The Psychology Department at The University of Oregon
Faculty Information
Including Research Projects, Interests, & Representative Publications
Jennifer Ablow (Clinical and Developmental)
Office:
201 Straub Hall
Phone: (541) 346-4554
E-mail: jcablow@uoregon.edu
Web Page: http://www.uoregon.edu/~dslab
Dr. Ablow's research interests are in the area of social development and developmental psychopathology, with an emphasis on understanding how psychobiological and family factors combine to influence individual adaptation. Specifically, her work focuses on understanding how the psychological and physiological properties of emotional arousal and styles of emotional regulation in one sub-system of the family shape similar processes in other familial sub-systems. From a developmental psychopathology and family research perspective, she has examined how emotional arousal and the regulation of arousal in the marital relationship can "spill-over" to and shape children's psychological and emotional development. An important aspect of this work has been the development of ways to assess how young children perceive and make sense of their family environment. More recently, her work incorporates biologically-based perspectives to further examine inter-personal emotional regulation and child development. In current research, she is exploring the relation between parental internal working models of attachment, physiological arousal, and behavioral sensitivity in response to infant emotional communication (e.g., attachment cues).
Ablow, J.C. (in press). When parents conflict or disengage: Understanding the links between marital distress and children's adaptation to kindergarten. Monographs in Parenting.
Ablow, J.C., Measelle, J.R., Kraemer, H.C., Harrington, R., Luby, J., Smider, N., Dierker, L., Clark, V., Dubika, B., Heffelfinger, A., Essex,M.J., Kupfer, D.J. ( 1999). The MacArthur three-city outcome study: Evaluating multi-informant measures of young children's symptomatology. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1580-1590
Measelle, J.R., Ablow, J.C., Cowan, P.A., Cowan, C.P. (1998). Assessing young children's views of their academic, social, and emotional lives: An evaluation of the Self-Perception Scales of the Berkeley Puppet Interview. Child Development, 69, 1556-1576.
Top
Office: 357 Straub Hall
Phone: (541) 346-1996
E-mail: harrow@uoregon.edu
Web Page: http://www.uoregon.edu/~harrow
Dr. Arrow studies the formation and development of small groups, with particular attention to how context, composition, and initial interactions shape the evolving structure of groups. A new research and teaching interest is the psychology of war, in particular the evolution of social capacities upon which the intra- and inter-group dynamics that facilitate war depend.
Smirnov, O., Arrow, H., Kennett, D., & Orbell, J. (In Press). Ancestral war and the evolutionary origins of 'heroism.' Journal of Politics.
Arrow, H. (2005). Chaos, complexity, and catastrophe: The nonlinear dynamics perspective. In S. A. Wheelan (Ed.), The handbook of group research and practice (pp. 201-219). Thousand Oaks, CA: Sage.
Arrow, H., Poole, M.S., Henry, K.B., Wheelan, S.A., & Moreland, R.L. (2004). Time, change, and development: The temporal perspective on groups. Small Groups Research, 35(1), 73-105.
Crosson, S.B., Orbell, J., & Arrow, H. (2004). "Social poker": A laboratory test of predictions from club theory. Rationality and Society, 16(2), 225-248.
Arrow, H., & McGrath, J.E., & Berdahl, J.L. (2000). Small groups as complex systems: Formation, coordination, development, and adaptation. Thousand Oaks, CA: Sage.
Top
Office: 347 Straub Hall
Phone: (541) 346-4983
E-mail: awh@uoregon.edu
Web Page: www.uoregon.edu/~vogel/Site/EdAwh.html
Research in Dr. Awh's laboratory focuses on the cognitive neuroscience of selective attention and working memory. One line of research has addressed the interface between these two abilities by demonstrating there is strong functional overlap in the processes that direct visual attention towards specific locations and the processes that allow the online maintenance of information in spatial working memory. Another line of research focuses on how attention may help to resolve visual interference, and how this process is sensitive to the probability of interference at different target locations. We are using behavioral paradigms, functional MRI, and event-related potentials to characterize the functional and neural substrates of this process. In addition, we have preliminary data that indicate a severe deficit in the resolution of visual interference amongst a subset of subjects with Attention Deficit Hyperactivity Disorder (ADHD), a topic that will be the focus of a five year NIMH project. Finally, another central project in our lab examines the basic issue of capacity limits in attention and memory. These studies examine issues such as the basic determinants of capacity in working memory, and the relationship between attentional and mnemonic capacity limits.
Awh, E., Barton, B., Vogel, E.K. (in press). Visual working memory represents a fixed number of items, regardless of complexity. Psychological Science.
Awh, E., Armstrong, K.M. & Moore, T. (2006). Visual and oculomotor selection: links, causes and implications for spatial attention. Trends in Cognitive Sciences, 10(3), 124-130.
Awh, E., Sgarlata, A.M., Kliestik, J. (2005). Resolving visual interference during covert spatial orienting: Online Attentional Control Through Static Records of Prior Visual Experience. Journal of Experimental Psychology: General.
Serences, J., Yantis, S., Culberson, A. & Awh, E. (2004). Preparatory activity in visual cortex indexes distractor suppression during covert spatial orienting. Journal of Neurophysiology.
Awh E., Serences, J., Laurey, P., Dhaliwal, H., van der Jagt, T., & Dassonville, P. (2004). Unimpaired Face Discrimination During the Attentional Blink: Evidence for Multiple Processing Channels. Cognitive Psychology, 48, 95-126.
Awh, E., & Jonides, J. (2001). Overlapping mechanisms of attention and working memory. Trends in Cognitive Sciences, 5(3), 119-126.
Top
Office: 385 Straub Hall
Phone: (541) 346-4964
E-mail: baldwin@uoregon.edu
Dr. Baldwin's research concerns language and cognitive development in infancy and early childhood. Her primary interests concern the mechanisms by which infants and young children acquire knowledge to guide future learning and action. Much of Dr. Baldwin's current research focuses on how infants acquire skills for making sense of human action. Action is dynamic, complex, and evanescent. In question is how infants break into organized processing of the complex motion stream, and how they gain skills for redescribing motion in terms of intentions and goals. In other research concerning language acquisition, Dr. Baldwin examines skills and propensities that enable language learning to proceed quickly and smoothly at an early age.
Baldwin, D. A., & Meyer, M. (in press). How inherently social is language? E. Hoff & M. Shatz (Eds.), Handbook of Language Development, Cambridge, UK: Blackwell Publishers.
Baldwin, D. A. (2005). Discerning intentions: Characterizing the cognitive system at play. In B. Homer & C. Tamis-LeMonda (Eds.), The development of social cognition and communication, (pp. 117-144). Mahwah, NJ: Lawrence Erlbaum.
Top
Paul Dassonville (Cognitive, Neuroscience)
Office: 321 Straub Hall
Phone: (541) 346-4956
E-mail: prd@uoregon.edu
Dr. Dassonville is interested in the brain's ability to form mental representations of the world using sensory cues. In particular, his research uses behavioral techniques and functional magnetic resonance imaging (fMRI) to examine the spatiotemporal patterns of neural activity that underlie perceptual awareness, while using various perceptual phenomena (e.g., visual masking, figure-ground segregation, binocular rivalry) to directly manipulate the contents of awareness.
In addition, his laboratory examines the many possible frames of reference used by the brain to map the location of an object in three-dimensional space. By assessing the performance of human subjects responding to sensory stimuli presented under various conditions, these experiments provide insights into the sensorimotor processes that allow the eye or hand to be moved accurately to the location of an object.
Dassonville, P., Bala, J.K. (2004) Action, perception and the Roelofs effect: A mere illusion of dissociation. PLOS Biology, 2(11):e364 (web) or 1936-1945 (print).
Dassonville, P., Bridgeman, B., Bala, J.K., Thiem, P., Sampanes, A. (2004) The induced Roelofs effect: Two visual systems or the shift of a single reference frame? Vision Research, 44:603-611.
Dassonville, P., Zhu, X.-H., Ugurbil, K., Kim, S.-G., & Ashe, J. (1997). Functional activation of motor cortex reflects the direction and extent of handedness. Proceedings of the National Academy of Sciences, 94:14015-14018.
Dassonville, P. (1995). Haptic localization and the internal representation of the hand in space. Experimental Brain Research, 106, 434-448.
Dassonville, P., Schlag, J., & Schlag-Rey, M. (1995).The use of egocentric and exocentric location cues in saccadic programming. Vision Research, 35:2191-2199.
Click here for a complete listing.
Top
Office: 377 Straub Hall
Phone: (541)346-5561
E-mail: tomd@uoregon.edu
Dr. Dishion conducts research in developmental psychopathology and intervention science. He is the founder and Director of Research of the Child and Family Center at the University of Oregon. The website for the Child and Family Center can be located at http://cfc.uoregon.edu. Dr. Dishion is interested in understanding how children's relationships with parents and peers influence the development of problem behavior in children and adolescents. He is also interested in applying knowledge of such developmental processes to the design of preventive and clinical interventions that reduce conflict and distress in families and improve child and adolescent social and emotional adjustment. He and colleagues are working on developing and testing an ecological approach to child and family mental health interventions in service delivery systems such as public schools.
