Psychological Science in the Public Interest Editorial Board
Valerie F. Reyna, Cornell University, Department of Human Development
Torrance Gloss, Association for Psychological Science
Mahzarin R. Banaji, Harvard University, Department of Psychology
Stephen J. Ceci, Cornell University, Department of Human Development
Uta Frith, University College London, Institute of Cognitive Neuroscience
Morton Ann Gernsbacher, University of Wisconsin-Madison, Department of Psychology
John Jemmott, III, University of Pennsylvania, Annenberg School for Communication
Daniel Kahneman, Princeton University, Woodrow Wilson School of Public and International Affairs
Elizabeth F. Loftus, University of California, Irvine, Department of Psychology and Social Behavior
Marcus E. Raichle, Washington University in St. Louis, Department of Radiology
Henry L. Roediger, III, Washington University in St. Louis, Department of Psychology
Daniel L. Schacter, Harvard University, Department of Psychology
Richard Shiffrin, Indiana Univeristy, Department of Psychological and Brain Sciences
Keith E. Stanovich, University of Toronto, Department of Development and Applied Psychology
Laurence Steinberg, Temple University, Department of Psychology
Cass R. Sunstein, Harvard Law School
Wendy M. Williams, Cornell University, Department of Human Development
Christopher Wolfe, Miami University, Department of Psychology
Valerie F. Reyna
Director of the Human Neuroscience Institute and Professor in the Department of Human Development at Cornell University, with appointments in Psychology, Cognitive Science, and Neuroscience; Co-Director Cornell Magnetic Resonance Imaging Facility; Co-Director, Center for Behavioral Economics and Decision Research; Professor in the Department of Healthcare Policy and Research at Weill Cornell Medical School
Valerie Reyna’s research integrates brain and behavioral approaches to understand and improve judgment, decision making, and memory across the life span. Her recent work has focused on the neuroscience of risky decision making and its implications for health and well-being, especially in adolescents; applications of cognitive models and artificial intelligence to improving understanding of genetics (e.g., in breast cancer); and medical and legal decision making (e.g., about jury awards, medication decisions, and adolescent culpability). She is a developer of fuzzy-trace theory, a model of the relation between mental representations and decision making that has been widely applied in law, medicine, and public health.
Reyna is a Fellow of the Association for Psychological Science and the Society of Experimental Psychologists, the oldest and most prestigious honorary society in experimental psychology. She is also a Fellow of the American Association for the Advancement of Science. She is a former President of the Society for Judgment and Decision Making, among other national leadership roles in scholarly organizations. Read More…
Reyna has been a Distinguished Fellow of the Sage Center for the Study of the Mind (for interdisciplinary study of the relationship between brain and mind) at University of California, Santa Barbara, Visiting Professor at the Mayo Clinic, a permanent member of study sections of the National Institutes of Health, and a member of advisory panels for the National Science Foundation, MacArthur Foundation, and the National Academy of Sciences. For example, she is on the Advisory Committee of the National Research Council’s Division of Behavioral and Social Sciences and Education (DBASSE) which oversees 10 boards and standing committees, and serves as the Chief Scientific Liaison and representative of the Governing Board of the Psychonomic Society to the Federation of Associations in Behavioral and Brain Sciences.
Taking a leave from academia, Reyna helped create a new research agency in the U.S. Department of Education, where she oversaw grant policies and programs. Her service has also included leadership positions in organizations dedicated to equal opportunity for minorities and women, and on national executive and advisory boards of centers and grants with similar goals, such as the Arizona Hispanic Center of Excellence, National Center of Excellence in Women’s Health, and Women in Cognitive Science (supported by a National Science Foundation ADVANCE leadership award).
Reyna is the incoming Editor of Psychological Science in the Public Interest, winding up a second term as Associate Editor of Psychological Science, and sits on the editorial board of such journals as Psychological Review, Decision, and Journal of Experimental Psychology: Learning, Memory, and Cognition, leading journals in psychology. Reyna has received many years of research support from private foundations and U.S. government agencies, and currently serves as principal investigator of several grants and awards (e.g., from the National Institutes of Health).
Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology at Harvard University and George A. and Helen Dunham Cowan Chair in Human Dynamics at the Santa Fe Institute
Mahzarin Banaji received her PhD from Ohio State University and did postdoctoral work at the University of Washington. From 1986-2001 she taught at Yale University where she was Reuben Post Halleck Professor of Psychology. Since then she has been Richard Clarke Cabot Professor of Social Ethics in the Department of Psychology at Harvard University. She also served as the first Carol K. Pforzheimer Professor at the Radcliffe Institute for Advanced Study at Harvard from 2002-2008.
