M.A. and Ph.D. University of Illinois at Chicago

B.A. The Ohio State University

Courses Taught

• Cognitive Psychology
• Survey of Psychology
• Stats and Research Methods
• Research Lab: Test and Measurement
• Industrial/Organizational Psychology
• Psychology of Personality
• Developmental Psychology
• Social Psychology
• Consumer Psychology

Ph.D.   Illinois Institute of Technology

M.S.     Illinois Institute of Technology

B.A.     91Porn

91Porn
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

Ph.D. University of Ottawa

B.A. Queen's University, Kingston, ON Canada

Bavarian, N., Lewis, K. M., Holloway, S., Wong, L., Silverthorn, N., DuBois, D. L., Flay, B. R., & Siebert, C. (2022) Mechanisms of influence on youth substance use for a social-emotional and character development program: A theory-based approach. Substance Use & Misuse, 57(12), 1854-1863.

Lewis, K. M., Holloway, S. D., Bavarian, N., Silverthorn, N., DuBois, D. L., Flay, B., & Siebert, C. (2021). Effects of Positive Action in elementary school on student behavioral and social-emotional outcomes. The Elementary School Journal, 121(4).

Sánchez, B., Pryce, J., Silverthorn, N., Deane, K. L., & DuBois, D. L. (2019). Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation. Cultural Diversity and Ethnic Minority Psychology, 25(4), 505-514.   

Silverthorn, N., DuBois, D. L., Lewis, K. M., Reed, A., Bavarian, N., Day, J., Ji, P., Acock, A. C., Vuchinich, S., & Flay, B. R. (2017). Effects of a school-based social-emotional and character development program on self-esteem levels and processes: A cluster-randomized controlled trial. SAGE Open, 7(3), 1-12.

Silverthorn, N., DuBois, D. L., & Crombie, G. (2005). Self-perceptions of ability and achievement across the high school transition: Investigation of a state-trait model. The Journal of Experimental Education, 73(3), 191-218.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

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Breakthroughs happen at the intersection of psychological science and data analytics.

The Department of Psychology’s Master of Arts in Human Developmental Science is seeking curious and academically motivated individuals who are interested in learning about psychology across the human lifespan. Our program provides rigorous training in psychological theory as well as the statistical tools for studying human behavior and development. In our data-driven world, we need individuals who are trained in understanding behavior to create valid ways to survey behavior as well as interpret analyses of data, research studies and statistical findings. This master’s degree combines hybrid classroom education with hands-on application in order to facilitate learning at the highest level

About the Human Developmental Science Master’s Degree Program

The Human Developmental Science master's degree is unique to the Chicago area. It’s a multidisciplinary degree intended to provide both breadth and depth in the study of human development. Individuals in our program focus on human growth that includes physical, perceptual, cognitive, personality, social and emotional areas across the human lifespan. It empowers students to gain extensive understanding of the human experience and understand individual growth in the larger context of culture and society. We train this field’s next generation of researchers, leaders and practitioners.

Individuals will engage with faculty both in classroom seminars and on individually tailored research projects spanning core developmental areas from infancy to adulthood and aging. Furthermore, students will have many opportunities to advance their statistical and methodological skills in order to work on basic and applied research questions. Students will be able to select a specialized area of research tailored to their interests, needs and career path (e.g., aging and mental health, physiology of adolescence, adult relationship dynamics, etc.). Graduates of the program will be well-prepared to enter into the workforce or will be competitive applicants for admission to doctoral programs. As an individual in the program, you’ll be able to:

• Explore a wide range of developmental topics related to social, clinical, physiological and cognitive psychology. Students will be able to engage in independent research that encourages curiosity and a passion for answering basic research, industry and behavioral questions.
• Gain skills using an array of statistical tools related to research investigation including collecting, coding, analyzing data and creating predictive models of behavior relevant to for-profit and nonprofit industries.
• Participate in classes that are organized around the principle of engaged and active learning.
• Apply to Ph.D. programs or for careers in fields that desire information research scientists, quantitative skills and knowledge of human behavior.

Master-level scholars will have access to flexible modalities of education as courses will be offered online, face-to-face and remote/hybrid.  

