BETH ADELSON  Ph.D. Harvard University Office: Armitage 311; Phone (856) 225-6485; email: adelson@camden.rutgers.edu Area of Expertise:Cognitive Psychology, Psychology of Women Research Interests:Theories of complex problem-solving; Analogical learning; Scientific discovery; Principled negotiation/conflict resolution; Negotiation and educational technology; Gender equity in education; Development of professional identities; Interaction of public and private identity Representative Publications:    Adelson, B. (2003). Issues in scientific creativity: Insight, perseverance and personal technique. Journal of the Franklin Institute, 340, 163-189.    Adelson, B. (1999). Developing strategic alliances: A framework for collaborative negotiation in design. Research in Engineering Design, 11, 133-144.    Adelson, B. (1999). Tradeoffs in capitalizing on pre-existing interests. The GEMS Project: Girls in engineering, mathematics and science. In NSF workshop on improving and assessing the impact of programs to encourage high school girls to pursue science, engineering, and mathematics.  Santa Clara University.    Hewett, T., & Adelson, B. (1998). Can psychological principles be used to guide the design of artifacts? Behavioral Research Methods, Instruments and Computers, 30, 314-319.    Adelson, B. (1991). Educational tools for what you wanted to do anyway. Proceedings of the Thirteenth Annual Meeting of the Cognitive Science Society, 558-563. Work in Progress:   Fun and Aesthetics: A look at the relationship between the design of a device and the emotional reaction it elicits.

KATRINA BEZRUKOVA   Ph.D. Moscow State University Office: Armitage 307; Phone (856) 225-6120; email: bezrukov@camden.rutgers.edu Area of Expertise:Industrial/Organizational Psychology Research Interests:Workplace diversity, conflict, and performance Representative Publications:    Jehn, K., Bezrukova, K., & Thatcher, S.M.B. (in press). Conflict, diversity, and working in teams. In C.K.W. De Dreu and M. Gelfand (Eds.), The Psychology of Conflict and Conflict Management in Organizations. Hillsdale, N.J.: Lawrence Erlbaum.    Jehn, K., & Bezrukova, K. (2004). A field study of group diversity, group context, and performance. Journal of Organizational Behavior, 25, 703-729.    Ramarajan, L., Bezrukova, K., Jehn, K., Euwema, M., &  Kop., N. (2004). The relationship between peacekeepers and NGOs: The role of training and conflict management styles in international peacekeeping. International Journal of Conflict Management, 15, 167-191.    Kochan, T., Bezrukova, K., Ely, R., Jackson, S., Joshi, A., Jehn, K., Leonard, J., Levine, D., & Thomas, D. (2003). The effects of diversity on business performance: Report of a feasibility Study of the diversity research network. Human Resource Management Journal, 42, 3-21.    Bezrukova, K., Ramarajan, L., Jehn, K., & Euwema, M. (2003). The role of conflict management styles and content-specific training across organizational boundaries. Academy of Management Best Paper Proceedings. Work in Progress:    Do workgroup faultlines help or hurt? The effects of distance and shared identity on Individual Outcomes.    Examining ethnic faultlines in groups: A multimethod study of demographic alignment, leadership profiles, coalition formation, intersubgroup conflict and group outcomes.    Who runs faster and lasts longer? A study of group faultlines, group values, and employee mobility.    Consistency Matters! The effects of group and organizational culture on the Faultline-Outcomes link.    Faultlines, faults and feelings: The effects of subgroup formation and appraisals on emotions in groups.

MARY J. BRAVO  Ph.D. Northwestern University Office: Armitage 347; Phone (856) 225-6431; email: mbravo@camden.rutgers.edu Area of Expertise:Physiological Psychology Research Interests:Visual processes involved in perceptual organization

Representative Publications:    Bravo, M.J., & Farid, H. (2004). Search for a category target in clutter. Perception, 33, 643-652.    Bravo, M.J., & Farid, H. (2003). Object segmentation by top-down processes. Visual Cognition, 10, 471-491.    Bravo, M.J., & Farid, H. (2000). Effects of 3D structure on motion segmentation. Vision Research, 40, 695-704.    Bravo, M.J. (1998). A global process in motion segregation. Vision Research, 38, 853-864. Work in Progress:    An examination of how human observers are able to find a target object in a cluttered scene. Central to this ability are two of the most extensively studied processes in vision: visual search and object recognition.  Previously, these processes have been studied separately. but when these processes are combined, new unexplored issues emerge, such as how we search for an abstractly specified target, and how we recognize an object camouflaged against a cluttered background. The ultimate goal of this research is to understand how humans perform everyday visual tasks, such as searching for the mustard in the refrigerator, as well as critical visual tasks, such as searching for a weapon in a suitcase.