Dr. Dishion is currently an investigator on four ongoing prevention trials involving young children and adolescents. He is also the director of the NIMH training grant in Development and Psychopathology. His recent publications include:
Piehler, T. F., & Dishion, T. J. (in press). Interpersonal dynamics within adolescent friendship: Dyadic mutuality and deviant talk and patterns of antisocial behavior. Child Development.
Connell, A. M., Dishion, T. J., Yasui, M., & Kavanagh, K. (in press). An ecological approach to family intervention to reduce adolescent problem behavior: Intervention engagement and longitudinal change. Journal of Consulting and Clinical Psychology.
Dishion, T. & Stormshak, E. (2007) Intervening in children's lives: An ecological approach to family-centered intervention. Washington DC: APA publishing
Dishion, T.J., Nelson, S.E., Witner, C.E., & Bullock, B.M. (2004). Adolescent friendship as a dynamic system: Entropy and deviance in the etiology and course of male antisocial behavior. Journal of Abnormal Child Psychology, 1(2), 651-663.
Top
Philip A. Fisher (prevention research, stress neurobiology, foster care, school readiness)
Office:
Phone: (541) 346-2456
E-mail:
Dr. Fisher obtained his Ph.D. from the University of Oregon. In addition to his faculty position in psychology he is a Senior Scientist at the Oregon Social Learning Center (OSLC) and the Center for Research to Practice, both in Eugene, Oregon. He is particularly interested in prevention research in the early years of life, on the effects of stress on the developing brain, and neural plasticity with respect to psychosocial interventions. His work on early stress focuses on the hypothalamic-pituitary-adrenal (HPA) axis and the prefrontal cortex. Dr. Fisher is Principal Investigator on the Early Intervention Foster Care (EIFC) project, a 10-year study funded by the NIMH to evaluate the effectiveness of the Multidimensional Treatment Foster Care Program for Preschoolers (MTFC-P). Dr. Fisher is also PI on other studies involving foster children and their families. These include (a) a randomized trial funded by NIDA to evaluate a therapeutic playgroup intervention to promote school readiness for foster children; and (b) a longitudinal study funded by the NICHD to follow children identified at birth as high risk for child welfare system involvement through early adolescence. Related to these studies, Dr. Fisher is a Co-Investigator on an NIMH-funded network grant examining the effects of early experiences on glucocorticoid activity in the brain.
Bruce, J., Fisher, P. A., Pears, K. C., & Levine, S. (in press). Morning cortisol levels in preschool-aged foster children: Differential effects of maltreatment type. Developmental Psychobiology.
Fisher, P. A., & Stoolmiller, M. (2008). Intervention effects on foster parent stress: Associations with child cortisol levels. Development and Psychopathology, 20, 1003-1021.
Fisher, P. A., & Kim, H. K. (2007). Intervention effects on foster preschoolers' attachment-related behaviors from a randomized trial.Prevention Science, 8,161-170
Fisher, P. A., Stoolmiller, M., Gunnar, M. R., & Burraston, B. (2007). Effects of a therapeutic intervention for foster preschoolers on diurnal cortisol activity. Psychoneuroendocrinology
Fisher, P. A., Gunnar, M., Dozier, M., Bruce, J., & Pears, K. C. (2006). Effects of a therapeutic intervention for foster children on behavior problems, caregiver attachment, and stress regulatory neural systems. Annals of the New York Academy of Sciences, 1094, 215-225.
Gunnar, M. R., Fisher, P. A., & The Early Experience, Stress, and Prevention Science Network. (2006). Bringing basic research on early experience and stress neurobiology to bear on preventive intervention research on neglected and maltreated children. Development and Psychopathology, 18, 651-677.
Fisher, P. A., Burraston, B., & Pears, K. (2005). The Early Intervention Foster Care Program: Permanent placement outcomes from a randomized trial.Child Maltreatment, 10, 61-71.
Pears, K., & Fisher, P. A. (2005). Developmental, cognitive, and neuropsychological functioning in preschool-aged foster children: Associations with prior maltreatment and placement history. Journal of Developmental and Behavioral Pediatrics, 26, 112-122.
Pears, K., & Fisher, P. A. (2005). Emotion understanding and theory of mind among maltreated children in foster care: Evidence of deficits. Development and Psychopathology, 17, 47-65.
Fisher, P. A., Gunnar, M. R., Chamberlain, P., & Reid, J. B. (2000). Preventive intervention for maltreated preschoolers: Impact on children's behavior, neuroendocrine activity, and foster parent functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 1356-1364.
Top
Scott H. Frey (Cognitive Neuroscience/Neuropsychology)
Office: 307 Straub Hall
Phone: (541) 346-4953
E-mail: shfrey@uoregon.edu
Web Page: Frey lab
Humans are capable of a remarkably diverse set of manual actions ranging from the fine machinations of the microsurgeon or violinist to the seemingly mundane acts of drinking a glass of wine or shaving one's face. Loss of these abilities due to brain or bodily injury can be devastating. The goal's of Dr. Frey's work are twofold: 1) understand the cognitive, sensory and motor mechanisms that make these uniquely human behaviors possible, and 2) use this knowledge to develop more effective, neurally-motivated, rehabilitation strategies. His strategy is to seek convergence in data gathered through a variety of different techniques including: functional and structural MRI, transcranial magnetic stimulation, and behavioral studies of healthy, brain- or bodily-injured populations. Dr. Frey is the Director of the Lewis Center for Neuroimaging and previously published as "Scott H. Johnson" and "Scott H. Johnson-Frey."
Johnson-Frey, S. H., Newman-Norlund, R., & Grafton, S. T. (2005). A distributed left hemisphere network active during planning of everyday tool use skills.Cereb Cortex, 15, 681-695.
Tunik, E., Frey, S.H., Grafton, S.T. (2005). Virtual lesions of the human anterior intraparietal area disrupt goal-dependent on-line adjustments of grasp. Nature Neuroscience, 8(4), 505-511.
Frey SH, Gerry VE (2006) Modulation of neural activity during observational learning of actions and their sequential orders. J Neurosci 26:13194-13201.
Top
Jennifer J. Freyd (Interpersonal Trauma, Dissociation, Memory of Trauma, Gender, Developmental Traumatology)
Office: 301 Straub Hall
Phone: (541) 346-4950
E-mail: jjf@dynamic.uoregon.edu
Web Page: http://dynamic.uoregon.edu
Dr. Freyd's current interests in psychology bridge traditional areas (including cognitive, developmental, social/personality, and clinical psychology), with a focus on the psychology of trauma. Dr. Freyd is conducting laboratory and survey research with adults and children to investigate predictions made by betrayal trauma" theory (Freyd, 1996). Betrayal trauma theory addresses the motivations for, and the cognitive mechanisms resulting in, dissociation, unawareness, and amnesia for interpersonal violations (especially childhood abuse). Analysis of evolutionary pressures and developmental needs suggests that victims of abuse may remain unaware of the abuse, not to reduce suffering, but rather to maintain an attachment with a figure vital to survival, development, and thriving. The theory generates novel testable predictions about the phenomena of memory disruption. Freyd also investigates the cognitive mechanisms for these disruptions in awareness and memory, focusing on the roles of attention and memory processes related to trauma and dissociation. A related interest is that of "shareability." Freyd's theory of shareability proposes that through the process of information sharing we recode dynamic and continuous perceptual knowledge to be more categorical and hence more easily communicable; talking about events thus impacts mental representation and memory.
Becker-Blease, K.A. & Freyd, J.J. (2006) Research participants telling the truth about their lives: the ethics of asking and not asking about abuse. American Psychologist, 6(3), 218-226.
Freyd, J.J., Putnam, F.W., Lyon, T.D., Becker-Blease, K. A., Cheit, R.E., Siegel, N.B., & Pezdek, K. (2005). The science of child sexual abuse Science, 308, 501.
DePrince, A.P. & Freyd, J.J. (2004). Forgetting trauma stimuli. Psychological Science, 15, 488-492.
Becker-Blease, K.A. & Freyd, J.J., & Pears, K.C. (2004). Preschoolers' memory for threatening information depends on trauma history and attentional context: Implications for the development of dissociation. Journal of Trauma & Dissociation, 5, 113-131.
Freyd, J.J. & DePrince, A.P. (Eds). (2001). Trauma and Cognitive Science: A Meeting of Minds, Science, and Human Experience. New York: Haworth Press.
Freyd, J.J. (1996). Betrayal Trauma: The Logic of Forgetting Childhood Abuse. Cambridge, MA: Harvard University Press.
Top
Office: 355 Straub Hall
Phone: (541) 346-4969
E-mail: gnhall@uoregon.edu
Web Page:http://www.uoregon.edu/~gnhall
Dr. Hall is interested in the sociocultural context of psychopathology. He has found that culturally-relevant moderators explain as much of the variance in men's sexual aggression as other theoretically-relevant constructs. Dr. Hall is currently investigating the effectiveness with Asian Americans of treatments that are empirically-supported for other groups. He is also interested in behavioral genomics approaches to genetic and cultural factors implicated in antisocial behavior. For more information, visit Dr. Hall's website http://www.uoregon.edu/~gnhall.