In 2005, Banaji was elected fellow of the Society for Experimental Psychologists, in 2008 to the American Academy of Arts and Sciences and in 2009 was named Herbert A. Simon Fellow of the American Academy of Political and Social Science. She is also a fellow of the Association for Psychological Science (of which she was President) and the American Association for the Advancement of Science. From 2011-2015, Banaji will also serve as George A. and Helen Dunham Cowan Chair in Human Dynamics at the Santa Fe Institute. Read More…
Banaji was Director of Undergraduate Studies at Yale, and is Head Tutor at Harvard, and won Yale’s Lex Hixon Prize for Teaching Excellence. She is currently Senior Advisor to the Dean of the FAS at Harvard on Faculty Development. For her research she has been awarded a James McKeen Cattell Award, the Morton Deutsch Award for Social Justice, and fellowships from the John Simon Guggenheim Foundation and Radcliffe Institute for Advanced Study. Her work has been recognized by the Gordon Allport Prize for Intergroup Relations, and her career contributions by a Presidential Citation from the American Psychological Association and the Carol and Ed Diener Award for Outstanding Contributions to Social Psychology. In 2014 Banaji received Barnard College’s highest honor, the Medal of Distinction.
Banaji studies the disparities between conscious expressions of values, attitudes and beliefs on the one hand, and less conscious, implicit representations of mental content. She has primarily studied social attitudes and beliefs in adults and children, relying on multiple methods including cognitive/affective behavioral measures and neuroimaging. With these, she explores the implications of her work for questions of individual responsibility and social justice in democratic societies. Her current research interests focus on the origins of social cognition and applications of implicit cognition to improve organizational practices. Her book with Anthony Greenwald, Blindspot: Hidden Biases of Good People, was published in 2013 by Delacorte Press.
Helen L. Carr Chaired Professor of Developmental Psychology and SUNY Distinguished Professor in the Department of Human Development at Cornell University
Ceci is the Helen L. Carr Chaired Professor of Developmental Psychology and SUNY Distinguished Professor in the Department of Human Development. He currently holds courtesy appointments in the psychology departments at the University College London and the University of Kent.
Currently, with Wendy Williams, Steve conducts a major project examining sex differences in cognitive performance, which has culminated this year in several new peer-reviewed articles (e.g., Psychological Science in the Public Interest (second most read article for November, 2014) and popular outlets such as an editorial in the New York Times and an article in Scientific American Mind) and chapters.
Steve continues to develop his bio-ecological theory of intelligence, and to publish articles dealing with cognitive development (e.g., memory development). Wendy Williams and he have three large-scale national analyses of academic mentorship, hiring, and authorship issues that are currently under various stages of review, including revise & resubmit. Read More…
Steve’s research on children and the law also continues full-throttle, with a number of new experiments on children’s false confessions (with graduate student, Amelia Hritz) and children’s cryptoplagiarism (with former graduate student, Zoe Klemfuss and colleague Kamala London). Finally, along with law professor Richard Friedman, Steve is planning to submit an amicus brief to the U.S. Supreme Court in spring, 2015, that is heavily based on their new University of Chicago Law Review article.
Steve Ceci is the author of ~ 400-450 articles, books, commentaries, reviews, and chapters—many in the premier journals of the field. According to Google Scholar, his work has been cited over 22,000 times and his h-index is 63, with 37 publications each cited in excess of 100 times. Steve has given hundreds of invited addresses and keynote speeches around the world (Harvard, Cambridge University, Oxford, Yale, Princeton, University of Rome, University of Oslo, Max Plank Institutes in both Munich and Berlin). He has served on the Advisory Board of the National Science Foundation for seven years (the Social, Behavioral, and Economic Sciences), and was a member of the National Academy of Sciences’ Board of Behavioral and Sensory Sciences for six years. His major honors and scientific awards include:
- The American Academy of Forensic Psychology’s Lifetime Distinguished Contribution Award in 2000
- The 2002 American Psychological Association’s Division of Developmental Psychology awarded me its Lifetime Award for Science and Society
- The APA 2003 Distinguished Scientific Contribution Award for the Application of Psychology (shared with Elizabeth F. Loftus)
- The 2005 Association for Psychological Science’s highest scientific award, the James McKeen Cattell Award
- In 2013 The Society for Research in Child Development’s (SRCD) Lifetime Distinguished Contribution Award (Seattle, WA).
