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
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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.
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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 research interests span personnel psychology, human resource management, and organizational behavior, including topics in personnel assessment, selection, training and development, leadership and group dynamics. Much of my research involves the study of human performance and complex skill acquisition with emphases on individual differences in ability and motivation, cognitive and social processes, expert-novice differences, skill decay and adaptability, and team-based training. My research on training and complex skill acquisition reflects both experimental and differential perspectives. I frequently examine attribute-treatment interactions involving both ability and non-ability individual differences. My research on group dynamics focuses on the interplay between teamwork behaviors, team emergent states (e.g., team efficacy, cohesion, and mental models), team performance, and adaptability. With respect to leadership, I am interested in the development and use of low-fidelity (e.g., situational judgment tests) and high-fidelity techniques (e.g., assessment centers) for assessing and developing leadership skills, especially in terms of specific cognitive processes associated with sensemaking.
Day, E. A., Arthur, W. Jr., Villado, A. J., Boatman, P. R., Kowollik, V., Bhupatkar, A., & Bennett, W. Jr. (2013). Relating individual differences in ability, personality, and motivation to the retention and transfer of skill on a complex command-and-control simulation. In W. Arthur, Jr., E. A. Day, W. Bennett, Jr., & A. Portrey (Eds.), Individual and team skill decay: State of the science and implications for practice (pp. 282-301). New York: Taylor-Francis.
Hughes, M. G., Day, E. A., Wang, X., Schuelke, M. J., Arsenault, M., Harkrider, L. N., & Cooper, O. D. (2013). Learner-controlled practice difficulty in the training of a complex task: Cognitive and Motivational Mechanisms. Journal of Applied Psychology, 98, 80-98.
Schuelke, M. J., Terry, R., & Day, E. A. (2013). Growth spline modeling. Proceedings of the 2013 SAS Global Forum Conference. Cary, NC: SAS Institute Inc.
Wang, X., Day, E. A., Kowollik, V., Schuelke, M. J., & Hughes, M. G. (2013). Factors influencing knowledge and skill decay after training: A meta-analysis. In W. Arthur, Jr., E. A. Day, W. Bennett, Jr., & A. Portrey (Eds.), Individual and team skill decay: State of the science and implications for practice (pp. 68-116). New York: Taylor-Francis.
Mumford, M.D., Hester, K.H., Robledo, I., Peterson, D.R., Day, E.A., Hougen, D.F., & Barrett, J. (2012). Mental models and creative problem-solving: The relationships of objective and subjective attributes. Creativity Research Journal, 24, 311-330.
Arthur, W. Jr., & Day, E. A. (2010). Assessment centers. In S. Zedeck (Ed.), Handbook of industrial and organizational psychology: Volume II, Selecting Members (pp. 205-235). Washington, DC: American Psychological Association.
Arthur, W. Jr., Day, E. A., Villado, A. J., Boatman, P. R., Kowollik, V., Bennett, W. Jr., & Bhupatkar, A. (2010). The effect of distributed practice on immediate post-training and long-term performance on a complex command-and-control simulation. Human Performance, 23, 428-445.
Schuelke, M. J., Day, E. A., McEntire, L. E., Espejo, J., Boatman, P. R., Kowollik, V., & Wang, X. (2009). Relating indices of knowledge structure coherence and accuracy to skill-based performance: Is there utility in using a combination of indices? Journal of Applied Psychology, 94, 1076-1085.
Day, E. A., Boatman, P. R., Kowollik, V., Espejo, J., McEntire, L. E., & Sherwin, R. E. (2007). Collaborative training with a more experienced partner: A strategy for remediating low pre-training self-efficacy in the acquisition of a complex skill. Human Factors, 49, 1132-1148.
Brown, R. P., & Day, E. A. (2006). The difference isn’t black and white: Stereotype threat and the race gap on Raven’s Advanced Progressive Matrices. Journal of Applied Psychology, 91, 979-985.
Day, E. A., Blair, C., Daniels, S. Kligyte, V., & Mumford, M. D. (2006). Linking instructional objectives to the design of instructional environments: The integrative training design matrix. Human Resource Management Review, 16, 376-395.
Edwards, B. D., Day, E. A., Arthur, W. Jr., & Bell, S. T. (2006). Relationships between team ability composition, team mental models, and team performance. Journal of Applied Psychology, 91, 727-736.
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.
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., & Gettman, D. (2001). Knowledge structures and the acquisition of a complex skill. Journal of Applied Psychology, 86, 1022-1033.
Dr. Devenport retired June 1, 2013.
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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.
Psychology and Pediatrics (OUHSC)
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The primary focus of my research is in genetic influences on brain activity and the application of heritable brain responses as reliable endophenotypes for complex brain-based disorders, particularly developmental and psychotic disorders. I am currently working to conduct family genetic research using dense phenotyping strategies (including EEG) to resolve the etiological heterogeneity of Autism Spectrum Disorders with a specific focus on sensory processing and sensory hypersensitivity. I am also involved in developing EEG biomarkers as outcome measures for drug treatment trials in Fragile X Syndrome.
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 733A
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.
Gronlund, S. D., Carlson, C. A., Neuschatz, J. S., Goodsell, C. A., Wetmore, S. A., Wooten, A., & Graham, M. (2012). Showups versus lineups: An evaluation using ROC analysis. Journal of Applied Research in Memory and Cognition, 1, 221-228.
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.
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., & MacCallum, R. C. (in press). Parameter influence in structural equation modeling. Structural Equation Modeling.
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.