Hall, G. C. N., & Eap, S. (2007). Empirically-supported therapies for Asian Americans. F.T.L. Leong, A. Inman, A. Ebreo, L. Yang, L. Kinoshita, & M. Fu (Eds). Handbook of Asian American Psychology, 2nd ed. (pp. 449-467). Thousand Oaks, CA: Sage.
Hall, G. C. N. (2006). Diversity in clinical psychology. Clinical Psychology: Science and Practice, 13, 258-262.
Hall, G. C. N., DeGarmo, D. S., Eap, S., Teten, A. L., & Sue, S. (2006). Initiation, desistance, and persistence of men's sexual coercion. Journal of Consulting and Clinical Psychology, 74, 732-742.
Hall, G. C. N., Teten, A. L., DeGarmo, D. S., Sue, S., & Stephens, K. A. (2005). Ethnicity, culture, and sexual aggression: Risk and protective factors. Journal of Consulting and Clinical Psychology. 73, 830-840.
Hall, G.C.N., & Okazaki, S. (2002). Asian American Psychology: The science of lives in context. Washington, DC: American Psychological Association.
Top
Office: 331 Straub Hall
Phone:(541) 346-4919
E-mail: sdhodges@uoregon.edu
Web Page:http://www.uoregon.edu/~sdhodges
Dr. Hodges studies the way people construct judgments in social contexts. She is interested in the "building blocks" we use to form an understanding about the people and things around us, and how we organize this information. One of her lines of research investigates how people make comparisons between options with shared and unique characteristics. People treat these two kinds of characteristics differently, which changes the context in which judgments are made, and in turn affects evaluations. In other work, Dr. Hodge studies people's attempts to construct someone else's perspective, examining how factors such as motivation and personal experience affect accuracy in perspective-taking, and the role that accuracy plays in empathy. In her work, Dr. Hodges seeks to acknowledge both the efficiency and shortcomings of human cognitive strategies. For more information, visit Dr. Hodges' website.
Hodges, S.D., Bruininks, P., & Ivy, L. (2002). It's different when I do it: Feature-matching in self-other comparisons. Personality and Social Psychology Bulletin.
Klein, K.J.K., & Hodges, S.D. (2001). Gender differences, motivation and empathic accuracy: When it pays to understand. Personality and Social Psychology Bulletin. 27, 720-730.
Top
Clifford Kentros (Systems Neuroscience.)
Office: 229A Heustis
Phone: (541) 346-4904
E-mail: cliff@uoneuro.uoregon.edu
What are memories made of?
Neuropsychologists divide memory into two main types: explicit, or declarative memory, the conscious recollection of facts, events, and places; and the several kinds of implicit memory (e.g. classical conditioning, motor learning) which do not require conscious awareness for recall. Ever since the tragic case of H.M., it has been clear that the hippocampal formation is crucial to the acquisition of explicit memories. Following bilateral lesion of his hippocampal formation, H.M. never again formed new explicit memories that lasted more than a few minutes.
Our laboratory is interested in elucidating the cellular and molecular basis of hippocampus-based memory. We utilize two complementary sets of techniques to achieve this end: long-term extracellular recordings of neurons from the hippocampal formation of actively behaving rodents, and the generation of transgenic mice specifically designed for such recordings.
When one records hippocampal neurons from behaving mammals, they act as "place" cells... that is, they fire when the animal occupies a particular region of its environment, termed the cell's firing field. These firing fields form in minutes when the animal is put into a novel environment, and are specific to that environment. In subsequent reintroductions to a given environment, the firing fields are generally stable (i.e. the cells have the same firing fields). This place field stability is perhaps the most compelling reason to think that place cells are, in fact, neural correlates of spatial memories. Just like behavioral memory, place fields form based upon experience, and they are recalled in response to the appropriate stimuli. A major focus of the laboratory is therefore the investigation of the determinants of place field stability, on both the molecular and cognitive levels. For instance, earlier work found that molecular cascades implicated in in vitro
hippocampal plasticity (i.e LTP) are also involved in place field stability. On the more cognitive level, we have found that place field stability correlates with both performance in a spatial task and increased attention to (and indeed awareness of) the animal's spatial context. This is precisely how one would expect neural correlates of spatial memory to behave. Ultimately, the goal of the lab is to determine how these higher-order cognitive processes affect place field stability on a molecular level.
In parallel with these studies, we are also taking advantage of the anatomical specificity inherent to enhancer elements to dissect out the relative roles played by distinct elements of neural circuits. This is being accomplished by inducibly expressing dominant negative transgenes in specific neuronal populations and recording upstream and downstream of the molecular lesion, both before and after transgene induction. In this way we can learn the relative contribution of different elements of a neural circuit to the firing patterns of neurons within that circuit.
Kentros C., Agnihotri, NT, Streater, S., Hawkins R.D., , Kandel ER (2004) "Increased Attention to Spatial Context Increases Both Place Field Stability and Spatial Memory." Neuron (In Press for April 22 nd Issue)
Agnihotri NT, Hawkins RD, Kandel ER, Kentros C. (2004) "The long-term stability of new hippocampal place fields requires new protein synthesis." Proc Natl Acad Sci U S A . Mar 9; 101 (10):3656-61.
Kentros C, Hargreaves E, Hawkins RD, Kandel ER, Shapiro M, Muller RV. (1998) "Abolition of long-term stability of new hippocampal place cell maps by NMDA receptor blockade." Science Jun 26; 280 (5372):2121-6.
Top
Bertram F. Malle (Social/Personality)
Office: 305 Straub Hall
Phone: (541) 346-0475
E-mail: bfmalle@uoregon.edu
Web Page: http://www.uoregon.edu/~bfmalle
Dr. Malle's research examines how people make sense of human behavior, manage social interaction, and how their "folk theory of mind" influences these processes. He currently examines social context, function, and cognitive processes underlying people's inferences of mental states (sometimes labeled perspective taking or mindreading). A particular emphasis has been on the inference of intentions and intentionality, particularly in the context of moral and legal judgments.
A second major line of research examines how people explain human behavior. Using a theoretical framework that provides an alternative to traditional attribution theory, Dr. Malle explores both the cognitive and social characteristics of behavior explanation, including actor-observer asymmetries, individual-group asymmetries, and impression management. Other topics of interest include the relation between theory of mind and language, the structure and function of human values, and questions of consciousness and free will. For further information, visit Dr. Malle's website at http://www.uoregon.edu/~bfmalle/.
Malle, B. F. (2006). The actor-observer asymmetry in causal attribution: A (surprising) meta-analysis. Psychological Bulletin, 132, 895-919.
Malle, B. F., & Hodges, S. D. (Eds.). (2005). Other minds: How humans bridge the divide between self and other New York: Guilford Press
Malle, B.F. (2004). How the mind explains behavior: Folk explanations, meaning, and social interaction. Cambridge, MA: MIT Press.
Malle, B.F., Moses, L.J., & Baldwin, D.A. (Eds.). (2001). Intentions and intentionality: Foundations of social cognition. Cambridge, MA: MIT Press.
Top
Richard Marrocco (Cognitive, Neuroscience)
Office: 212A Heustis
Phone: (541) 346-4547
E-mail: marrocco@uoneuro.uoregon.edu
Web Page: http://www.neuro.uoregon.edu/ionmain/htdocs/faculty/marrocco.html
Dr. Marrocco is interested in the brain mechanisms underlying vision and visual attention. He has active research projects in the following areas: 1) the neurotransmitter systems that mediate attention and arousal; 2) the cellular effects of neurotransmitter enhancing and inhibiting drugs and their relationship to attention; 3) the genetic bases for attention deficits. These approaches are important for understanding both normal human and animal attention and attention deficit disorders. For further information, please visit Dr. Marrocco's faculty website or lab website. Dr. Marrocco is no longer accepting new students.
B.G. Oberlin, J.A. Alford, and R.T. Marrocco. (2005) Normal attention orienting but abnormal stimulus alerting and conflict in combined subtype of ADHD. Behav Brain Res, 165, 1-11.
Beane M., Marrocco R.T. (2004) Cholinergic and noradrenergic inputs to the posterior parietal cortex modulate the components of exogenous attention. In Posner M.I. (Ed) Attention. Guilford Press.
Beaudoin, J. and Marrocco, R.T. (2004) Attentional validity effect across the human menstrual cycle varies with basal temperature changes. Behav. Brain Res,158, 23-29.
Beane, M., and Marrocco, R.T. (2004) Norepinephrine and acetylcholine mediation of the components of reflexive attention: implications for attention deficit disorders. Progress in Neurobiology,74, 167-181.
Shirtcliff, E., & Marrocco, R.T. (2003). Salivary cotinine levels in human tobacco smokers predict the attentional validity effect size during smoking abstinence. Psychopharmacology, 166:11-18.
Cutrell, E.C., and Marrocco, R.T. (2002). Microstimulation of posterior parietal cortex elicits orienting and alerting components of covert attention. Exp. Brain Res., 144:103-113.