- the American Psychological Association’s E. L. Thorndike Award for lifetime contribution to empirical and theoretical psychology.
Emeritus Professor of Cognitive Development at UCL (University College London) Institute of Cognitive Neuroscience and Visiting Professor at the University of Aarhus
I am Emeritus Professor of Cognitive Development at UCL (University College London) Institute of Cognitive Neuroscience. I am also a Visiting Professor at the University of Aarhus. Amongst other affiliations I am a Fellow of the Royal Society, the British Academy, the German Academy Leopoldina, and a Foreign Member of the National Academy of Sciences. Throughout my career I have been developing a neuro-cognitive approach to developmental disorders. My two favourite disorders are autism and dyslexia, because they are puzzling and endlessly fascinating and also because they promise to give us a glimpse of the hidden machinery of the mind. Using methods from experimental psychology I have been investigating a number of high-level cognitive processes to find out whether their failure might result in the core features of autism and dyslexia. My aim still is to discover the underlying cognitive causes of these disorders and to link them, on the one hand to behaviour, and on the other hand to the brain. A bigger aim is to make this research relevant to the education of people with developmental disorders and to contribute to a better quality of their everyday life by a better understanding of their problems. Read More…
I am particularly interested in making neuroscience research relevant to education and learning throughout the life span. With Sarah-Jayne Blakemore I wrote a book “The learning brain, Lessons for education”, published 2005. In 2010-11 I chaired a Working Group for the Royal Society in their series Brainwaves: Neuroscience, Society and Policy, and produced a report calling for a dialogue between neuroscientists, teachers, and policy makers. We found that it is crucial that a common language is developed to bridge laboratory based experiments and classroom practice. My other interests include championing women in science and improving science communication via the social media. To this end I use Twitter and have started a blog.
Vilas Research Professor and the Sir Frederic C. Bartlett Professor of Psychology at University of Wisconsin-Madison
Gernsbacher received her Ph.D. from the University of Texas at Austin in 1983, and was an assistant, associate, and full professor at the University of Oregon, from 1983 to 1992, when she then joined the faculty at the University of Wisconsin-Madison, where she is a Vilas Research Professor and the Sir Frederic C. Bartlett Professor of Psychology. She is a fellow of the Association for Psychological Science, the American Association for the Advancement of Science, the Society for Experimental Psychologists, and the American Educational Research Association.
Gernsbacher has received a Research Career Development Award and a Senior Research Fellowship from the National Institutes of Health, a Fulbright Research Scholar Award, a Distinguished Alumni Award from the University of Texas at Dallas, a James McKeen Cattell Foundation Fellowship, the George A. Miller Award, a Professional Opportunities for Women Award from the National Science Foundation, a Distinguished Scientific Contribution Award from the Society for Text and Discourse, and Distinguished Service to Psychological Science Award from APA. In 2013, she received the Ernest R. Hilgard Lifetime Achievement Award. Read More…
Gernsbacher has served as President of the 25,000-member Association for Psychological Science, President of the Society for Text and Discourse, President of the Division of Experimental Psychology of the APA, President of the Foundation for the Advancement for Behavioral and Brain Sciences, Member-at-Large of the American Association for the Advancement in Science, Chair of the APA Board of Scientific Affairs, member of the Psychonomic Society Governing Board and the Medical Affairs Committee of the National Alliance for Autism Research. She currently serves on the Advisory Committee of the Social, Behavioral, & Economic Sciences Directorate of the National Science Foundation.
Gernsbacher is an award-winning teacher, who in 1998 received the Hilldale Award for Distinguished Professional Accomplishment, the highest award bestowed by the University of Wisconsin-Madison faculty. She has served as editor-in-chief of the journal, Memory & Cognition, co-editor of Psychological Science in the Public Interest, associate editor of Cognitive Psychology, and nine other editorial boards. She has delivered the William James Lecture, the Norman Anderson Distinguished Lecture, the Caskey Lecture, the John Kendall Lecture, an APA Distinguished Scientist Lecture, and she was the Inaugural Lufkin Honorary Lecturer. She recently delivered the Ricciuti Lecture and APS’ “Bring the Family” address and served as a Nifty Fifty speaker, in conjunction with the USA Science and Engineering Festival.
Gernsbacher’s research has for over 30 years investigated the cognitive and neural mechanisms that underlie human communication. She has published over 150 journal articles and invited chapters. She authored Language Comprehension as Structure Building (Erlbaum, 1990); edited both editions of the Handbook of Psycholinguistics (Academic Press, 1994; Elsevier, 2006); co-edited Coherence in Spontaneous Text (Benjamins, 1995), the Handbook of Discourse Processes (Erlbaum, 2002), and three other books, including Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society (Worth, 2010; 2014), with two more books in press. Her research has been funded by the National Institutes of Health, the National Science Foundation, the Department of Defense, the Centers for Disease Control, and several private foundations.