B.A. + 1 Degree Option

For current NEIU students, the program will also be offered as an accelerated 4+1 degree. Upon graduation, students who are full-time will gain a Bachelor of Arts in Psychology and a Master of Arts in Human Developmental Science in five years. This accelerated program prepares individuals for PhD programs or careers in private industry, government, academic and non-profit fields; fields that require quantitative skills as well as knowledge of human social behavior.

M.A. Human Developmental Science (32 Credit Hours)

The program’s foundational curriculum emphasizes the theoretical underpinning of developmental mechanisms from infancy to adulthood and aging. Students are provided with an array of statistical tools and data management know-how. Special topics focus on students’ research pursuits and career paths. Offering customizable culminating experiences, students will decide if they wish to complete a research project or an applied track (internship). Learn how to:

• Formulate research questions to solve problems in basic research and a variety of industries
• Summarize and synthesize research
• Create protocols to collect physiological and behavioral data
• Develop codes for behavioral classification
• Master statistical techniques for analyzing data
• Interpret data analysis

Learn from our Psychology faculty who come from top university doctoral programs with well-established research programs across a variety of areas of speciality including perception, cognitive psychology, social psychology, clinical psychology, developmental psychology, education and gerontology. Their research has been published in high impact, peer-reviewed journals. Students will have exposure to the full range of faculty experiences and expertise.

Review the , and read all required course and elective descriptions.

Careers Opportunities

Did you know that the U.S. Department of Labor predicts that by 2026 there will be a significant increase in the need for information research scientists?

There are so many career pathways with a master’s degree in Human Developmental Science, which prepares you to enter fields that require an understanding of human behavior and quantitative tools. Job choices in private industry, government, academics and nonprofits are wide-ranging, including, but not limited to:

• Behavioral Scientist
• Consultant
• Policy and/or Data Analyst
• Consumer Behavior Analyst
• Research Scientist
• Grant Evaluator

Doctoral Research Programs

The M.A. in Human Developmental Science can prepare students to compete for Ph.D. programs that pay for full tuition and stipends.

The range of specialties is wide and will be oriented toward an individual’s research interest.

Our program will help prepare students for doctoral programs that can focus on child, adolescent and adult development covering topics on emotion, industrial psychology, social decision-making, social behavior, biopsychology and cognition, among many others.

Specialized topics can include cognitive neuroscience, perception and memory, social neuroscience, brain and behavior, language development, concept development, STEM learning and nonverbal communication.

Our faculty can help you learn more about doctoral programs and how to apply for them.

Admission Requirements

91Porn is home to students from all corners of the world and is one of the most ethnically diverse universities in the Midwest. Our small class sizes, flexible schedules and dedicated faculty can help you succeed in your studies.

Individuals interested in applying will need to satisfy and must submit:

• Three letters of recommendation
• A personal statement describing your research interests and future goals
• An official transcript confirming a minimum undergraduate GPA of 3.0

Additionally, applicants are encouraged to have a background in math, including some statistics.

Learn More and Contact Us

Gain the skills you need to succeed in the growing field of Human Developmental Science. Please contact the Department of Psychology at (773) 442-5840 or email hdsma@neiu.edu with questions.

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Ph.D. in Psychology, University of Wisconsin-Madison (2016)

B.S. in Psychology & BS in Statistics, Carnegie Mellon University (2006)

Young, A.G. & Shtulman, A. (2020). Children’s cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, 31, 1396-1408.

Young, A.G. & Shtulman, A. (2020). How children’s cognitive reflection shapes their understanding of science. Frontiers in Psychology, 11, 1247.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2019). Causal learning from joint action:  Collaboration helps first graders, but hinders kindergartners. Journal of Experimental Child Psychology, 177, 166-186.

Riggs, A.E. & Young, A.G.  (2016). Developmental changes in children’s normative reasoning across learning contexts and collaborative roles. Developmental Psychology, 52, 1236-1246.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2012). Causal learning and disagreement: Others’ hypotheses affect children’s evaluations of evidence. Developmental Psychology, 48, 1242-1253.