Top
Office: 311 Straub Hall
Phone: (541) 346-4917
E-mail: mauro@uoregon.edu
Dr. Mauro teaches and conducts research in applied decision-making and human emotion. Dr. Mauro's applied work is focused on topics in psychology and law and aviation. His psychology and law work includes studies of capital sentencing, the drug courier profile, and expert testimony. His work in aviation includes laboratory and field work on pilot decision-making, training, and cockpit procedures. His work in human emotions includes studies of the cognitive models of emotion, opponent-process theory, and the relations between cognition and emotion. Dr. Mauro's research utilizes experimental, survey, and observational methods and psychological and physiological measures. For more information, visit Dr. Mauro's website at http://darkwing.uoregon.edu/~mauro/ and his lab site at http://www.aviationresearch.org/.
Mauro, R. & Barshi, I. (2003). Training Smart: Using principles of cognitive science in aeronautical education and training. Proceedings of the American Institute of Aeronautics & Astronautics . Reno NV.
Ellsworth, P., & Mauro, R. (1997). Psychology Law. Gilbert, D., Fiske, S., & Lindzey, G. (Eds.) Handbook of Social Psychology, 4th Ed. McGraw-Hill: New York.
Mauro, R. (1992). Affective dynamics: Opponent processes and excitation transfer. In M. Clark (Ed.) Review of personality & social psychology. Newbury Park, CA: Sage.
Top
Office: 131 Straub hall
Phone: (541) 346-4921
E-mail: mayr@uoregon.edu
Web Page: http://www.uoregon.edu/~mayr/
Dr. Mayr's research focuses on the question how the cognitive system "configures itself" to meet changing internal or external demands. For example, in recent work he addressed issues such as: What can the cognitive system do to intentionally establish a new configuration? And: How are no-longer relevant configurations "turned off?" In a developmental context, he examines the hypothesis that life-span changes in specific executive control processes are the source of more general changes in intellectual functioning. The long-term goal of this work is to identify the constellation (and developmental trajectory) of neurocognitive processes critical for intentional, coherent action.
Mayr, U., & Keele, S. (2000). Changing internal constraints on action: The role of backward inhibition. Journal of Experimental Psychology: General, 129, 4-26
Mayr, U., Spieler, D. M., & Kliegl, R. (Eds.), (2001). Aging and Executive Control. Howe, UK: Psychology Press.
Keele, S., Ivry, R., Mayr, U., Hazeltine, E., & Heuer, H. (in press). The cognitive and neural architecture of sequence representation. Psychological Review.
Mayr. U. & Kliegl, R. (in press). Differential effects of cue changes and task changes on task-set selection costs. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Mayr, U., Awh, E., & Laurey, P. (in press). Does conflict adaptation require executive control? Nature Neuroscience.
Top
Office: 203 Straub Hall
Phone: (541) 346-4570
E-mail: measelle@uoregon.edu
Web Page: http://www.uoregon.edu/~dslab
My research seeks to identify sources of psychopathology in childhood. In broad terms, I investigate how children's biological and psychological characteristics interact with their social environments to predict the emergence of behavioral and emotional dysfunction. A principal concern has and continues to be young children's self-perceptions, namely their views of themselves as competent, socially accepted, and emotionally stable individuals. Contrary to prior views, a central aim of this research has been the demonstration that young children actually do hold meaningful self-perceptions, that these early views of self are shaped by biology and experience, and that they have real-world implications for their psychological health. We are actively collecting family process data in multiple cultures to see how culture and ethnicity moderate the development of self-understanding. My lab is also investigating the developmental underpinnings of co-occurring forms of psychopathology. Comorbidity is common, even in childhood, but it is as yet unclear why and how multiple psychological disorders frequently develop in tandem during childhood and continue to co-exist as development proceeds.
Measelle, J.R., Stice, E., & Springer, D. (2006). A Prospective Test of the Negative Affect Model of Substance Abuse Onset: Moderating Effects of Social Support. Psychology of Addictive Behavior, 20, 225-233.
Measelle, J.R., Stice, E. & Hogansen, J. (2006). Temporal relations among eating, depressive, conduct and substance abuse problems in adolescent girls Journal of Abnormal Psychology.
Measelle, J.R., John, O.P., Ablow, J.C., Cowan, P.A., & Cowan, C. (2005). Can young children provide coherent, stable, and valid self-reports on the Big Five dimension? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89, 90-106.
Measelle, J.R. (2005). Children's self-perceptions as a link between family relationship quality and social adaptation to school. In P.A. Cowan, C.P. Cowan, J.C. Ablow, V. Kahen-Johnson, J.R. Measelle (Eds.), The family context of parenting in children's adaptation to school (pp 163-188). Monographs in Parenting. Marc H. Bornstein (Series Editor). , Manwah, NJ: Erlbaum Publishers.
Top
Office: 391 Straub Hall
Phone: (541) 346-3942
E-mail: jemendle@uoregon.edu
Why do some children grow up to be well-adjusted adolescents and others do not? This question lies at the crux of Dr. Mendle's research, which investigates the mechanisms by which normal developmental processes go awry. At present, she is particularly interested in universal transitions -- such as puberty or age of first sexual intercourse – which seem to hold more resonance and present more of a stumbling block for some people. By looking at these junctures in the context of a larger continuum, Dr. Mendle investigates how childhood risks such as father absence, environmental stress, and peer groups influence adolescent sexual behavior, substance use, and delinquency. She additionally has interests in how individual perceptions of maturation and puberty relate to later adjustment.
Mendle, J., Turkheimer, E., & Emery, R.E. (2007). Detrimental psychological outcomes associated with early pubertal timing in adolescent girls. Developmental Review, 27, 151-171.
Mendle, J., Turkheimer, E., D’Onofrio, B.M., Lynch, S.K., Emery, R.E., Slutske, W., & Martin, N.G. (2006). Family structure and age at menarche: a children of twins approach. Developmental Psychology, 42, 533-542.
Harden, K.P., Mendle, J., Hill, J.E., Turkheimer, E., & Emery, R.E. (2008). Rethinking timing of first sex and delinquency. Journal of Youth and Adolescence, 37, , 373-385.
Top
Office: 397 Straub Hall
Phone: (541) 346-4918
E-mail: moses@uoregon.edu
Web Page: http://www.uoregon.edu/~moses
Dr. Moses studies children's developing appreciation of mental states like belief, desire, and intention. He is particularly interested in how advances in executive functioning (e.g., inhibitory control, working memory) affect the emergence and expression of early theories of mind. Much of his research is conducted with preschool children but he has also examined the early foundations of social cognition in infancy and the onset of constructivist theories of mind later in childhood. For further information visit Dr. Moses' website.
Moses, L.J., Coon, J.A., & Wusinich, N. (2000). Young children's understanding of desire formation. Developmental Psychology, 36, 77-90.
Carlson, S.M., & Moses, L.J. (2001). Individual differences in inhibitory control and children's theory of mind. Child Development, 72, 1032-1053.
Malle, B.F., Moses, L.J., & Baldwin, D.A. (Eds.) (2001). Intentions and intentionality: Foundations of social cognition. Cambridge, MA: MIT Press..
Moses, L.J., & Carlson, S.M. (2004). Self regulation and children's theories of mind. In C. Lightfoot, C. Lalonde, & M.J. Chandler (Eds). Changing conceptions of psychological life (pp 127-146). Mahwah, NJ: Erlbaum.
Sabbagh, M.A., Xu, F. Carlson, S.M., Moses, L.J., & Lee, K. (2006). The development of executive functioning and theory-of-mind: A comparison of Chinese and U.S. preschoolers. Psychological Science, 17, 74-81.
Top
Helen J. Neville (Cognitive, Neuroscience)
Office: 271 Straub Hall
Phone: (541) 346-4260
E-mail: neville@uoregon.edu
Web Page:http://bdl.uoregon.edu/
For several years we have employed psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques to study the development and plasticity of the human brain. We have studied deaf and blind individuals, people who learned their first or second spoken or signed language at different ages, and children of different ages and of different cognitive capabilities. Over the course of this research we have observed that different brain systems and related functions display markedly different degrees or 'profiles' of neuroplasticity. Some systems appear quite strongly determined and are not altered even when experience has been very different. Other systems are highly modifiable by experience and are dependent on experience but only during particular time periods ("sensitive periods"). There are several different sensitive periods, even within a domain of processing. A third 'plasticity profile' is demonstrated by those neural systems that remain capable of change by experience throughout life.
Guided by these findings, we have recently begun a program of research on the effects of different types of training on brain development and cognition in typically developing children of different ages. These studies will contribute to a basic understanding of the nature of human brain plasticity. In addition, they can contribute information of practical significance in the design and implementation of educational programs.
Yamada, Y., Neville, H.J. (2007). An ERP study of syntactic processing in English and nonsense sentences. Brain Research 1130(1):167-180.
Fieger, A., Roeder, B., Teder-Salejarvi, W., Hillyard, S.A. and Neville, H.J. (2006). Auditory spatial tuning in late onset blind humans. Journal of Cognitive Neuroscience 18(2):149-157
Sanders, L.D., Stevens, C., Coch, D., and Neville, H. (2006). Selective auditory attention in 3- to 5-year-old children: An event-related potential study. Neuropsychologia 44(11):2126-2138.