Kenneth B. Clark Professor of Communication and Psychiatry at The Annenberg School for Communication
John B. Jemmott III is the Kenneth B. Clark Professor of Communication and Psychiatry at The Annenberg School for Communication. Professor Jemmott holds joint faculty appointments at Annenberg and in Psychiatry in the Perelman School of Medicine. He is also the director of the Center for Health Behavior and Communication Research at the Annenberg School.
Jemmott is a Fellow of the Association for Psychological Science, the American Psychological Association, and the Society for Behavioral Medicine. He has published more than 100 articles and book chapters, and since 1988 has received numerous grants from the National Institutes of Health to conduct research designed to develop and test theory-based, contextually appropriate HIV/STD risk reduction interventions for a variety of populations in the United States and sub-Saharan Africa.
Senior Scholar and Professor of Psychology and Public Affairs Emeritus at the Woodrow Wilson School of Public and International Affairs at Princeton University; Higgins Professor of Psychology Emeritus at Princeton University; and a Fellow of the Center for Rationality at the Hebrew University in Jerusalem
Daniel Kahneman is a Senior Scholar at the Woodrow Wilson School of Public and International Affairs. He is also Professor of Psychology and Public Affairs Emeritus at the Woodrow Wilson School, the Eugene Higgins Professor of Psychology Emeritus at Princeton University, and a fellow of the Center for Rationality at the Hebrew University in Jerusalem. Kahneman has held the position of professor of psychology at the Hebrew University in Jerusalem (1970-1978), the University of British Columbia (1978-1986), and the University of California, Berkeley (1986-1994). Kahneman is a member of the National Academy of Science, the Philosophical Society, the American Academy of Arts and Sciences and a fellow of the Association for Psychological Science, the Society of Experimental Psychologists, the American Psychological Association, and the Econometric Society. He has been the recipient of many awards, among them the Distinguished Scientific Contribution Award of the American Psychological Association (1982) and the Grawemeyer Prize (2002), both jointly with Amos Tversky, the Warren Medal of the Society of Experimental Psychologists (1995), the Hilgard Award for Career Contributions to General Psychology (1995), the Nobel Prize in Economic Sciences (2002), the Lifetime Contribution Award of the American Psychological Association (2007), and the Presidential Medal of Freedom (2013). Kahneman holds honorary degrees from numerous Universities.
Distinguished Professor at the University of California, Irvine. She holds positions in the law school and two departments: Psychology and Social Behavior, and also Criminology, Law & Society
Loftus is Distinguished Professor at the University of California, Irvine. She holds positions in the law school and two departments: Psychology and Social Behavior, and also Criminology, Law & Society. Elizabeth Loftus studies human memory. Her experiments reveal how memories can be changed by things that we are told. Facts, ideas, suggestions and other post-event information can modify our memories. The legal field, so reliant on memories, has been a significant application of the memory research. Loftus is also interested in psychology and law, more generally.
Professor of Radiology, Neurology, Neurobiology and Biomedical Engineering at Washington University in St Louis
Marcus E. Raichle, a neurologist, is a Professor of Radiology, Neurology, Neurobiology and Biomedical Engineering at Washington University in St Louis. He is a member of the National Academy of Sciences, The Institute of Medicine and the American Academy of Arts and Sciences and a Fellow of the American Association for the Advancement of Science. He and his colleagues have made outstanding contributions to the study of human brain function through the development and use of positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). Their landmark study (Nature, 1988) described the first integrated strategy for the design, execution and interpretation of functional brain images. It represented 17 years of work developing the components of this strategy (e.g., rapid, repeat measurements of blood flow with PET; stereotaxic localization; imaging averaging; and, a cognitive subtraction strategy). Another seminal study led to the discovery that blood flow and glucose utilization change more than oxygen consumption in the active brain (Science, 1988) causing tissue oxygen to vary with brain activity. This discovery provided the physiological basis for subsequent development fMRI and caused researchers to reconsider the dogma that brain uses oxidative phosphorylation exclusively to fuel its functional activities. Read More…
Finally seeking to explain task-induced activity decreases in functional brain images they employed an innovative strategy to define a physiological baseline (PNAS, 2001; Nature Reviews Neuroscience, 2001). This has led to the concept of a default mode of brain function and invigorated studies of intrinsic functional activity, an issue largely dormant for more than a century. An important facet of this work was the discovery of a unique fronto-parietal network in the brain that has come to be known as the default network. This network is now the focus of work on brain function in health and disease worldwide. In summary, the Raichle group has consistently led in defining the frontiers of cognitive neuroscience through the development and use of functional brain imaging techniques.
