifications of measurement error on both psychological assessment and psychological theory, with particular interest in the effects of measurement error on the assessment of change. My second interest involves understanding the processes underlying interpersonal perception and the making of social judgments. Using a technique called sociometry, I have developed mathematical models which attempt to illuminate the processes humans use in understanding their social world and in relating to their peers.
Terry, R., & Cole, J.D. (1991). A comparison of methods for defining sociometric status.Developmental Psychology, 27, 867-880.
Cole, J.D., Dodge, K.A., Terry, R., & Wright, G. (1991). The role of aggression in peer relations: An analysis of aggression episodes in boy's play groups. Child Development, 62, 812-826.
Terry, R. (2000). Recent advances in measurement theory and the use of sociometric techniques. Sociometric Methodology New Directions in Child Development (pp. 27-54). San Francisco, CA: Jossey-Bass.
Thomas, Rick P.
Dale Hall Tower 739
My primary research focus involves the application of mathematical memory models to study the role of memory processes in judgment and decision-making phenomena. In the laboratory, I employ experimental methods and procedures from memory paradigms to help understand judgment processes. My current research investigates how a modified version of MINERVA-DM, HyGene, accounts for the effects of hypothesis generation on probability judgments, confidence judgments and hypothesis testing. I also do work concerning the study of expertise, primarily in the areas of performance evaluation and the development of decision support tools. I am particularly interested in applications of the CWS index to evaluate expertise. CWS employs the ratio of discrimination to inconsistency within a set of judgments to assess the performance of experts. My colleagues and I have successfully applied CWS in auditing, livestock judging, medicine, personnel selection, and air traffic control (ATC).
Dougherty, M R,& Thomas, R. P.(2012). Robust decision making in a nonlinear world. Psychological Review, 119(2), 321-344.
Lange, N.D, Thomas, R.P., & Davelaar, E.J. (2012). Temporal dynamics of hypothesis generation: Influences of data serial order, data consistency, and elicitation timing. Frontiers in Psychology: Cognitive Science 3:215. doi: 10.3389/fpsyg.2012.00215
Thomas, R. P., & Dougherty, M. R. P., Sprenger, A., & Harbison, I. (2008). Diagnostic hypothesis generation and human judgment. Psychological Review. 115(1), 155-185.
Dougherty, M. R., Franco-Watkins, A., & Thomas, R. P. (2008). The psychological plausibility of fast and frugal heuristics. Psychological Review. 115(1), 199-211.
Thompson, Clarissa A.
Developmental and Cognitive Psychology
Dale Hall Tower 727
Research in the Cognitive Development Lab investigates the ways children learn, develop strategies to solve problems, generalize knowledge to novel contexts, and remember information. Children’s learning is tracked on a trial-by-trial basis using the microgenetic method. The microgenetic method highlights how learning occurs in preschoolers, elementary through high school students, and college-aged adults. Current projects in the Cognitive Development Lab focus on shifts in children’s numerical representations with increasing age and experience, circumstances under which transfer of numerical knowledge is facilitated or inhibited, children’s use of “buggy” estimation strategies, how children draw analogies between numerical contexts to help them solve problems, the costs and benefits of representational change, and the impact that numerical representations have on the types of numbers children are able to remember. Research in the Cognitive Development Lab can inform classroom interventions and best practices in teaching children about numbers.
Thompson, C. A., & Opfer, J. E. (in press). The trouble with transfer: Insights from the study of learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer Reference.
Opfer, J. E., Thompson, C. A., & Furlong, E. (2010). Early development of spatial-numeric associations: Evidence from spatial and quantitative performance of preschoolers. Developmental Science, 13, 761-771.
Thompson, C. A., & Opfer, J. E. (2008). Costs and benefits of representational change: Effects of context on age and sex differences in magnitude estimation. Journal of Experimental Child Psychology, 101, 20-51.
I am Professor Emeritus from the OU Medical School and currently teach for the Psychology Department and the College of Liberal Studies on the Norman campus. My interests are in behavioral therapy and behavioral medicine as well as the history of psychology.
