Best Accredited Universities for Doctoral Phd program in Research and Experimental Psychology

Psychology Dept Colloquium Lila Davachi, Ph.D. ~ Columbia University.

Psychology Dept Colloquium Xiaosi Gu, Ph.D. ~ Icahn School of Medicine at Mt. Sinai.

Psychology Dept Colloquium Asifa Majid, Ph.D. ~ University of Oxford (UK).

Psychology Colloquium Raj Chetty, Ph.D. ~ Harvard University.

Graduate course: Psychology 40: Research Seminar in Cognition, Brain, Behavior.

Cognition, Brain, Behavior Research Seminar.

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Ph.D. Requirements Clinical Psychology Cognition the Brain Developmental Psychology Social Psychology Systems and Integrative Neuroscience.

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The mission of the graduate program is to advance and inspire the next generation of scholars in Psychology. Our areas of study (Clinical, Cognitive, Developmental, and Quantitative) prepare students for research careers in basic and applied behavioral science. Emphases are placed on empirical research and development of theory, supported by extensive training in quantitative and research methodologies. Graduate students are also encouraged to pursue excellence in teaching.

Masters Masters back Master of Science in Applied Psychology (Residential) Master of Science in Applied Psychology (Online) Master of Science in Applied Behavior Analysis.

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Students are expected to allocate half of their time (at least 20 hours per week) to this research team throughout their graduate career.

Cognitive, language, emotional and social development in infants, young children, and adolescents, including research on at-risk and international populations.

Children learning, academic achievement, and attitudes toward school.

Center for Research on Culture, Education, and Development.

The Center for Research on Culture, Education, and Development (CRCDE) is dedicated to advancing knowledge on the intersections of human development, culture, diversity, and context in the United States and regions across the globe (Europe, Asia, East Asia, Central Asia, South America, and the Middle East).

The Institute of Human Development and Social Change (IHDSC) mission is to stimulate interdisciplinary research and influence social policy on children, youth, families, and communities in the context of a rapidly changing social world.

The Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) promotes equity and opportunity in education through engaged science work: applied research, program evaluation, policy analysis, community engagement, and professional assistance to educational, governmental, and community agencies serving vulnerable populations.

The Research Alliance for New York City Schools strives to advance equity and excellence in education by providing nonpartisan evidence policies and practices that promote NYC students' development and academic success.

The project draws from both the Nanjing Adolescent and Nanjing MetroBaby study, which are longitudinal, mix-methods studies with over 1100 Chinese families and children starting in 7th grade for the adolescent study and birth for the MetroBaby study. The project is led by Dr. Niobe Way, Dr. Hirokazu Yoshikawa, Dr. Sumie Okazaki, and Dr. Sebastian Cherng from NYU, and is a collaboration across NYU, NYU-Shanghai, NYU-Abu Dhabi, University of Pennsylvania, and Southeast University in China. The project has finished a ten-year follow-up from the MetroBaby project in 2016. and fathers' gender socialization, adolescents' gender beliefs and their academic achievements, gender beliefs and friendship quality, parents' workplace climate and families' mental health, etc.

The Infant Studies of Language and Neurocognitive Development, directed by Dr. Natalie Brito is a developmental psychology lab interested in the impact of the social and language environment on early neurocognitive development. The ultimate goal of the lab is to understand best support caregivers and create environments that foster optimal child development.

Housed within the Metropolitan Center for Research on Equity and the Transformation of Schools, the Mindful Education Lab oversees two parallel but connected programs research and teacher training. Our Mindful Research Lab looks at the psychological and neurological effects of mindfulness on student learning, teacher effectiveness, and school and classroom climate. This work, in turn, informs our Mindful Teacher Program (MTP), which offers professional development to schools by training educators (teachers, principals, school staff) in techniques to improve their lives both in and out of school. We also train high school students in mindfulness as part of the College Prep Academy, which prepares urban youth for success in college.

The lab of Selcuk Sirin, Ph.D., uses empirical research methods to better understand the needs of children and families, and to arm professionals and policymakers with this knowledge so as to better address the needs of the most vulnerable. Selcuk focuses on immigrant children in New York, Muslim youth in the US, refugees in Turkey and Norway, and students at risk in US schools.

Since 2014, senior leaders in education research and practice at both New York University and the NYC Education Division of Early Childhood Education (DOE-DECE) have fostered a research-practice partnership to support the roll-out of universal pre-kindergarten through Pre-K For All improving the quality of its programming. The purpose of this partnership is to provide quantitative and capacity-building solutions to educational problems faced by the DOE-DECE.

Although not bound by any rigid structure, the research interests of the department members can be described by the following categories:.

SDSU UCSD Joint Doctoral Program in Language and Communicative Disorders.

The department offers a wealth of services to assist with research and integration into the educational experience. These include:.

Off-line App. Used for researchers who do data collection where online access is not available.

The department currently does not offer licenses for SPSS versions newer than version 19. The newer licenses can be purchased via the university at a discount, and these licenses require an annual renewal.

UW Psychology founded the Center for Human Neuroscience, and this center partners with the broader campus community in managing a research-dedicated 3-Tesla Siemens Scanner for use in human neuro-imaging studies.