James S. McDonnell Distinguished University Professor at Washington University in St. Louis
Henry L. Roediger, III is the James S. McDonnell Distinguished University Professor at Washington University in St. Louis. He was born in Roanoke, Virginia, immediately nicknamed Roddy, and spent most of his youth in Danville, Virginia before leaving for high school. He graduated as commander of the corps of cadets from Riverside Military Academy in Gainesville, Georgia in 1965 and then attended Washington & Lee University in Lexington, Virginia, graduating magna cum laudae with a B.A in Psychology in 1969. He worked primarily with David G. Elmes as an undergraduate and they published several papers (and later, two books) together. Roediger went on to graduate school at Yale University, working with Robert Crowder and Endel Tulving, and received his Ph.D. in 1973.
Roediger became an assistant professor at Purdue University in 1973 and spent 15 years on the faculty there, except for three years as visiting professor at the University of Toronto. In 1988 he was appointed Lynette S. Autrey Professor of Psychology at Rice University and enjoyed his 8 years in Houston. In 1996 he left to become chair of the Psychology Department at Washington University in St. Louis for 8 years, stepping down in 2004. That same year he was appointed Dean of Academic Planning in Arts and Sciences, a position he continues to hold. Read More…
Roediger’s research has centered on human learning and memory and he has investigated many different topics within this area. He has published over 250 articles and chapters on various aspects of memory. The main focus of his work has been retrieval processes involved in remembering. Among other topics, he has investigated phenomena of reminiscence and hypermnesia (recovery of memories that seemed to have been forgotten), retrieval inhibition (how one memory can block another from coming to mind), dissociations between implicit and explicit measures of memory; factors responsible for memory illusions and false memories; aging and the arousal of illusory memories; applications of principles derived from cognitive psychology to improving education, particularly the usefulness of retrieval practice in improving later retention; collective and historical memory; the development of superior memories via mnemonic devices; and metaphors and theories used to explain memory and mental processes.
Roediger’s research has been supported by the National Institute of Child Health and Human Development, the Air Force Office of Scientific Research, the National Institute of Aging, the National Science Foundation, the Institute of Education Sciences, the James S. McDonnell Foundation, and Dart NeuroScience.
Roediger has served numerous journals in an editorial capacity. He was editor of the Journal of Experimental Psychology: Learning, Memory and Cognition (1985-1989) and served as its associate editor from 1981-1984. He was founding editor of Psychonomic Bulletin & Review (1994-1998). Roediger currently serves as consulting editor for 10 journals and is chair of the Publications Committee of the Association for Psychological Science.
Over the years Roediger has co-authored three textbooks that have been through a combined 23 editions. Psychology, an introductory textbook, went through 4 editions (the last in 1996). Experimental Psychology: Understanding Psychological Research is in its 10th edition (2014), and Research Methods in Psychology is in its 9th edition (2013). In addition, Roediger has co-edited numerous other books, including Varieties of Memory and
Consciousness: Essays in Honour of Endel Tulving (1989), Perspectives on Human Memory and Cognitive Aging: Essays in Honour of Fergus Craik (2001), The Nature of Remembering: Essays in Honor of Robert G. Crowder (2002), and Science of Memory: Concepts (2007). In 2008, he editedCognitive Psychology of Memory, which is Volume 2 of the 4-volume set Learning and Memory: A Comprehensive Reference (J. Byrne, Editor). He has co-edited several other volumes, too. In 2014 he published Make It Stick: The Science of Successful Learning with Peter Brown and Mark McDaniel.
Roediger was elected President of the American Psychological Society (now the Association for Psychological Science), serving in 2003-2004. He was also elected Chair of the Governing Board of the Psychonomic Society (1989-1990), and President of the Midwestern Psychological Association (1992-1993).
Roediger is a Fellow of of the Association for Psychological Science, the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Psychological Association, the American Education Research Association and the Canadian Psychological Association. In 1994-1995 he was awarded a Guggenheim Fellowship. Roediger was elected a member of the Society of Experimental Psychologists in 1994, and he received the Howard Crosby Warren Medal from SEP in 2008 for his work on illusory memories. Also in 2008 he received the Arthur Holley Compton Faculty Achievement Award from Washington University. He received the William James Lifetime Achievement Award from the Association for Psychological Science in 2012.