• Ph.D. Human Development & Human Studies, Auburn University, Auburn, Alabama, 2013
• M.S. Family, Youth & Community Sciences, University of Florida, Gainesville, Florida, 2007
• B.A. Sociology, University of Florida, Gainesville, Florida, 2005

International Teaching Experience

(2019) NEIU International Studies Faculty Leader: Human Rights Study Tour to Geneva, Switzerland, Rome, Italy

(2018) NEIU International Studies Faculty Leader: Human Rights Study Tour to Geneva, Switzerland 

(2016) NEIU International Studies Faculty Co-Leader: Human Rights Study Tour to Geneva, Switzerland

Room LWH 4063
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

M.A. University of Chicago, 2009

B.A. 91Porn, 2006

Room BBH 313G
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States

M.A. and Ph.D. - Loyola University, Chicago

B.S. - Grand Valley State University

Sánchez-Johnsen, L., Dykema-Engblade, A., Rosas, C., Calderon, L.,Rademaker, A., Nava, M., & Hassan, C. (2022). Mexican and Puerto Rican Men’s Preferences Regarding a Healthy Eating, Physical Activity and Body Image Intervention, Nutrients (Special Issue: Cardiometabolic Health in Relation to Diet and Physical Activity: Experimental and Clinical Evidence), 14(21). 

Sánchez-Johnsen, L., Dykema-Engblade, A., Nava, M., Rademaker, A., & Xie, H. (2019). Body Image, Physical Activity and Cultural Variables among Latino Men. Progress in Community Health Partnerships: Research, Education, and Action.

Craven, M., Keefer, L., Rademaker, A., Dykema-Engblade, A., & Sánchez-Johnsen, L. (2018). Social Support for Exercise as a Predictor of Weight and Physical Activity Status among Puerto Rican and Mexican Men: Results from the Latino Men’s Health Initiative. American Journal of Men’s Health.

Sanchez-Johnson, L., Craven, M., Nava, M., Alonso, A. Dykema-Engblade, A., Rademaker, A., & Xie, H. (2017). Cultural Variables Underlying Obesity in Latino Men: Design, Rational, and Participant Characteristics from the Latino Men’s Health Initiative. Journal of Community Health (pg 1-13).

Tindale, R.S., Smith, C.M., Dykema-Engblade, A., Kluwe, K. (2012).  Good and bad group performance: Same process - different outcomes.  Submitted to Group Processes and Intergroup Relations (GPIR): Special Issue in Tribute to Jim Davis.

Room BBH 313 E
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.A. and Ph.D. University of North Carolina at Greensboro

B.A. University of Hawaii

Erber, R., & Erber, M.W. (2024). Intimate Relationships: Issues, theories, and research, 4th ed., Routledge.

Erber, R., Erber, M.W., & Poe, J.R. (2004). Mood regulation and decision making: Is irrational exuberance really a problem? In J. Carillo & I. Brocas (Eds.) Psychology and Economics. Oxford: Oxford University Press.

Erber, M.W. & Erber, R.  (2001). The role of motivated social cognition in the regulation of affective states.  In J.P. Forgas, Handbook of Affect and Social Cognition.  Mahwah, N.J.:  Erlbaum.

Erber, M. W. & Erber, R. (July 2017). Mate Choice Copying in Humans. Poster presented at the 18th General Meeting of the European Association of Social Psychology. Granada, España.

Erber, M., Rueckert, L., Dykema-Engblade, A., Merchant, C., & Cuevas, L. (2015). Collaborative and active learning strategies promote critical thinking across psychology curriculum. Symposium presented to the Society for the Teaching of Psychology Division at the Midwestern Psychological Association 87th Annual Meeting. Chicago, IL.

Room BBH 313 C
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. The Pennsylvania State University

B.A. Morehouse College

Abdul-Adil, J., Drozd, O., Irie, I., Riley, R, Silas, A., Farmer, Jr. A., & Tolan, P. (2009).  University-community mental health center collaboration: Encouraging the dissemination of empirically-based treatment and practice. The Community Mental Health Journal, 46(5), 417-422.

Sarah Pekoc, MA., Jaleel Abdul-Adil, PhD., Alvin Farmer, PhD (2017). Treating Violence Exposure: A Case Study Using Community and Evidenced-Based Practices in Chicago. Poster session presented at the Cultural Impact Conference at the Chicago School of Professional Psychology.