The department manages a state-of-the-art BioSemi EEG system. Questions regarding the scheduling and use of the system can be directed to the laboratory manager and senior research scientist, Mark Pettet, Ph.D.: pettetmw at gmail.com.

Primary Investigators: Lindsay T. Hoyt (Fordham University) Mark C. Pachucki (UMass, Amherst). Supported by: The National Institute of Nursing Research (R21 NR017154 NINR).

Testing the Integration of an Empirically-supported Teacher Consultation Model and a Social-emotional Learning and Literacy Intervention in Urban Elementary Schools Primary Investigators: Joshua L. Brown (Fordham University) Jason Downer (University of Virginia). Supported by: Institute of Education Sciences, U.S. Education.

Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): A Cluster Randomized Controlled Efficacy Trial (Goal 3 Efficacy Study Award)Primary Investigators: Joshua L. Brown (Fordham University), Patricia Jennings (University of Virginia), Mark Greenberg (Pennsylvania State University). Supported by: Institute of Education Sciences, U.S. Education.

The Impact of School and Classroom Environments on Youth Mental Health: Moderation by Genetic Polymorphisms Primary Investigators: Joshua L. Brown (Fordham University). Supported by: The William T. Grant Foundation, Scholars Program.

Using an Empirically-supported Teacher Consultation Model to Facilitate the Implementation of an Integrated Social-emotional Learning and Literacy Curriculum in Urban Elementary Schools Primary Investigators: Joshua L. Brown (Fordham University), Jason Downer (University of Virginia), Bridget Hamre (University of Virginia). Supported by: Institute of Education Sciences, U.S. Education.

Increasing AIAN Research Engagement through a Culturally Adapted Ethics Training Primary Investigators: Cynthia Pearson (University of Washington) and Celia B. Fisher (Fordham University). Supported by: NICHD 1R01HD082181-01.

Research in these areas is being carried out in laboratories equipped with computers in association with a variety of specialized stimulus presentation and data acquisition devices (e.g., video display devices, tachistoscopes, speech synthesizers and recognizers, etc.).

We look at particular adaptively important domains such as mate choice and food choice, and we use tools including agent-based modeling and simulation and laboratory experiments. ABC-West was formed in 2005 through budding from the original ABC Research Group in Berlin, Germany.

Our research focuses broadly on human learning, using experimental methods and the data from digital environments where contemporary learning occurs. Our primary focus is on the cognitive mechanisms involved in learning and knowing, but no person is an island. We also focus on the social and behavioral contexts that moderate cognitive learning processes, and study how change along these dimensions affects learning outcomes.

The CDM Lab takes a joint experimental and computational modeling approach to study human judgment, decision-making, and reasoning. We study how people make decisions when faced with multiple, complex alternatives and options involving different risks and rewards.

I am interested in mathematical and computer simulation models of memory, learning, retrieval, attention, limited capacity, automatism, and perception, and empirical research to test and develop these models.

The new model is aimed to explain storage and retrieval not only of recent events, but of general knowledge and the relation between the two. The empirical research explores different ways in which memory is accessed, such as recall, recognition, or implicit tests.

Research in the lab is focused on visual, proprioceptive and haptic perception and then, human actions performed with the upper limbs: reaching-to-grasp, overarm throwing, and rhythmic limb movements, as well as the coordinate looking movements. We study action, but our primary focus and commitment is to the study of perception as the foundation for all actions.

The Speech Research Laboratory at Indiana University has extensive hardware and software for presenting complex acoustic signals to subjects and recording their responses in real-time. Three computer-controlled laboratories are used for perceptual experiments with human observers. These labs are equipped with audio-visual capabilities for running multiple observers in real-time experiments. The labs also have several specialized state-of-the-art workstations as well as a series of microcomputers that are used for speech analysis and synthesis and computational studies of linguistic databases.

Our research is directed towards understanding some of the basic processes that mediate these remarkable abilities. The approach we take is to treat the human visual system like an elaborate signal processing device. We use a combination of psychophysical techniques, mostly involving externally added noise, to characterize some of the inner workings that mediate visual pattern perception.

The Experimental Psychology Graduate Program places a strong emphasis on mentorship.

If you are interested in using animal models to examine the behavioral and neurobiological components of learning, memory, emotion, and stress, our focus on Biobehavioral Psychology may be for you.

If you are interested in the origins and development of human thought, emotion and behavior, check out our focus on Developmental Psychology.

Then you might want to look at our focus on Social Psychology .

During the course of your Experimental Psychology Program training you will: 1) Gain a foundational understanding in your area of research specialization and additional subfields of Experimental Psychology 2) Develop strong research skills, and 3) Develop effective skills in communicating psychological science. Graduates from our program pursue careers in teaching, research, and applied settings.

The Experimental Psychology Graduate Program receives 20 to 50 applications each year and admits 3-5 of those students. Of the students who have enrolled in our program, approximately 90 percent have stayed and completed their Ph.D. here. For application details see Application ProcessApplications are reviewed in January and offers are made to select students by the end of February.

To see our Experimental Psychology Graduate PhD Program students and their projects: Current Graduate Students.