In 2004, Roediger received a Doctor of Social Sciences honoris causa from Purdue University, and colleagues and former students held a festschrift in his honor. The proceedings of the papers resulted in the volume, Foundations of Remembering: Essays in Honor of Henry L. Roediger, III, edited by James S. Nairne.
According to a 1996 study by the Institute of Scientific Information, Roediger’s papers had the greatest impact (measured by their average number of citations) in the field of Psychology for the five-year period from 1990-1994. In 2005 he was named to the Institute of Scientific Information’s list of Highly Cited Researchers in Psychology and Psychiatry. In a recent study evaluating eminence in psychology, Roediger was included among the 100 most eminent psychologists in the modern era for his contributions.
William R. Kenan, Jr. Professor of Psychology at Harvard University
Daniel L. Schacter is William R. Kenan, Jr. Professor of Psychology at Harvard University. Schacter received his B.A. degree from the University of North Carolina at Chapel Hill in 1974 and received his PhD from the University of Toronto in 1981, where he studied with Endel Tulving. Schacter then served as director of the Unit for Memory Disorders at the University of Toronto for the next six years. He joined the psychology department at the University of Arizona in 1987 as an Associate Professor, with promotion to Professor in 1989. In 1991, he was appointed Professor at Harvard University, and served as Chair of the department from 1995-2005.
Schacter’s research explores the relation between conscious and unconscious forms of memory, the nature of memory distortions, how individuals use memory to imagine possible future events, enhancement of online learning, as well as the effects of aging on memory. Schacter and his many collaborators have published over 350 articles and chapters on these and related topics. Read More…
He has received a number of awards for his research, including the Distinguished Scientific Award for Early Career Contribution to Psychology in Human Learning and Cognition from the American Psychological Association (1990), the Troland Award (1991) and Award for Scientific Reviewing (2005) from National Academy of Sciences, a Guggenheim Fellowship (1998), a MERIT Award from the National Institute on Aging (2000-2012), the Howard Crosby Warren Medal (2009) from the Society of Experimental Psychologists, and the Award for Distinguished Scientific Contributions from the American Psychological Association (2012). Schacter also received Harvard’s Phi Beta Kappa Teaching Prize (1997). He has been elected to the Society of Experimental Psychologists (1994), the American Academy of Arts and Sciences (1996), and National Academy of Sciences (2013).
Many of Schacter’s ideas and findings are summarized in his 1996 book, Searching for Memory, and his 2001 book, The Seven Sins of Memory, both named as New Times Notable Books of the Year, and winners of the APA’s William James Book Award. More recently, he has co-authored an introductory text, Psychology (3rd Ed., 2014), with Daniel T. Gilbert, Matthew K. Nock, Daniel M. Wegner.
Distinguished Professor and Luther Dana Waterman Professor at Indiana University
Richard M. Shiffrin heads the Memory and Perception Laboratory in the Department of Psychological and Brain Sciences at Indiana University–the MAPLAB website gives information about present and past lab members and projects. He is a Distinguished Professor and Luther Dana Waterman Professor and has additional appointments in Cognitive Science (which he founded in 1988) and Statistics.
His research interests are quite broad, more or less covering the fields of Cognitive Science and Psychology. Generally speaking the research involves empirical studies and quantitative and computational modeling of the results. Current projects are generally tailored toward the interests of the graduate students and postdoctoral researchers in the lab, and the need to carry out research funded by external grants (presently from NSF and AFOSR). Read More…
Descriptions of current projects and relevant links may be found under Research Projects. This page points to personal research, research with recent laboratory personnel, and contains some work in progress in the form of powerpoint talks. A professional biography is found under Curriculum Vitae. The publications list on this page contains links to downloadable articles. The page Hobbies describes two current pastimes, Rock Climbing and Backcountry Skiing, and has some nice photos. The page ASIC Conference gives information about the Annual Summer Interdisciplinary Conference that Shiffrin organizes. For more information on his research, see http://shiffrin.cogs.indiana.edu/.
Emeritus Professor of Applied Psychology and Human Development at the University of Toronto
Keith E. Stanovich is Emeritus Professor of Applied Psychology and Human Development at the University of Toronto and former Canada Research Chair of Applied Cognitive Science. He is the author of over 200 scientific articles and seven books. He received his B.A. degree in psychology from Ohio State University in 1973 and his Ph.D. in psychology from the University of Michigan in 1977.