SEAN DUFFY  Ph.D. University of Chicago Office: Armitage 343; Phone (856) 225-6204; email: seduffy@camden.rutgers.edu Area of Expertise:Cognitive development, Cultural Psychology, Memory Research Interests: development of quantitative reasoning and representation in children, category use in reconstructive memory, and cultural variations in psychological processes

Representative Publications:    Huttenlocher, J., Vasilyeva, M., Newcombe, N., & Duffy, S. (in press). Developing symbolic capacity one step at a time. Cognition.          Duffy, S., Huttenlocher, J., & Crawford, L.E. (2006). Children use categories to maximize accuracy in estimation. Developmental Science, 9, 598-604.    Duffy, S., Huttenlocher, J., Levine, S., & Duffy, R. (2005). How infants encode spatial extent. Infancy, 8, 81-90.    Duffy, S., Huttenlocher, J., & Levine, S. (2005). It's all relative: How young children encode extent. Journal of Cognition and Development, 6, 51-63.      Kitayama, S., Duffy, S., Kawamura, T., & Larsen, J. T. (2003). Perceiving an object and its context in two cultures: a cultural look at New Look. Psychological Science, 14, 201-206.    Work in Progress:    Quantitative and spatial reasoning in infancy and early childhood; cultural and ethnic differences in self-perception and cognition; sequential effects in spatial categorization and memory.

 

LUIS GARCIA  Ph.D. Kansas State University Office: Armitage 344; Phone (856) 225-6619; email: lgarcia@camden.rutgers.edu Area of Expertise:Social Psychology, Human Sexuality Research Interests:Social cognitions about sexuality

Representative Publications:    Garcia, L., & Hoskins, R. (2001).  Actual-ideal self discrepancy and sexual esteem and depression.  Journal of Psychology and Human Sexuality, 13, 49-61.    Garcia, L. (1999). The certainty of the sexual self-concept. Canadian Journal of Human Sexuality, 8, 263-270.    Garcia, L., Cieselka, C., & Fuchs, D.  (1999). Social comparison processes in sexual self-perception. Journal of Psychology and Human Sexuality, 11, 35-42.    Garcia, L., & Carrigan, D. (1998). Individual and gender differences in sexual self-perceptions. Journal of Psychology and Human Sexuality, 10, 59-70 Work in Progress:    Perceptions of sexual experience and preferences for dating and marriage.    What is sex?  People’s definitions of sexual behavior.    Assimilation to American culture among Hispanics and sexually risky behaviors.

DANIEL HART   Ed.D. Harvard University Office: Childhood Studies Ctr 204; Phone (856) 225-6741; email: hart@camden.rutgers.edu Area of Expertise:Developmental, Personality Psychology Research Interests: Moral Development and development of personality and social relations  Representative Publications:    Hart, D., Donnelly, T. M., Youniss, J., & Atkins, R. (in press). High school predictors of adult civic engagement: The roles of volunteering, civic knowledge, extracurricular activities, and attitudes. American Educational Research Journal.    Hart, D., Atkins, R., Burock, D., London, B., & Bonilla-Santiago, G. (2005). The relation of personality type to salivary cortisol, classroom behavior, and academic achievement. European Journal of Personality, 19, 391-407.    Hart, D. (2005). The development of moral identity. In G. Carlo & C. P. Edwards (Eds.), Nebraska Symposium on Motivation: Vol. 51. Moral motivation through the lifespan (pp. 165-196). Lincoln: University of Nebraska Press.    Hart, D., Atkins, R., & Youniss, J. (2005). Knowledge, youth bulges, and rebellion. Psychological Science, 16, 661-662.    Hart, D., Atkins, R., Markey, P., & Youniss, J. (2004). Youth bulges in communities: The effects of age structure on adolescent civic knowledge and civic participation. Psychological Science, 15, 591-597. Work in Progress:    Research focusing on the intersection of personality with adaptation and development in an attempt to understand what are the components of personality, how they are acquired over the course of development, and the ways in which personality influences successful adjustment to different social contexts.    "The Development of Civic Competence in Adolescence," a joint 2-year project between research teams at the Catholic University of American (Washington, D.C.) and at Rutgers.