Stevens, C. and Neville, H. (2006). ). Neuroplasticity as a double-edged sword: Deaf enhancements and dyslexic deficits in motion processing. Journal of Cognitive Neuroscience 18(5):701-714.
Top
Jennifer Pfeifer (Developmental) Arriving Fall 2008
Office: 393 Straub Hall
Phone: (541) 346-1984
E-mail:
Web Page: http://psychweb.uoregon.edu/~pfeiferlab
Dr. Pfeifer is interested in the neural and behavioral correlates of self and social perception from middle childhood to middle adolescence. Her neuroimaging research addresses two broad topics in social cognition: (i) examining the neural bases of self-knowledge retrieval, reflected self-appraisal processes, and advanced social perspective-taking abilities, as well as (ii) exploring more basic mentalizing mechanisms that support our understanding of other individuals' inner states (e.g., via shared neural representations of our own and others' emotions). Her work can further be characterized as investigating not only the neural systems supporting personal and social identity development, but also how these identities and other aspects of adolescent development modulate the neural activity associated with general social perceptual processes, such as emotion processing. Dr. Pfeifer has been involved for several years with an ongoing longitudinal study of adolescent brain development. This large dataset (N ~ 90 children in the initial wave) includes structural and functional MRI data, resting EEG, salivary assessments of sex steroid hormones, neuropsychological and behavioral assessments, and more. However, the overarching goal of developmental social neuroscience is to understand the neural systems that support social development from childhood to adulthood, by drawing on theories and methods from developmental and social psychology as well as cognitive neuroscience. So Dr. Pfeifer is also very interested in studying social cognitive development "outside the scanner" - such as the impact social identification has on intergroup attitudes in children, as well as the rise in (and implications of) using implicit methods to assess children's affective associations.
Pfeifer, J. H., Lieberman, M., & Dapretto, M. (2007). "I know you are but what am I?!": Comparing the neural bases of self- and social knowledge retrieval in children and adults. Journal of Cognitive Neuroscience, 19, 1323-1337.
Pfeifer, J. H., Ruble, D. N., Fuligni, A. J., Bachman, M. A., Alvarez, J. M., & Cameron, J. A. (2007). Social identity and intergroup attitudes in immigrant and non-immigrant children. Developmental Psychology 43, 496-507.
Pfeifer, J. H., Brown, C. S., & Juvonen, J. (2007). Fifty years since Brown vs. Board of Education: Lessons learned about the development and reduction of children's prejudice. Social Policy Report 21(2), 3-23.
Lieberman, M. D., Eisenberg, N. I., Crockett, M., Tom, S., Pfeifer, J. H., & Way, B. M. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity to affective stimuli. Psychological Science, 18, 421-428.
Top
Gerard Saucier (Social, Personality)
Office: 312 Straub Hall
Phone: (541) 346-4927
E-mail: gsaucier@uoregon.edu
Web Page: http://www.uoregon.edu/~gsaucier/
Dr. Saucier's research is directed toward development of a parsimonious (to the degree possible) integrative model for personality functioning, which might make sense of both the outward "phenotypic" patterns that might take adaptive as well as psychopathological forms, and also within-person dynamics particularly in the processing of emotion and emotionally valenced (e.g., stressful) situations. An aim is to take account of both biological (e.g., genetic) and sociocultural context (e.g., internalized cultural ideals and valuing patterns) in accounting for the stable aspects of the personality system, and of a variety of situational variables in accounting for temporal fluctuations in human behavior. The approach is "top-down" in the sense that we begin by defining the most important dimensions of dispositional variation and then try to discover the mechanisms that most important account for that variation. Dr. Saucier has been a leader in developing dimensional models for personality (moving beyond the Big Five to better structures) and beliefs and values (dimensions of 'isms').
Past and present research centers on several basic-research questions regarding personality (defined broadly), related to the overall integrative goal. What is the best model for the structure of personality attributes and for the structure of beliefs, ideals, and values? How are these aspects related to important criteria such as adaptive and maladaptive functioning and impact? Which human individual-differences attributes are perceived most ubiquitously across languages and cultures? What patterns of molecular-genetic variation underlie basic personality dimensions?
Saucier G., & Goldberg, L.R. (2001). Lexical studies of indigenous personality factors: Premises, products, and prospects. Journal of Personality, 69, 847-879.
Saucier, G. (2000). Isms and the structure of social attitudes. Journal of Personality and Social Psychology, 78, 366-385.
Saucier, G. (1997). Effects of variable selection on the factor structure of person descriptors. Journal of Personality and Social Psychology, 73, 1296-1312.
Top
Margaret E. Sereno (Cognitive, Neuroscience)
Office: 211 Straub Hall
Phone: (541) 346-4915
E-mail: msereno@uoregon.edu
Web Page: http://psych.uoregon.edu/~serenolab
Dr. Sereno studies the neural basis of perception and cognition using experimental and computational approaches. Her recent work has focused on investigating the neural basis of 3-D form perception using non-invasive hi-resolution functional magnetic resonance imaging (fMRI) in human and monkey subjects. Results in the monkey suggest that 3D shape from static (e.g., shading) and motion cues is represented in both dorsal and ventral pathways. Recent experiments in humans using the same stimuli and paradigms are aimed at establishing homologies between functionally-defined brain regions in the monkey and human. Other behavioral and imaging experiments in human subjects explore executive function (i.e., the ability to attend to 3D vs. 2D aspects of 3D displays) in artists (subjects with training in drawing) and non-artists (subjects without training in drawing).
Some of Dr. Sereno's other research involves: 1) using brain imaging methods to understand components of cognitive processing during real world tasks such as map reading; 2) investigating the role of working memory in top-down control of selective attention; and 3) building partially pre-specified multistage models of the visual system in which response properties of higher stages develop as the model "learns from experience."
Oh, S. & Sereno, M.E. (2007) Attentional control: Be more specific! Vision Sciences Society Meeting Abstract.
Sereno, M.E., Augath, M., & Logothetis, N.K. (2005) Differences in processing of 3-D shape from multiple cues in monkey cortex revealed by fMRI. Neuroscience Abstracts.
Sereno, M.E., Trinath, T., Augath, M., & Logothetis, N.K. (2002) Three-dimensional shape representation in monkey cortex. Neuron, 33, 635-652.
Sereno, M.E., & Sereno, M.I. (1999). 2-D center-surround effects on 3-D structure-from-motion. Journal of Experimental Psychology: Human Perception and Performance, 25, 1834-1854.
Sereno, M.E. (1993). Neural Computation of Pattern Motion: Modeling stages of motion analysis in the primate visual cortex. Cambridge: MIT Press/Bradford Books.
Top
Office: 498 Straub Hall
Phone: (541) 346-5093
E-mail: simons@uoregon.edu
Dr. Simons' research interest is in affective disorders with particular emphasis on cognitive diathesis stress models of depression, cognitive therapy for depression, and gender issues in depression. She has a parallel interest in clinical trials and methods for evaluating the effects of different forms of treatment. Her current research includes investigating different treatments for depression in adolescents and the implications of comorbidity for treatments for depression. She also is pursuing research on the feasibility and effectiveness of disseminating empirically supported treatments into community mental health settings. Dr. Simons also is pursuing research examining the role of stress and hormones in the development of substance use in young adolescent girls.
Reinecke, M. & Simons, A. (2005) Vulnerability to depression among adolescents: Implications for cognitive-behavioral treatment. Cognitive and Behavioral Practice, 12, 166-176.
TADS. (2004). The treatment for adolescents with depression with depression study (TADS): Short-term effectiveness and safety outcomes. Journal of the American Medical Association, 292, 807-820.
Simons, A.D., & Wildes, J.E. (2003). Psychotherapy research with adults. In S. Illardi and m. Roberts (Eds.) Research Methods. Blackwell Publishers.
Top
Paul Slovic (Cognitive, Social)
Dr. Slovic studies judgment and decision processes with an emphasis on decision making under conditions of risk. His work examines fundamental issues such as the influence of affect on judgments and decisions. He also studies the factors that underlie perceptions of risk and attempts to assess the importance of these perceptions for the management of risk in society. His most recent research examines psychological factors contributing to apathy toward genocide. He no longer does classroom teaching but does advise students in their research. For further information visit Dr. Slovic's website: www.decisionresearch.org.
Slovic, P., Finucane, M., Peters, E., & MacGregor, D. (2002). The affect heuristic. In T. Gilovich, D. Griffin, & D. Kahneman, (Eds.), Intuitive Judgement: Heuristics and Biases. Cambridge University Press.
Slovic, P. (2000). Perception of risk. London: Earthscan.
