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Matthew C. Bell
I have three primary research lines. One investigates basic learning processes using pigeons as subjects to look at things that affect choice and persistence. A second line looks at applications of the basic research in things like baggage screening and the rubber hand illusion. Finally, (in collaboration with Patti Simone) I’m interested in figuring out how to improve memory, particularly in older adults.
I prefer that student research assistants become involved on a number of different levels, depending upon their interests and experience. I ask students to make a minimum commitment of two quarters (but one year commitments are preferred) and prefer that they have taken at least PSYC 1. Contact me directly for more information on my lab lab. I require a minimum of a two-quarter commitment.
Assistant ProfessorView research.
My primary research interests include workplace diversity, organizational conflict and performance, intergroup and interorganizational relations, and diversity training. Most recently, I have been interested in exploring the effects of demographic faultlines in diverse groups and understanding the process of conflict escalation in ethnopolitical situations. Some other recent projects involve justice, employee health, and technology.
Best way to get involved in my research is to take one of my classes.
My research in recent years has been focused largely in the area of social influence. This includes work on compliance; that is, why people agree to or decline requests to do favors, donate money, buy a product, etc. I also look at the effects of social norms, particularly how we can use information about what other people typically do to change unhealthy behaviors. Finally, expanding on my replication of Milgram’s obedience studies, I am interested in the situational variables that lead good people to sometimes engage in bad behaviors.
I recruit students to work on projects as the need arises. Students should contact me directly to express an interest in getting involved.
Lucia Albino Gilbert
Women's and Gender Psychlogy
My research has centered on gender issues in late adolescent and adult development on such topics as feminist approaches to psychological treatment, integrating work and family life, and broadening technological opportunities to girls. My current research interests focus on the influence of gender processes on career trajectories and women's career development in atraditional fields.
At this point in my current project I would like to work with students who are interested in learning how to code qualitative data. Email me or stop by my office hours. To be considered, students should have completed PSYC 40 and PSYC 43. I require a minimum of a two-quarter commitment.
My research focuses on consciousness, cognition, and affect across the sleep-wake cycle.
I am currently conducting research into the adaptive functions of imagination (including dreaming) as a cognitive skill.
Students are involved in all phases of Dr. Kahan’s research How to Get Involved Contact Dr. Kahan by telephone or by email. She prefers students who have completed PSYC 42 or 43 and at least one of her upper division courses (PSYC 120, 131, 132, 135).
My research has focused on two areas of study: (1) The development of an animal model of alcoholism, and (2) The experimental study of the brain systems that regulate the formation and consolidation of different types of memory. Currently, I am not conducting experimental laboratory research.
I do not currently need student research assistants.
Clinical / Health Psychology
I am currently conducting ongoing research on the psychological benefits of exercise. Current projects include the role of social and environmental context in enhancing the psychological and physical experience of exercise. A variety of additional projects are underway which further evaluate the health benefits of religious/spiritual practice.
Interested students can email me at firstname.lastname@example.org and may wish to review my research studies on my web page.
Cognitive aging: Effect of environmental factors, such as continuing education, spaced retrieval, and other moderators of change on cognition (memory and attention) in later life.
Selective attention: Development of selective attention abilities in children, young adults, and older adults. The role of distractor processing in selective attention. Behavioral and neural mechanisms of cognitive inhibition.
Come by and let Dr. Simone know you are interested. She prefers students who have taken PSYC 40 and 43. PSYC 65, PSYC 165, 166, and/or 167 are a plus, though not necessary.
I am currently investigating the role of readiness to change for spouses who want to promote change of a health behavior in their partner. I am also part of a longitudinal study designed to identify the variables that are present in the newlywed stage of marriage that predict marital satisfaction and stability. Finally, I do some research on marital education/premarital counseling.
Contact Dr. Sullivan at email@example.com.
I am currently examining how the cultural identity of immigrant students influences their motivation and achievement in school. This project involves collecting data from college and high school students using surveys, interviews, and computer-based data collection methods.
Contact Dr. Urdan by phone (408-554-4495) or via email (firstname.lastname@example.org).
My research interests are primarily in young children’s cognitive development, specifically in the areas of spatial problem solving and first language acquisition. Recently, I have become interested in exploring the validity of “nature-deficit disorder”, a notion popularized in a book by Richard Louv in which he asserts that children suffer emotional, physical, and cognitive problems as a result of a lack of connection to the natural world.
Students interested in research should contact me via e-mail. Please include information about whether you have completed the following courses: Psyc 1 and 2, 40, 43, and 185. It is also helpful to state how far you have gone in your program of study, i.e., sophomore, junior, etc.