Walker, C. E. (2000). Pioneers in Pediatric Psychology: A career in pediatric psychology. Journal of Pediatric Psychology, 25(7), 521-532.
Walker, C. E. & Roberts. M. C. (Eds.). (2001) Handbook of Clinical Child Psvchologv (3rd ed.). New York: John Wiley & Sons.
Netherton, S.D., Holmes, D., & Walker, C.E. (1999) Comprehensive textbook of child and adolescent disorders. New York: Oxford University Press.
Walker, C.E. (Ed.). (1998). Comprehensive Clinical Psychology: Foundations of Clinical Psychology (Vol. I). In A. Bellack & M. Hersen (Eds.) Comprehensive Clinical Psychology Series. New York: Elsevier Science Publishers.
Walker, C.E. (Ed.). (1993). The history of clinical psychology in autobiography (Vol. 2). Pacific Grove, CA, Brooks/Cole.
Walker, C.E. (Ed.). (1991). History of clinical psychology in autobiography (Vol. 1). Pacific Grove, CA: Brooks/Cole.
Walker, C.E. (Ed.). (1990). Clinical Psychology. Historical and research foundations. New York: Plenum Press.
Walker, C.E., Clement, P., Hedberg, A., & Wright, L. (1981). Clinical procedures for behavior therapy. Englewood Cliffs, N.J.: Prentice-Hall, Inc.
Walker, C.E., Whitt, J.K., Hochstadt, N., & Giusti, L. (1993, August). Getting into Clinical Child Psychology Internships. Panel discussion presented at the 10lst annual convention of the American Psychological Association, Toronto, Ontario, Canada.
Walker, C.E. (1992, August). Historical Trends. In J. J. Sweet(Chair), Clinical psychology in medical settings :Evolving traditions of science and service. Symposium conducted at the 100th Annual Convention of the American Psychological Association, Washington, DC.
2 Partner's Place, Suite 100
Our research is currently focused on questions in perceptual organization and perceptual learning, including interactions of immediately-available (perpetual) information and retained (memory) information. Our work emphasizes the combined application of behavioral and electroencephalographic (EEG) methods, using the methods of computational neuroscience to link these variables.
Cornes, K., Donnelly, N., Godwin, H., & Wenger, M. J. (2011, in press). Perceptual and decisional factors influencing the discrimination of inversion in the Thatcher illusion. Journal of Experimental Psychology: Human Perception and Performance.
Wenger, M. J., Negash, S., Petersen, R. C., & Petersen, L. (2010). Modeling and estimating recall processing capacity: Sensitivity and diagnostic utility in application to mild cognitive impairment. Journal of Mathematical Psychology, 54, 73-89.
Wenger, M. J., Copeland, A. M., Bittner, J. L., & Thomas, R. D. (2008). Evidence for criterion shifts in visual perceptual learning: Data and implications. Perception & Psychophysics, 70, 1248-1273.
Wenger, M. J., & Rasche, C. (2006). Perceptual learning in contrast detection: Presence and costs of shifts in response criteria. Psychonomic Bulletin & Review, 13, 656-661.
Copeland, A. M., & Wenger, M. J. (2006). An investigation of perceptual and decisional influences on the perception of hierarchical forms. Perception, 35, 511-529.
Townsend, J. T., & Wenger, M. J. (2004). A theory of interactive parallel processing: New capacity measures and predictions for a response time inequality series. Psychological Review, 111, 1003-1035.
Wenger, M. J., & Ingvalson, E. M. (2003). Preserving informational separability and violating decisional separability in facial perception and recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1106-1118.
Wenger, M. J., & Ingvalson, E. M. (2002). A decisional component of holistic encoding. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 872-892.
Dale Hall Tower 709
I am an adjunct instructor in the Psychology department, and have been since Fall, 2006. I am a clinical psychologist by profession, and a teacher by avocation. My focus is providing students with a real life look at the profession of clinical psychology. Thus when I have students do research I want them to connect theory with practice.