CHARLOTTE MARKEY   Ph.D. University of California-Riverside Office: Armitage 348; Phone (856) 225-6332; email: chmarkey@camden.rutgers.edu Area of Expertise:Health Psychology Research Interests:Eating related behaviors, eating disorders, and the relation between personality and health Representative Publications:    Markey, C.N. (2004). Culture and the development of eating disorders: A tripartite model. Eating Disorders: The Journal of Treatment and Prevention, 12, 139-156.    Markey, C.N., Markey, P.M., & Birch, L.L. (2004). Understanding women's body satisfaction: The role of husbands. Sex Roles: A Journal of Research, 51, 209-216.    Markey, C.N., Markey, P.M., & Tinsley, B.J. (2003). Personality, puberty, and preadolescent girls' risky behaviors: Examining the predictive value of the five-factor model of personality. Journal of Research in Personality, 37, 405-419.    Markey, C.N., Markey, P.M., & Birch, L.L. (2001). Interpersonal predictors of dieting practices among married couples. Journal of Family Psychology, 15, 464-475.     Davison, K.K., Markey, C.N., & Birch, L.L. (2000). Etiology of body dissatisfaction and weight concerns among 5-year-old girls. Appetite, 35, 143-151. Work in Progress:    Relations between body image and dieting behaviors: A examination of gender differences.    Romantic ideals, romantic obtainment and relationship experiences: How romantic partners complement each other.    Psychological factors influencing attitudes about plastic surgery: An examination of body image and self-esteem as predictors of the desire to undergo cosmetic surgery.

NAOMI MARMORSTEIN  Ph.D. University of Minnesota Office: Armitage 308; Phone (856) 225-6434; email: marmorst@camden.rutgers.edu Area of Expertise:Clinical Psychology Research Interests: Disorders in children and adolescents Representative Publications: Malone, S.M., Taylor, J., Marmorstein, N.R., McGue, M., & Izcono, W.G. (2004). Genetic and environmental influences on antisocial personality disorder and alcohol dependence from adolescence to adulthood. Development and Psychopathology, 16, 943-966. Marmorstein, N.R., Malone, S.M., & Iacono, W.G. (2004). Psychiatric disorders among offspring of depressed mothers: Associations with paternal psychopathology. American Journal of Psychiatry, 161, 1588-1594. Marmorstein, N.R., & Iacono, W.G. (2004). Major depression and conduct disorder in youth: Associations with parental psychopathology and parent-child conflict. Journal of Child Psychology and Psychiatry, 45, 377. Marmorstein, N.R., & Iacono, W.G. (2003). Major depression and conduct disorder in a twin sample: Gender, functioning and risk for future psychopathology. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 225-233. Marmorstein, N.R., & Iacono, W.G. (2001). An investigation of female adolescent twins with both major depression and conduct disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 299-306. Work in Progress: Investigations of major depression and conduct disorder among children and adolescents, with particular interest in the co-occurrence of these two disorders and in family factors that are associated with these problems. Research on the correlates and consequences of these disorders (with a special focus on substance use disorders) and gender differences in these disorders.

IRA ROSEMAN  Ph.D. Yale University Office: Armitage 306; Phone (856) 225-6341; email: roseman@camden.rutgers.edu Area of Expertise:Social Psychology, Human Emotions Research Interests:  Cognitive determinants of emotion; human motivation; belief systems  Representative Publications:    Roseman, I. J., & Evdokas, A. (2004). Appraisals cause experienced emotions: Experimental evidence. Cognition and Emotion, 18, 1-28.    Roseman, I. J., & Kaiser, S. (2001). Applications of appraisal theory to understanding and treating emotional pathology. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal Processes in Emotion: Theory, Methods, Research (pp. 249-267). Oxford, England: Oxford University Press.    Roseman, I. J. (2001). A model of appraisal in the emotion system: Integrating theory, research, and applications. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal Processes in Emotion: Theory, Methods, Research (pp. 68-91). Oxford, England: Oxford University Press.    Roseman, I. J., Dhawan, N., Rettek, S. I., Naidu, R. K., & Thapa, K. (1995). Cultural differences and cross-cultural similarities in appraisals and emotional responses. Journal of Cross-Cultural Psychology, 26, 23-48. Roseman, I. J., Wiest, C., & Swartz, T. S. (1994). Phenomenology, behaviors, and goals differentiate discrete emotions. Journal of Personality and Social Psychology, 67, 206-221. Work in Progress:    Testing and refining a theory of the cognitive and motivational determinants of discrete emotions, such as joy, hope, love, sadness, fear, anger, shame, and guilt.    Specifying how these discrete emotions differ from each other in phenomenology, physiology, expression, behaviors, and goals.    Showing how the set of human emotions forms a system of alternative ways of coping with crises and opportunities.    Extending this model of the emotion system to help account for cultural, developmental, and individual differences in emotion and emotion regulation.    Applying the model to help understand and influence maladaptive emotional responses (e.g., dysfunctional anxiety, depression, and hostility) and important emotion-related behaviors (e.g., aggression and social exclusion, intergroup conflict, and prosocial behavior).