Slovic, P. (1995). The construction of preference. American Psychologist, 50, 364-371
Slovic, P., Lichtenstein, S., & Fischhoff, B. (1988). Decision making. In R.C. Atkinson, R.J. Lindzey, & R.D. Luce (Eds.), Handbook of experimental psychology: 2. Wiley
Slovic, P. (1987). Perception of risk. Science, 236, 280-285
Top
Sanjay Srivastava (Social, Personality)
Office: 327 Straub Hall
Phone: (541) 346-4928
E-mail: sanjay@uoregon.edu
Web site: http://www.uoregon.edu/~sanjay
Dr. Srivastava's research concerns the self and social perception, emotions, and personality change. A common theme across these different areas is that all are concerned with person-environment interactions: the ways that people select, change, interpret, and respond to their social environments. Using a combination of laboratory paradigms, surveys, experience sampling, and longitudinal designs, Dr. Srivastava's lab is actively examining how emotions, interpersonal perception, and other factors mediate the ways that people affect and are affected by their social environments. One area of recent work has focused on how different regulatory processes, including emotion regulation and self-regulation, affect the ways that people interact with and form perceptions of others. A second area of work has focused on how self-views affect and are affected by social interactions, and how such relations may be moderated by personal and situational factors. A third area of research has focused on the development of personality across the lifespan, examining the psychological and social mechanisms that promote stability and change.
Anderson, C., Srivastava, S., Beer, J. S., Spataro, S. E., & Chatman, J. E. (2006). Knowing your place: Self-perceptions of status in social groups. Journal of Personality and Social Psychology, 91, 1094-1110.
Srivastava, S., & Beer, J. S. (2005). How self-evaluations relate to being liked by others: Integrating sociometer and attachment perspectives. Journal of Personality and Social Psychology, 89, 966-977.
Srivastava, S., John, O. P., Gosling, S. D., & Potter, J. (2003). Development of personality in early and middle adulthood: Set like plaster or persistent change? Journal of Personality and Social Psychology, 84, 1041-1053.
Top
Marjorie Taylor(Developmental)
Office:395 Straub Hall
Phone: (541) 346-4933
E-mail: mtaylor@uoregon.edu
Web Page:imaginarycompanions.com
Dr. Taylor studies the development of imagination. She has investigated children's creation of imaginary companions and pretend identities during the preschool years and the role these fantasies play in children's emotional and cognitive development. Currently, she is working on a multicultural study of children's pretend play, creativity, inhibitory control and theory of mind. In addition, her work examines adult forms of fantasy behavior, such as the relationship between adult fiction writers and the characters they create for their novels. For further information, visit Dr. Taylor's website.
Taylor, M., & Mannering, A.M. (2007). Of Hobbes and Harvey: The imaginary companions of children and adults. In A. Concu & S. Gaskins (Eds.) Play and Development: Evolutionary, Sociocultural and Functional Perspectives, pp. 227-246. Lawrence Erlbaum.
Taylor, M., Carlson, S. M., Maring, B. L., Gerow, L., & Charley, C. (2004). The characteristics and correlates of high fantasy in school-aged children: Imaginary companions, impersonation and social understanding. Developmental Psychology, 40, 1173-1187.
Taylor, M. , Hodges, S.D., & Kohanyi, A. (2003). The illusion of independent agency: Do adult fiction writers experience their characters as having minds of their own? Imagination, cognition and personality.
Taylor, M. (1999). Imaginary companions and the children who create them. New York: Oxford University Press.
Office: EGI
Phone: (541) 687-7962
E-mail: dtucker@uoregon.edu
Dr. Tucker is interested in how cognition is regulated by emotional arousal. His research uses methods of cognitive psychology to assess the influence of specific forms of emotional arousal, such as anxiety and depression. To assess the neural activity associated with emotional states and cognitive operations, this research includes computerized analysis of the electrical activity of the brain with dense array EEG measures.
A particular interest now is mechanisms of the limbic system that seem to regulate learning and memory according to strategic motivational controls. For example, anxiety may engage the amygdala and ventral limbic networks that not only focus immediate attention, but facilitate continuing consolidation of threat-related information
For more information, visit Dr. Tucker's websites: Brain Electrophysiological Lab and Electrical Geodesics, Inc.
Tucker, D. M. (2007). Mind From Body: Experience From Neural Structure. New York: Oxford University Press.
Tucker, D. M., & Moller, L. (2007). The Metamorphosis: Individuation of the adolescent brain. In D. Romer & E. F. Walker (Eds.), Adolescent psychopathology and the developing brain: Integrating brain and prevention science. New York: Oxford.
Tucker, D. M., Frishkoff, G. A., & Luu, P. (2007). Microgenesis of Language: Vertical integration of neurolinguistic mechanisms across the neuraxis. In B. Stemmer & H. A. Whitaker (Eds.), Handbook of the Neuroscience of Language. New York: Oxford
Tucker, D. M., & Luu, P. (2006). Adaptive Binding. In H. Zimmer, A. Mecklinger & U. Lindenberger (Eds.), Binding in Human Memory: A Neurocognitive Approach. New York: Oxford University Press.
Tucker, D. M., Luu, P., & Derryberry, D. (2005). Love hurts: The evolution of empathic concern through the encephalization of nociceptive capacity. Dev Psychopathol, 17(3), 699-713.
Tucker, D.M., P. Luu, et al. (2003). Frontolimbic response to negative feedback in clinical depression. Journal of Abnormal Psychology, 112(4):667-78.
Tucker, D.M., P. Luu, et al. (2003). Corticolimbic Mechanisms in Emotional Decisions. Emotion, 3:127-149.
Office:343 Straub Hall
Phone: (541) 346-4905
E-mail: vogel@uoregon.edu
Web Page: http://uoregon.edu/~vogel/Site/EdVogel.html
Lab Web Page: http://uoregon.edu/~vogel/
What are the mechanisms that allow the visual system to attend to and maintain information about objects in the immediate visual environment? My research examines the operation of visual working memory, and the selective attention processes that interact with this storage mechanism.
Specifically, I have studied a range of related topics, including: individual differences in the capacity of visual working memory; the time-course of encoding information into visual working memory; and characterizing the attentional processes that control the transfer of information into visual working memory. I use both psychophysical and neurophysiological methods to study these topics.
My primary approach to examining these processes is with the event-related potential (ERP) technique because it provides a continuous measure of processing with a fine temporal resolution. I also use functional neuroimaging (fMRI) in combination with ERP recordings to provide both anatomical and temporal constraints for existing cognitive theories of visual working memory and selective attention.
Vogel, E. K., McCollough, A. W., & Machizawa, M. G. (2005). Neural measures reveal individual differences in controlling access to visual working memory. Nature, 428, 784-751.
Vogel, E. K., Woodman, G. F., & Luck, S. J. (2005). Pushing around the locus of selection: Evidence for the flexible selection hypothesis. Journal of Cognitive Neuroscience, 17, 1907-1922.
Woodman, G. F. & Vogel, E. K. (2005). Fractionating working memory: Memory encoding and maintenance are independent processes. Psychological Science, 16, 106-113.
Vogel, E. K. & Machizawa, M. G. (2004). Neural activity predicts individual differences in visual working memory capacity. Nature, 428, 784-751.
Top
Office: 212 Heustis
Phone: 346-5866
E-mail: wehr@uoneuro.uoregon.edu
Web site: www.neuro.uoregon.edu/wehr/
Dr. Wehr studies how local circuits in the cerebral cortex encode and transform sensory information. His laboratory uses the rodent auditory cortex as a model system to investigate how cellular and network properties shape cortical responses to a continuous and temporally complex stream of sensory data. Research in his lab combines aspects of both cellular, systems, and computational neuroscience, by using the tools of molecular biology and cellular physiology to address systems-level questions. By using a variety of electrophysiological approaches, in particular /in vivo/ whole cell recording methods in combination with molecular manipulations, he is trying to identify the cellular and synaptic mechanisms with which cortical circuits process auditory information, leading ultimately to our perceptual experiences of acoustic streams, such as music and speech.
Scholl, B. and Wehr, M. (2008): Disruption of Balanced Cortical Excitation and Inhibition by Acoustic Trauma. J. Neurophys. 100(2):646-56
Scholl, B., Gao, X., and Wehr., M. (2008): Level dependence of contextual modulation in auditory cortex. J. Neurophys. 99(4):1616-27.
Wehr, M., and Zador, A. M. (2005): Synaptic mechanisms of forward masking in rat auditory cortex. Neuron, 47, 437-45.
Wehr, M., and Zador, A. M. (2003): Balanced inhibition underlies tuning and sharpens spike timing in auditory cortex. Nature, 426, 442-446.
DeWeese, M. R., Wehr, M., and Zador, A. M. (2003): Binary spiking in auditory cortex. J. Neuroscience, 23, 7940-7949.
Machens, C., Wehr, M., and Zador, A. M. (2003): Linearity of Receptive Fields Measured with Natural Sounds. J. Neuroscience, 24, 1089-1100.
Top
Emeriti Faculty:
Emeriti faculty may not be available to supervise students.
Lewis R. Goldberg, Professor Emeritus (Personality)
E-mail: lewg@ori.org
Web Page:http://www.ori.org/Research/scientists/goldbergL.html
Dr. Goldberg is actively involved in research on individual differences, including studies of personality structure, personality measurement and assessment, and the usefulness of assessment instruments for predicting such important human outcomes as physical and mental health. The objective of one of his research projects is to develop a scientifically compelling taxonomic structure for all of the personality-descriptive terms in the English language, with the goal of comparing such structures across diverse languages. In a related project, he has developed alternative measures of the constructs included in a variety of modern personality inventories. These measures are now available free-of-charge in the public domain in an internet-based collaboratory.
Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C.. Cloninger, C. R., & Gough, H. C. (2006). The International Personality Item Pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84-96.
Hampson, S. E., Goldberg, L. R., Vogt, T. M., & Dubanoski, J. P. (2006). Forty years on: Teachers' assessments of children's personality traits predict self-reported health behaviors and outcomes at midlife. Health Psychology, 25, 57-64.
Saucier, G., & Goldberg, L.R. (2003). The structure of personality attributes. In M.R. Barrick & A.M. Ryan (Eds.), Personality and Work: Reconsidering the role of personality in organizations (pp. 1-29). San Francisco, CA: Jossey-Bass.
Saucier, G., & Goldberg, L.R. (2002). Assessing the Big Five: Applications of 10 psychometric criteria to the development of marker scales. In B. de Raad & M. Perugini (Eds.), Big Five Assessment (pp. 29-58). Goettingen, Germany: Hogrefe & Huber.
Top
Barbara Gordon-Lickey, Professor Emeritus (Neuroscience)
Dr. Barbara Gordon-Lickey's lab studies plasticity in the mammalian visual system; that is the ability of the visual system to change in response to change in the visual environment. For example, when one eye of an infant is deprived of visual experience (monocular deprivation) that eye becomes less effective in eliciting responses from neurons in the visual cortex. A similar response does not occur in the adult. Our lab is studying the role of NMDA receptor in visual cortex plasticity. This receptor is made up of several protein subunits. By manipulating plasticity or subunit composition, we would like to find out which subunits are involved in plastic changes. We assess plasticity with pattern evoked potentials. We assess changes in subunit composition with in situ hybridization, immunohistochemistry, western blots and whole cell recording. (Not accepting new students for Fall 2002)
Gordon, B., Kinch, G., Kato, N., Keele, C., Lissman, T., & Fu, L.N. (1997). The development of MK-801, kainate, AMPA, and muscimol binding sites and the effect of dark rearing in rat visual cortex. J. Comp. Neurol., 33, 77-81.
Daw, N.W., Gordon, B., Fox, K.D., Flavin, H.J., and Kirsch, J.D., Beaver, C.J., Ji, Q., Reid, S.N., & Czepita, D. (1999). Injection of MK-801 affects ocular dominance shifts more than visual activity. J. Neurophysiol., 81, 204-215
.Guire, E.S., Lickey, M.E., & Gordon, B. (1999). Critical period for the monocular deprivation effect in rats: Assessment with sweep visually evoked potentials. J. Neurophysiol., 81, 121-128.
Cao, Z., Lickey, M.E., Liu, L., Kirk, E., & Gordon, B. (2000). Development of NR1, NR2A and NR2B immunoreactivity in the visual cortex of the rat. Brain Research 859:26-37.
Cao, Z., Liu, L., Lickey, M.E., & Gordon, B. (2000). Development of NR1, NR2A and NR2B mRNA in NR1 immunoreactive cells of rat visual cortex. Brain Research 868:296-305.
Top
Marvin Gordon-Lickey, Professor Emeritus (Neuroscience)
Barbara Gordon-Lickey and I are interested in developmental plasticity, critical periods, and the neural basis of learning. As a model system of cortical plasticity, we study the monocular deprivation effect, in which deprivation of vision in one eye during a critical period causes physiological, anatomical and behavioral adaptations to the unusual circumstance of seeing through one eye only. The monocular deprivation effect occurs in humans and all other mammals tested so far. In a recent study we used the technique of swept contrast visual evoked potentials to determine the critical period for the monocular deprivation effect in rats and mice. Surprisingly we found a prominent effect of monocular deprivation in adults as well as juveniles. The plasticity in the adult, however, is physiologically distinct from plasticity in the juvenile.
The use of mice for the study of plasticity is important because it allows comparison of behavioral, physiological and biochemical development within the same species using modern genomic techniques. For instance, we have asked whether the developmental time course of NMDA receptor proteins is linked to the onset and offset of the critical period in visual cortical neurons. We are now using transgenic mice to ask whether the transcription regulator CREB is important in determining the timing of the critical period in mice. These studies, and similar ones from many other laboratories, will eventually explain why humans and other animals lose their capacity for behavioral adaptation as they grow older.
Guire, E.S., Lickey, M.E., & Gordon, B. (1999). Critical period for the monocular deprivation effect in rats: Assessment with sweep visually evoked potentials. J. Neurophysiol., 81, 121-128.
Cao, Z., Liu, L., Lickey, M.E., Kirk, E., & Gordon, B. (2000). Postnatal development of NR1, Nr2A, and NR2B immunoreactivity in the visual cortex of the rat. Brain Research, 859, 26-37.
Lickey, M.E., Pham, TA and Gordon,B. (2004) Swept contrast visual evoked potentials and their plasticity following monocular deprivation in mice. Vision Research, 44:3381-3387.
Pham, TA; Graham, SJ; Seigo, S; Barco, A; Kandel ER; Gordon, B; and Lickey, ME. (2004) A semi-persistent adult ocular dominance plasticity in visual cortex is stabilized by activated CREB. Learning and Memory, 11:738-747.
Top
Douglas Hintzman, Professor Emeritus (Cognitive)
Dr. Hintzman's current research concerns the processes that underlie memory retrieval, the conscious experience of memory, and memory-based judgments. A particular focus is on the way in which processes of encoding, storage, and retrieval give rise to our experience of time. Experimental questions concern how we remember how long ago something occurred, how many times it occurred, and how the occurrences were distributed over time.
Hintzman, D. L. (2005). Memory strength and recency judgments. Psychonomic Bulletin & Review, 12, 858-864.
Hintzman, D.L. (2004) Time versus items in judgment of recency. Memory & Cognition, 32, 1298-1304.
Hintzman, D. L. (2004). Judgments of frequency vs. recognition confidence: Repetition and recursive reminding. Memory & Cognition, 32, 336-350.
Hintzman, D.L. (2003). Judgments of recency and their relation to recognition memory. Memory & Cognition, 31, 26-34.
Hintzman, D.L. (2000). Memory judgments. In E. Tulving & F.I.M. Craik (Eds.), The Oxford handbook of memory, (pp. 165-195). Oxford: Oxford University Press.
Top
Ray Hyman, Professor Emeritus (Cognitive)
Dr. Hyman's current project deals with how well contemporary theories of cognitive science can help us understand how smart people can go wrong. For this purpose he has gathered a selection of detailed cases where eminent scholars have blundered badly. Each case has been selected to highlight a different cognitive mechanism that might have accounted for the blunder. Ideally, this project will showcase the power of cognitive science to provide possible explanations. For some cases, the project may point to limitations of current theories and point to ways in which cognitive science needs to be modified or expanded. He is currently working on a book that deals with this issue.
Hyman, R. (1989). The psychology of deception. Annual Review of Psychology, 50, 133-154.
Hyman, R. (1999, Fall/Winter). The mischief-making of ideomotor action. The Scientific Review of Alternative Medicine, 3(no. 2), 30-39.
Hyman, R. (2001). Why and WHen Are Smart People Stupid? In R. J. Sternberg (Ed.), Why smart people can be so stupid. New Haven, CT: Yale University Press.
Top
Carolin Keutzer, Associate Professor Emeritus (Clinical)
Dr. Keutzer is concerned with the application and understanding of the humanistic-existential and transpersonal approaches in psychotherapy. Particular interests include the major determinants of perceptual discontinuity within the psychotherapeutic process. Current empirical research is looking at demographic differences in the precipitating events and presenting problems of counseling center clients.
Keutzer, C. (1988). The perception of discontinuity n psychotherapy. Voices: The Journal of the American Academy for Psychotherapists, 24(3), 79-84.
Keutzer, C., Morrill, W.H., Holmes, R.H., Sherman, L., Davenport, E., Tistadt, G., Francisco, R., & Murphy, M.J. (1998). Precipitating events and presenting problems of university counseling center clients: Some demographic differences. Journal of College Student Psychotherapy, 12(3), 3-23.
Top
Daniel Kimble, Professor Emeritus (Physiological, Neuroscience)
Email: dpkimble@uoregon.edu
Web Page: www.uoregon.edu/~dpkimble
Dr. Kimble's research concerns the behavioral effects of localized brain damage on various behaviors in the laboratory rat. In particular, he is interested in following the behavioral consequences following fimbria-fornix and hippocampal lesions in rats. He is also interested in the behavior of marsupials. Dr. Kimble is retired emeritus, no longer maintains laboratory space and cannot take on students.
Kimble, D.P., & Vicedomini, J. (1995). The septohippocampal connection: Some behavioral & anatomical relationships. In L. Spear, M. Woodruff & N.E. Spear (Eds.), Neurobehavioral Plasticity, Learning, Development & Response to Brain Insults. Hillsdale, N.J.: Lawrence Erlbaum Associates.
Kimble, D.P. (1997). Didelphid behavior. Neuroscience and Biobehavioral Reviews, 21, 361-369.