Jaleel Abdul-Adil, A. David Farmer Jr., Gibson, L., & Liza Suarez, (2018). Hip-Hop H.E.A.L.S. (H³) Clinical Intervention Manual for Child Trauma and Community Violence Exposure (First Edition). 

Jaleel Abdul-Adil, A. David Farmer Jr., & Liza Suarez, (2018). Hip-Hop H.E.A.L.S. (H³) Prevention Manual for Child Trauma and Community Violence Exposure (First Edition).

Child and Family Clinical Psychologist

Dr. Farmer is a licensed clinical psychologist who provides clinical services to children and families. His goal is to develop clinical interventions that address the mental health outcomes of violence exposure and trauma and is especially interested in examining evidence-based clinical interventions with Disruptive Behavior Disorders and trauma and violence exposure.

BBH 307 H
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D.   Illinois Institute of Technology

M.S.     Illinois Institute of Technology

B.A.     91Porn

91Porn
5500 N. St. Louis Ave.
Chicago, IL 60625
United States

The University of Akron, Akron OH

Hollis-Sawyer, L. (2021). Differential treatment of older workers due to COVID-19 accommodations: Potential issues of ageism and age discrimination. Journal of Elder Policy, 1(3), 155-174.

Patrick, J., Hayslip, B., & Hollis-Sawyer, L. (2020).  Adult development and aging. Sage.

Sawyer, T., Nebl, P., & Hollis-Sawyer, L. (2020). Black belt statistics: A competency-based approach (plus SPSS and R). Cognella.

Cole, E., & Hollis-Sawyer, L. (Editors) (2020). Older women who work: Resilience, choice, and change. APA Books.

Hollis-Sawyer, L. (2020). Use it or lose it: Older women and civic engagement. In Cole, E., & Hollis-Sawyer, L. (Editors), Older women who work: Resilience, choice, and change. APA Books.

Selected Professional Awards

Recipient of the 2021 CHOICE Outstanding Academic Titles for Older Women Who Work: Resilience, Choice, and Change (APA Books, 2020).

Recipient of the 2017 British Medical Association (BMA) “Highly Commended” book   recognition designation for the Hollis-Sawyer, L. A., & Dykema-Engblade, A. (2016). Women and positive aging: An international perspective. Academic Press book. Awarded at the BMA Award Ceremony in London, UK on September 11, 2017.  

Recipient of the 2017 American Psychological Association Division 35 Denmark Women  and Aging Award. Awarded at the APA Conf. in Washington, DC on August 5, 2017.   

Recipient of the 2014 American Psychological Association (APA) Division 20 Mentorship Award in Adult Development and Aging. Awarded at the APA Conference in      Washington, DC on August 9, 2014.    

Recipient of the 2014-2018 Association for Gerontology in Higher Education (AGHE) Program of Merit Award (as Gerontology Coordinator). Awarded at the AGHE Conference in Denver, CO on March 1, 2014.    

Room BBH 307E
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. from University of Michigan
B.S. in Psychology from Morehouse College

Erber, M., Rueckert, L., Dykema-Engblade, A., Merchant, C., & Cuevas, L. (2015). Collaborative and active learning strategies promote critical thinking across psychology curriculum. Presented at the Midwestern Psychological Association-Society for the Teaching of Psychology. Chicago, IL.

Merchant, C., Erber, M., Rueckert, L., Adams, S., & Polyashuk, Y. (2014). Cyber peer-led team learning in a statistics and research methods class. Presented at the annual meeting of the Society for Teaching of Psychology, Chicago, Illinois, May, 2014.

Ghaziuddin, N, Merchant, C.R., Dopp, R., & King, C.A (2014).  A naturalistic study of suicidal adolescents treated with an SSRI: Suicidal ideation and behavior during 3-month post-hospitalization period.  Asian Journal of Psychiatry, 11, 13-19.

King, C.A., Kerr, D.C., Passrelli, M.N., Ewell-Foster, C., & Merchant, C.R. (2010). One-year follow up of suicidal adolescents: Parent history of mental health problems and time to post-hospitalization attempt, Journal of Youth and Adolescence, DOI 10.1007/s10964-009-9480-2.

Merchant, C.R., Kramer, A., Joe, S., Venkataraman, S., & King, C.A. (2009).  Predictors of multiple suicide attempts among suicidal Black adolescents, Suicide and Life-Threatening Behavior, 39(2), 115-124.