KAREN THIERRY  Ph.D. University of Texas Office: Armitage 309; Phone (856) 225-6141; email: kthierry@camden.rutgers.edu Area of Expertise:Educational Psychology, Cognitive Development Research Interests:Development of children's memories and ability to distinguish between real and imagined events Representative Publications:    Thierry, K.L., Goh, C., Pipe, M.E., & Murray, J. (2005). Source recall enhances children's discrimination of seen and heard events. Journal of Experimental Psychology: Applied, 11, 33-44.    Thierry, K.L., & Spence, M.J. (2004). A real-life event enhances the accuracy of preschoolers' recall. Applied Cognitive Psychology, 18, 297-309.    Thierry, K.L., Lamb, M.E., & Orbach, Y. (2003). Awareness of the origin of knowledge predicts child witnesses' recall of alleged sexual and physical abuse. Applied Cognitive Psychology, 17, 953-967.    Thierry, K.L., & Spence, M.J. (2002). Source-monitoring training facilitates preschoolers' eyewitness memory performance. Developmental Psychology, 38, 428-437.    Thierry, K.L., Spence, M.J., & Memon, A. (2001). Before misinformation is encountered: Source monitoring decreases child witness suggestibility. Journal of Cognition and Development, 2, 1-26. Work in Progress:    An examination of training techniques to innoculate child witnesses (3- to 6-year-olds) against confusing different "sources" of information--e.g., mistaking something that they merely heard or imagined as events that really happened to them.      A second line of research involves examining the development of children's ability to monitor the sources, or origins, of their memories and knowledge.  This work involves an examination of whether children are able to make some source discriminations (e.g., events that really happened versus those that were merely imagined) before they are able to make other source discriminations (e.g., knowing exactly who said something or  exactly where something happened).

WILLIAM TUCKER  Ph.D. Princeton University Office: Armitage 345; Phone (856) 225-6545; email: btucker@camden.rutgers.edu Area of Expertise:Psychometrics and History of Psychology Research Interests:Use and misuse of science to support policy, especially concerning race  Representative Publications:    Tucker, W.H. (2003). “Inharmoniously Adapted to Each Other”: Science and Racial Crosses.  In A.S. Winston (ed.), Defining Difference: Race and Racism in the History of Psychology. Washington, D.C.: American Psychological Association.    Tucker, W.H. (2003) A closer look at the Pioneer Fund. Albany Law Review, 66, 1145-1160.    Tucker, W.H. (2003). Academic racism in the twentieth century. Journal of Blacks in Higher Education, 39, 90-95.    Tucker, W.H. (2002). The Funding of Scientific Racism: Wickliffe Draper and the Pioneer Fund.  Urbana: University of Illinois Press. Work in Progress:    A book length examination of the relationship between science and ideology in the work of Raymond Cattell.  One of the most prominent psychologists of the 20th century, in 1997 Cattell was named recipient of the profession's Gold Medal Award for Life Achievement in Psychological Science, only to have its presentation postponed at the last moment due to a religious system he had promoted throughout his career.  Derived from science, this system posited evolutionary progress as the ultimate goal of human existence and argued that scientifically measurable criteria should be used to distinguish "successful" from "failing" racial groups so that the latter might be "phased out" by humane methods such as restriction of births.

J. WILLIAM WHITLOW  Ph.D. Yale University Office: Armitage 346; Phone (856) 225-6334; email: bwhitlow@camden.rutgers.edu Area of Expertise: Experimental Psychology, Learning Research Interests:Models of learning and memory  Representative Publications:    Whitlow, J.W. Jr. (2005). Configural learning in a social reasoning paradigm. International conference on Comparative Cognition, Melbourne Beach, FL.    Whitlow, J.W. Jr. (2004). Tests of blocking in a social reasoning paradigm. Annual Meeting of the Psychonomic Society, Minneapolis, MN.    Whitlow, J.W. Jr. (2004). Associative analysis of social reasoning. International Conference on Comparative Cognition, Melbourne Beach, FL.    Whitlow, J.W. Jr. (2002). Causal reasoning and conditioning. International Conference on Comparative Cognition, Melbourne Beach, FL.    Whitlow, J.W. Jr., Brogan, K., & Lucas, G. (2002). Effects of cumulative frequency instructions on blocking in causal judgments. Eastern Psychological Association, Boston, MA. Work in Progress:    Metacognition and Study Skills in students: This works seeks to determine what sorts of strategies and study beliefs students have, which of these are effective and which could be improved, and whether students can be taught strategies for studying that are more useful, more effective or more efficient.    Environmental Psychology:  This work seeks to understand how to help individuals and communities deal with the burdens of environmental pollution and take advantage of the benefits of healthy environments. The academic interests are grounded in the reality of trying to help residents of Waterfront South improve their living conditions.    Causal Reasoning: This work seeks to elucidate the interplay between consciously rational decision-making and judgment and the (perhaps) unconscious experiential foundations for choices and preferences. Theoretically, the work attempts to bridge the association theories of conditioning with the rule-based inference models of social cognition.

MICHAEL WOGAN (emeritus)  Ph.D. University of North Carolina Office: Armitage 342; Phone (856) 225-6089; email: mwogan@camden.rutgers.edu Area of Expertise:Clinical Psychology, Psychology and Law