Developmental Psychology and Cognitive Psychology
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In the Brain and Cognitive Development Lab, we investigate how developing minds and brains acquire conceptual knowledge. The focus of our research is in the development of young children's understanding of people and the social world. We combine cognitive and neuroscientific(EEG/ERP) methods with children and adults to study theory of mind, trait reasoning, and other aspects of social cognition.
Vanderbilt, K. E., Heyman, G. D., & Liu, D. (in press). In the absence of conflicting testimony young children trust inaccurate informants. Developmental Science.
Liu, D., Vanderbilt, K. E., & Heyman, G. D. (2013). Selective trust: Children’s use of intention and outcome of past testimony. Developmental Psychology, 49, 439-445.
Bowman, L. C., Liu, D., Meltzoff, A. N., & Wellman, H. M. (2012). Neural correlates of belief- and desire-reasoning in 7- and 8-year-old children: An event-related potential study. Developmental Science, 15, 618-632.
Vanderbilt, K. E., Liu, D., & Heyman, G. D. (2011). The development of distrust. Child Development, 82, 1372-1380.
Liu, D., Meltzoff, A. N., & Wellman, H. M. (2009). Neural correlates of belief- and desire-reasoning. Child Development, 80, 1163-1171.
Liu, D., Sabbagh, M. A., Gehring, W. J., & Wellman, H. M. (2009). Neural correlates of children’s theory of mind development Child Development, 80, 318-326.
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.
Houser, J. J., Mayeux, L., & Cross, C. C. (In Press.) Peer status and aggression as predictors of dating popularity in adolescence. Journal of Youth and Adolescence.
Imura, M., Brown, R., & Mayeux, L. (2014). Honor and the stigma of mental healthcare. Personality and Social Psychology Bulletin, 40 (9), 1119-1131.
Mayeux, L. (2014.) Understanding popularity and relational aggression in adolescence: The role of Social Dominance Orientation. Social Development, 23(3), 502-517.
Cillessen, A., Mayeux, L., Ha, T., de Bruyn, E., & LaFontana, K. (2014). Aggressive effects of prioritizing popularity in early adolescence. Aggressive Behavior, 40(3), 204-213.
Dyches, K. D., & Mayeux, L. (2012). Forms, functions, and outcomes associated with specific forms of social aggression : A daily diary study. Journal of Genetic Psychology.
Mayeux, L. (2011). Effects of popularity and gender on peers’ perceptions of prosocial, antisocial, and jealousy-eliciting behaviors. Merrill-Palmer Quarterly, 57(4), 349-374.
Gorman, A. H., Schwartz, D., Nakamato, J., & Mayeux, L. (2011). Unpopularity and disliking among peers: Partially distinct dimensions of adolescents’ social experiences. Journal of Applied Developmental Psychology, 32(4), 208-217.
Mayeux, L., Houser, J. J., & Dyches, K. D. (2011). Social acceptance and popularity: Two distinct forms of peer status. In A. H. N. Cillessen, D. Schwartz, & L. Mayeux (Eds.), Popularity in the Peer System, pp. 79-102. Guilford Press.
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, 17(4), 871-888.
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.
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.
Mendoza, Jorge L.
Professor and Department Chair
Industrial/ Organizational Psychology
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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.
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.
Zhang, Z & Song, H. (under review). Estimating Dynamic Factor Models through Time Delay Embedding in the SEM framework. Structural Equation Modeling.
Litwiller, B., Snyder, L.A., & Song, H. (under review). Differential effects of negative affectivity on self-report measures and objective measures. Journal of Occupational Health Psychology.
Luo, L.L.Y., Cai, H., Song, H. (2014) A Behavioral Genetic Study of Intrapersonal and Interpersonal Dimensions of Narcissism. PLoS ONE 9(4): e93403. doi:10.1371/journal.pone.0093403.
Luo, L.L.Y., Sedikides, C., Cai, H., & Song, H. (2014). Distinguishing Communal Narcissism from Agentic Narcissism: A Behavior Genetics Analysis. Journal of Research in Personality, 49, 52-58.
Song, H. & Zhang, Z. (2014). Analyzing Multiple Multivariate Time Series Using Multilevel Dynamic Factor Models. Multivariate Behavioral Research, 49, 67-77.
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.
Conger, R. D., Stockdale, G. D., Song, H., Robins, R. W., & Widaman, K. F.(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. (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 815B
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.
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.
Haas, J. D., Rahn, M., Venkatramanan, S., Marquis, G. S., Wenger, M. J. , Murray-Kolb, L. E., Wesley, A. S., Reinhart, G. A. (2014), Ecacy of double fortied salt in improving indicators of irondeciency in female Indian tea pluckers. Journal of Nutrition.
Mestry, N., Menneer, T., Wenger, M. J., Benikos, N. P., & McCarthy, R. (2014). The role of congurality in the Thatcher illusion: An ERP study. Psychonomic Bulletin & Review . DOI 10.3758/s13423-014-0705-3.
Meadmore, K., Liversedge, S., Wenger, M. J., & Donnelly, N. (2014). Exploring the relationship between response time, sensitivity and bias in categorical and coordinate visuospatial processes: Evidence for hemispheric specialisation. Journal of Cognitive Psychology.
Altieri, N., & Wenger, M. J. (2013). Neural dynamics of audiovisual speech integration under variable listening conditions: An individual participant analysis. Frontiers in Psychology, 4 (615), 1-15.
Altieri, N., Stevenson, R., Wallace, M., & Wenger, M. J., (2013), \Learning to associate auditory and visual stimuli: behavioral and neural mechanisms." Brain Topography.
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 708
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.