Stanovich’s book, What Intelligence Tests Miss, received the 2010 Grawemeyer Award in Education. He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association, and in 2000 he received the Distinguished Scientific Contribution Award from the Society for the Scientific Study of Reading. Read More…
In 2008 he received the Distinguished Researcher Award from the Special Education Research SIG of the American Educational Research Association. Stanovich is the winner of the 2012 E. L. Thorndike Career Achievement Award from the American Psychological Association.
Stanovich is a Fellow of the Association for Psychological Science, the International Academy for Research in Learning Disabilities, and is a Charter Member of the Society for the Scientific Study of Reading. He was a member of the Committee on the Prevention of Reading Difficulties in Young Children of National Research Council/National Academy of Sciences.
From 1986-2000 Stanovich was the Associate Editor of Merrill-Palmer Quarterly, a leading journal of human development. His introductory textbook, How to Think Straight About Psychology, published by Allyn & Bacon, is in its Tenth Edition and has been adopted by over 400 institutions of higher education.
Stanovich’s 1986 article on Matthew Effects in reading has been cited over 1500 times and he has authored 29 other articles that have received over 100 citations. In a three-year survey of citation rates during the mid-1990s (see Byrnes, J. P. (1997). Explaining citation counts of senior developmental psychologists. Developmental Review, 17, 62-77), Stanovich was listed as one of the 50 most-cited developmental psychologists, and one of the 25 most productive educational psychologists (see Smith, M. C., et al., Productivity of educational psychologists in educational psychology journals, 1997-2001. Contemporary Educational Psychology, 28, 422-430). In a citation survey of the period 1982-1992, he was designated the most cited reading disability researcher in the world (Nicolson, R. I. Developmental dyslexia: Past, present and future. Dyslexia, 1996, 2, 190-207).
Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University
Laurence Steinberg is the Distinguished University Professor and Laura H. Carnell Professor of Psychology at Temple University. He received his A.B. in Psychology from Vassar College and his Ph.D. in Developmental Psychology from Cornell University. Steinberg is a former President of the Society for Research on Adolescence, former Director of the MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice, and a member of the MacArthur Foundation’s Research Network on Law and Neuroscience. An internationally recognized expert on psychological development during adolescence, Steinberg’s research has focused on a range of topics in the study of contemporary adolescence, including adolescent brain development, risk-taking and decision-making, parent-adolescent relationships, school-year employment, high school reform, and juvenile justice. He served as a member of the National Academies’ Board on Children, Youth, and Families and chaired the Academies’ Committee on the Science of Adolescence. Read More…
Steinberg was the lead scientist in the preparation of the American Psychological Association’s amicus briefs submitted to the U.S. Supreme Court in Roper v. Simmons, which abolished the juvenile death penalty; Graham v. Florida, which banned the use of life without parole for juveniles convicted of non-homicide crimes; and Miller v. Alabama, which prohibited the use of mandatory life without parole for all juvenile crimes.
Steinberg is the author of approximately 350 articles and essays on growth and development during the teenage years, and the author, co-author, or editor of 17 books. He has been the recipient of numerous awards, including the American Psychological Association’s Bronfenbrenner Award for Lifetime Contribution to developmental Psychology in the Service of Science and Society and its Award for Distinguished Contributions to Research in Public Policy, as well as the National Academy of Sciences Henry and Bryna David Lectureship. In 2009, Steinberg was named the first winner of the Klaus J. Jacobs Research Prize for Productive Youth Development. In 2013, he was inducted into the American Academy of Arts and Sciences.
Robert Walmsley University Professor at Harvard University
Cass R. Sunstein is currently the Robert Walmsley University Professor at Harvard. From 2009 to 2012, he was Administrator of the White House Office of Information and Regulatory Affairs. He is the founder and director of the Program on Behavioral Economics and Public Policy at Harvard Law School. Mr. Sunstein has testified before congressional committees on many subjects, and he has been involved in constitution-making and law reform activities in a number of nations.
Mr. Sunstein is author of many articles and books, including Republic.com (2001), Risk and Reason (2002), Why Societies Need Dissent (2003), The Second Bill of Rights (2004), Laws of Fear: Beyond the Precautionary Principle (2005), Worst-Case Scenarios (2001), Nudge: Improving Decisions about Health, Wealth, and Happiness (with Richard H. Thaler, 2008), Simpler: The Future of Government (2013) and most recently Why Nudge? (2014) and Conspiracy Theories and Other Dangerous Ideas (2014). He is now working on group decision making and various projects on the idea of liberty.