King, C.A., & Merchant, C.R. (2008).  Social and interpersonal factors relating to adolescent suicidality: A review of the literature, Archives of Suicide Research, 12(3), 181-196.

Room BBH 307 D
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. in Psychology from Illinois Institute of Technology

M.S. In Industrial/Organizational Psychology from Illinois Institute of Technology

B.S. in Psychology from Loyola University Chicago

Polyashuk, Y. (in press). Z-Scores. POGIL Activity Clearinghouse.

Room BBH 303
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. and M.A. - University of Chicago

B.S. - University of Michigan

Jaimes, G., Diaz, R., Portillo, M., & Rueckert, L. (2021). The evaluation of facial expressions and emotions. Presented at the annual meeting of the Association for Psychological Science (online, May, 2021).

Rueckert, L., Church, R. B., Avila, A., & Trejo, T. (2017). Gesture enhances learning of a complex statistical concept, Cognitive Research: Principles and Implications, 2, 1-6. DOI: 10.1186/s41235-016-0036-1

Campos, K. & Rueckert, L. (2017). Facial mimicry and attractiveness. Presented at the annual meeting of the Midwestern Psychological Association, Chicago, IL, April, 2017.

Rueckert, L., Branch, B., & Doan, T. (2011). Are gender differences in empathy due to differences in emotional reactivity? Psychology, 2, 574-578.

Rueckert, L. (2011). Gender differences in empathy. In D. J. Scapaletti (Ed.) Psychology of Empathy, Hauppauge, NY: Nova Science Publishers.

Room BBH 307 C
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.A. Experimental Psychology

Ph.D. Neuroscience

Saszik, S. M., & Smith, C. M. (2018). The impact of stress on social behavior in adult zebrafish (Danio rerio). Behavioural pharmacology, 29(1), 53–59.

Saszik, S., & DeVries, S. H. (2012). A mammalian retinal bipolar cell uses both graded changes in membrane voltage and all-or-nothing Na+ spikes to encode light. The Journal of neuroscience : the official journal of the Society for Neuroscience, 32(1), 297–307. 

Bilotta, J., Barnett, J. A., Hancock, L., & Saszik, S. (2004). Ethanol exposure alters zebrafish development: a novel model of fetal alcohol syndrome. Neurotoxicology and teratology, 26(6), 737–743. 

Saszik, S., Alexander, A., Lawrence, T., & Bilotta, J. (2002). APB differentially affects the cone contributions to the zebrafish ERG. Visual neuroscience, 19(4), 521–529. 

Saszik, S. M., Robson, J. G., & Frishman, L. J. (2002). The scotopic threshold response of the dark-adapted electroretinogram of the mouse. The Journal of physiology, 543(Pt 3), 899–916.

Room BBH 307 B
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. University of Ottawa

B.A. Queen's University, Kingston, ON Canada

Bavarian, N., Lewis, K. M., Holloway, S., Wong, L., Silverthorn, N., DuBois, D. L., Flay, B. R., & Siebert, C. (2022) Mechanisms of influence on youth substance use for a social-emotional and character development program: A theory-based approach. Substance Use & Misuse, 57(12), 1854-1863.

Lewis, K. M., Holloway, S. D., Bavarian, N., Silverthorn, N., DuBois, D. L., Flay, B., & Siebert, C. (2021). Effects of Positive Action in elementary school on student behavioral and social-emotional outcomes. The Elementary School Journal, 121(4).

Sánchez, B., Pryce, J., Silverthorn, N., Deane, K. L., & DuBois, D. L. (2019). Do mentor support for ethnic-racial identity and mentee cultural mistrust matter for girls of color? A preliminary investigation. Cultural Diversity and Ethnic Minority Psychology, 25(4), 505-514.   

Silverthorn, N., DuBois, D. L., Lewis, K. M., Reed, A., Bavarian, N., Day, J., Ji, P., Acock, A. C., Vuchinich, S., & Flay, B. R. (2017). Effects of a school-based social-emotional and character development program on self-esteem levels and processes: A cluster-randomized controlled trial. SAGE Open, 7(3), 1-12.