Top
Peter Lewinsohn, Professor Emeritus (Clinical)
The general goals of Dr. Lewinsohn's research are to identify psychosocial conditions which are associated with the causation and maintenance of depression. Dr. Lewinsohn is currently conducting a longitudinal study in which a large cohort of adolescents are being followed into young adulthood. Major goals of the research include describing the longitudinal course of mood disorders in adolescents; identifying factors which contribute to, and predict, outcome; and examining the effects of mood disorders in adolescence on psychosocial functioning in young adulthood. A study which examines the impact of parental depression on infant development is currently in progress.
Lewinsohn, P.M., Allen, N., Seeley, J.R., & Gotlib, I.H. First onset versus recurrence of depression: Differential processes of psychosocial risk. Journal of Abnormal Psychology, 108, 483-489.
Lewinsohn, P.M., Rohde, P.M., Klein, D.N., & Seeley, J.R. (1999). Natural course of adolescent major depressive disorder: I. Continuity into young adulthood. Journal of the American Academy of Child and Adolescent Psychia, 38:56-63.
Lewinsohn, P.M., Rohde, P., & Seeley, J.R. (1998). Major depressive disorder in older adolescents: Prevalence, risk factors, and clinical implications. Clinical Psychology Review, 18, 765-794.
Top
Richard A. Littman, Professor Emeritus (Developmental & History of Psychology)
Web Page: http://www.uoregon.edu/~rlittman/ral-cvpubs1.html
Dr. Littman's current interest is in the development of psychology as a science and as a profession with regard to social and institutional forces, especially in the social and developmental psychology of animals and humans.
Latkin, C.A., Littman, R.A., Sundberg, N.D., & Hagan, R.A. (1993). Pitfalls and pratfalls in research on an experimental community: Lessons in integrating theory and practice from the Rajneeshpuram research project. Journal of Community Psychology, 21, 35-48.
Latkin, C.A., Sundberg, N.D., Littman, R.A., Katsikis, M.G., & Hagan, R.A. (1994). Feelings after the fall: Former Rajneeshpuram commune members' perceptions of an affiliation with the Rajneeshee movement. Sociology of Religion, 55, 65-73.
Littman, R.A. (1996). G. Lindzey's History of Psychology in Autobiography, Vol VIII. Journal of the History of the Behavioral Sciences.
Littman, R.A. (in press). Kazdin, A.E. (Ed.), Encyclopedia of Psychology. "Henri Piéron"; "Wilhelm Preyer".
Top
Michael Posner, Professor Emeritus (Cognitive, Neuroscience)
Dr. Posner's current work deals with genetic and experiential factors in the development of brain networks underlying attention and self regulation. We are currently conducting a longitudinal study of the origins of executive attention. The research draws on fMRI, EEG and molecular genetic methods. The research is joint with M.K. Rothbart. We are not accepting new PhD students, we are working with some undergraduates and an occasional master's student.
Posner, M.I. & Rothbart, M.K. (2006) Educating the Human Brain., Washington D.C.: APA Books.
Posner, M.I. & Rothbart, M.K. (2005) Influencing brain networks: implications for education. Trends in Cognitive Science , 9, 99-103.
Posner,M.I. (2005) Genes and experience shape brain networks of conscious control In S. Laureys (ed). Progress in Brain Research, V. 150, Ch. 12, pp 173-183.
Rueda, M.R., Rothbart, M.K.. & Saccamanno, L. & Posner, M.I. (2005) Training, maturation and genetic influences on the development of executive attention. Proc.U.S Nat'l Acad of Sciences, 102, 14931-14936.
Top
Mary K. Rothbart, Professor Emeritus (Developmental)
Web Page: http://www.uoregon.edu/~maryroth/
Dr. Rothbart studies the development of individual differences in temperament using methods that range from questionnaire to laboratory observations. She has developed parent- and self-report questionnaires for assessing temperament in infancy, childhood, early adolescence, and adulthood. She has also developed standardized laboratory assessments of temperament, and she has done extensive laboratory work on the early development of the emotions, activity, and attention. Her research work on development of attentional systems is done in collaboration with Michael Posner.
Rothbart, M.K., & Derryberry, D. (in press). Temperament in children. In C. von Hofsten & L. Bäckman (Eds.), Psychology at the turn of the millennium. Vol. 2: Social, developmental, and clinical perspectives.Uppsala, Sweden: Psychology Press.
Rothbart, M.K., Ahadi, S.A., Hershey, K., & Fisher, P. (2001). Investigations of Temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, (5), 1394-1408.
Rothbart, M.K., & Bates, J.E. (1998). Temperament. In W. Damon (Series Ed.), & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional and personality development, (5th Ed). New York: Wiley, pp. 105-176.
Top
Myron Rothbart, Professor Emeritus (Social)
Dr. Rothbart continues to work on a issues related to social categorization, stereotyping,
and intergroup relations, but is no longer actively conducting experiments in this area.
He is completing projects involving already-collected data, and writing a book on categorization
and prejudice. Although graduate students consult with him on occasion, he is no longer accepting
new students as research advisees.
Recent publications:
Foroni, F., & Rothbart, M. (2006). Labeling and categorization: Evidence for a mere labeling effect.Manuscript submitted for publication.
Rothbart, M., & Lewis, T. L. (2006, in press). Attitudes and Beliefs in a Marching Band: Stereotyping and Accentuation in a Favorable Intergroup Context. European Journal of Social Psychology.
Top
Norman Sundberg, Professor Emeritus (Clinical, Community)
Professor Sundberg retired in 1993, but is available for occasional consultation about several topics, such as the following: Cross-cultural studies especially in South and Southeast Asia, boredom and boredom proneness, and life history assessment and analysis. Since coming to Oregon in 1952, Sundberg has also published on creativity, nonverbal communication, values, and future time perspectives, and has written extensively on general clinical, personality and community topics.
Sundberg, N.D., Latkin, C.A., Farmer, R.F., & Saoud, J. (1991). Boredom in young adults: Gender and cultural comparisons. Journal of Cross-Cultural Psychology, 22, 209-223.
Sundberg, N.D., Hadiyono, J.P., Latkin, C.A., & Padilla, J. (1995). Cross-cultural prevention program transfer: Questions regarding developing countries. Journal of Primary Prevention, 15(4), 361-376.
Sundberg, N.D. (2001). In W.E. Craigshead & C.B. Nemeroff (Eds.) Encyclopedia of psychology and behavioral science (3rd Ed.). New York: John Wiley & Sons. Entries on Biographical Data (Vol. 1, pp. 209-210), Boredom (Vol. 1, pp. 226-228), Buffering Hypothesis (Vol 1, pp. 245-246), Fundamental Attribution Error (Vol 2, pp. 607-609).
Sundberg, N.D., Winebarger, A.W., & Taplin, J.R. (2002). Clinical Psychology: Evolving theory, practice and research. Upper Saddle River, NJ: Prentice-Hall.
Arrow, H. & Sundberg, N. D. (2004) International identity: Definitions, development, and some implications for global conflict and peace. In B. N. Setiadi, A. Supratiknya, W. J. Lonner & Y. H. Poortinga (Eds.), Ongoing themes in psychology and culture: Selected papers from the sixteenth congress of the International Association for Cross-Cultural Psychology, Yogyakarta, Indonesia, July 15-19, 2002. (pp. 55-69). IACCP, Yogyakarta: Kanisius.
Sundberg, N.D. (2006). Chance and choice, change and continuity. In S. Strack & B. N. Kinder (Eds.) Pioneers of personality science: Autobiographical perspectives. , pp. 355-386. New York: Springer Publishing Co.
Top
Robert L. Weiss, Professor Emeritus (Clinical)
Web Page: http://www.uoregon.edu/~rlweiss
Dr. Weiss's clinical research focuses on assessment and intervention in intimate relationships, most notably dysfunctional marital relationships. Studies are concerned both with basic processes in marital relationships (e.g., behavior-cognition interface, insider-outsider perceptions of behavior, withdrawal, and attributional processes), treatment of distressed couples. Past research has produced assessment techniques now in wide use with couples, including behavioral observation coding systems. The latter serve as vehicles for answering questions about the nature of distressed and nondistressed interaction. For further information, visit Dr. Weiss's website. (No longer accepting new students)
Weiss, R.L. (2005). A critical view of marital satisfaction. In W. Pinsof and J. Lebow (Eds.) Family Psychology: The Art of the Science. Oxford University Press.
Weiss, R. L., & Arrow, H. (2004). With these Equations I Do Thee Wed. Review of The Mathematics of Marriage: Dynamic Nonlinear Models, by John M. Gottman, James D. Murray, Catherine Swanson, Rebecca Tyson, Kristin R. Swanson, Contemporary Psychology, 49, 604-606.
De Koning, E., & Weiss, R.L. (2002). The Relational Humor Inventory: Functions of humor in close relationships. The American Journal of Family Therapy, 30, 1-18.
Weiss, R.L., & Perry, B.A. (2002). Behavioral couples therapy. In T. Patterson (Ed.), Comprehensive Handbook of Psychotherapy: (Vol. Two) Cognitive Behavioral Approaches. (pp. 395-420) New York: Wiley.
Weiss, R.L., & Heyman, R.E. (1997). Marital interaction. In W. Halford and H. Markman (Eds.), Clinical handbook of marriage and marital interaction (pp. 113-35). New York: Wiley.
Top