Professor in the Department of Human Development at Cornell University
Wendy M. Williams is Professor in the Department of Human Development at Cornell University, where she studies the development, assessment, training, and societal implications of intelligence. She holds Ph.D. and Master’s degrees in psychology from Yale University, a Master’s in physical anthropology from Yale, and a B.A. in English and biology from Columbia University, awarded cum laude with special distinction. In the fall of 2009, Williams founded (and now directs) the Cornell Institute for Women in Science (CIWS), a National Institutes of Health-funded research and outreach center that studies and promotes the careers of women scientists. She also heads “Thinking Like A Scientist,” a national education-outreach program funded by the National Science Foundation, which is designed to encourage traditionally underrepresented groups (girls, people of color, and people from disadvantaged backgrounds) to pursue science education and careers. In the past, Williams directed the joint Harvard-Yale Practical and Creative Intelligence for School Project, and was Co-Principal Investigator for a six-year, $1.4 million Army Research Institute grant to study practical intelligence and success at leadership. Read More…
In addition to dozens of articles and chapters on her research, Williams has authored nine books and edited five volumes. They include The Reluctant Reader (sole authored), How to Develop Student Creativity (with Robert Sternberg), Escaping the Advice Trap (with Stephen Ceci; reviewed in The New York Times, The Washington Post, and USA Today), Practical Intelligence for School (with Howard Gardner, Robert Sternberg, Tina Blythe, Noel White, and Jin Li), Why Aren’t More Women in Science? (with Stephen Ceci; winner of a 2007 Independent Publisher Book Award), and The Mathematics of Sex (with Stephen Ceci). She also writes regular invited editorials for The Chronicle of Higher Education. Williams’s research has been featured in Nature, American Scientist, Newsweek, Business Week, Science, Scientific American, The New York Times, The Washington Post, USA Today, The Philadelphia Inquirer, The Chronicle of Higher Education, and Child Magazine, among other media outlets. She was series editor for The Lawrence Erlbaum Educational Psychology Series and she served on the Editorial Review Boards of the journals Psychological Bulletin, Psychological Science in the Public Interest, Applied Developmental Psychology, and Psychology, Public Policy, and Law, as well as the book Publisher, Magination Press (American Psychological Association Books).
Williams is a Fellow of the Association for Psychological Science (APS). In 1995 and 1996 her research won first-place awards from the American Educational Research Association. Williams received the 1996 Early Career Contribution Award from Division 15 (educational psychology) of APA, and the 1997, 1999, and 2002 Mensa Awards for Excellence in Research to a Senior Investigator. In 2001, APA named her the sole recipient of the Robert L. Fantz Award for an Early Career Contribution to Psychology in recognition of her outstanding contributions to research in the decade following receipt of the Ph.D. Williams was named a 2007-8 G. Stanley Hall Lecturer by APA, and she won second place in the 2014 National Institutes of Health “Great Idea” competition for the best research proposal to study racism and sexism in academic science.
Professor of Psychology; Director of Graduate Studies in Psychology; and Co-Director of the Doris Bergen Center for Human Development, Learning & Technology at Miami University in Oxford, Ohio
Wolfe is Professor of Psychology, Miami University, Oxford Ohio; Director of Graduate Studies in Psychology; and Co-Director of the Doris Bergen Center for Human Development, Learning & Technology. Former President of the Society for Computers in Psychology, he has published a book, book chapters, and peer-reviewed journal articles on cognition, technology, STEM education, and health. He was a developer of the highly successful science education program and magazine Dragonfly, which inspired a television show on PBS. He has been a Primary Investigator or Co-PI on 20 grants totaling over $4 million, receiving federal grant funding from the National Cancer Institute, U.S. Department of Education Institute of Education Sciences, and the National Science Foundation; and corporate and foundation funding from Proctor & Gamble, Rise Inc., and Blind Squirrels.
His research concerns higher-order cognition, the way people think, reason, solve problems, make decisions, and develop arguments. Currently, he is conducting research on how people make medical decisions pertaining to genetic mutations and breast cancer risk. Read More…
Funded by the National Cancer Institute, he has created a Web-based intelligent tutoring system to help women decide about genetic testing for breast cancer risk. Other strands of research are about probability judgments and the psychology of written argumentation. He is interested in the psychology of writing and conceptual learning, especially in cognitive technologies and the potential of emerging digital technologies for education and psychological interventions. He has conducted psychological research on reasoning and argumentation, interdisciplinary writing and thinking, judgment and decision-making, analogical reasoning, Web-based interventions, and the assessment of learning and teaching.