Silverthorn, N., DuBois, D. L., & Crombie, G. (2005). Self-perceptions of ability and achievement across the high school transition: Investigation of a state-trait model. The Journal of Experimental Education, 73(3), 191-218.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D., Spring 1999, Developmental Psychology. Temple University, Philadelphia, PA

M.S., Summer 1990, Psychology. University of Houston-Clear Lake, Houston, TX

B.A., Spring 1988, Psychology. University of Houston-Clear Lake, Houston, TX

Takahashi, M. & Kato, H. (in press). Psychology of religion in Japan. Cambridge handbook of psychology and religion. New York: Cambridge University Press.

Takahashi, M. (Ed.). (2020). The empirical study of the psychology of religion and spirituality in Japan. San Antonio, TX: Elm Grove.

Takahashi, M. (2019). Relationship between wisdom and spirituality: An expanded theoretical model with mysticism and gerotranscendence. In J. Gluck and R. J. Sternberg (Eds.), The handbook of wisdom (pp. 626-646). New York: Cambridge University Press.

Takahashi, M. (2017). Relational Wisdom and happiness in late adulthood. In A. S. Dick and U. Muller (Eds.), Advancing developmental science: Philosophy, theory, and method. New York: Routledge.

Takahashi, M. (Producer/Director). (2007). Last Kamikaze: Testimonials from the WWIIsuicide pilots. [Motion picture]. United States: phi phenom production (Available from Documentary Educational Resources, Inc., 101 Morse St., Watertown, MA 02472-2554).

Room BBH 307 A
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. in Psychology, University of Wisconsin-Madison (2016)

B.S. in Psychology & BS in Statistics, Carnegie Mellon University (2006)

Young, A.G. & Shtulman, A. (2020). Children’s cognitive reflection predicts conceptual understanding in science and mathematics. Psychological Science, 31, 1396-1408.

Young, A.G. & Shtulman, A. (2020). How children’s cognitive reflection shapes their understanding of science. Frontiers in Psychology, 11, 1247.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2019). Causal learning from joint action:  Collaboration helps first graders, but hinders kindergartners. Journal of Experimental Child Psychology, 177, 166-186.

Riggs, A.E. & Young, A.G.  (2016). Developmental changes in children’s normative reasoning across learning contexts and collaborative roles. Developmental Psychology, 52, 1236-1246.

Young, A.G., Alibali, M.W., & Kalish, C.W. (2012). Causal learning and disagreement: Others’ hypotheses affect children’s evaluations of evidence. Developmental Psychology, 48, 1242-1253.

Room BBH 313F
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. The University of Chicago, Chicago, IL

B.A. Coe College, Cedar rapids, IA

Church, R.B. (2012). It’s Not Just about Drawing and Language…It’s Really about Reconceptualizing the Roles of Nature and Nurture: Commentary on Cohn. Human Development: 199–204.

 Alibali, M.A., Nathan, M.J., Wolfgram, M.S., Kim, S., Church, R. B. and Knuth, E.(2013). Teachers’ gesture and speech in early algebra lessons: Forging common ground and resolving trouble spots.  ZDM Journal of Education: Special Issue on "Classroom-based interventions in mathematics education.”

 Alibali, M.W., Nathan, M.J., Wolfgram, M.S., Church, R.B., Jacobs, S.A., Johnson, C.V., Knuth, E.J. (2013). How Teachers Link Representations in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction.

 Church, R.B., Kelly, S.D. and Holcomb, D. (2013). Temporal Synchrony between Speech, Action and Gesture during Language Production. Language and Cognitive Processes.

 Alibali, M.W., Young, A.G., Crooks, N., Yeo, A., Wolfgram, M.S., Nathan, M., Church, R.B., Knuth, E. (2013). Students Learn more when their Teacher has Learned to Gesture Effectively. 

Research Interests: Mechanisms of normal cognitive development, the role of non-verbal behavior as an index of cognitive transition and instability in mathematical and science understanding, with a primary focus on inclusion of undergraduate minority students in her research programs in an effort to promote their entrance into fields that have traditionally underrepresented minorities.

Administration: Dr. R.B. Church has been a PI for a CDC funded grant that implemented and examined the effects of high risk behavior interventions for children of one of the most impoverished housing projects in Chicago and a PI for a number of Spencer Foundation Small grants evaluating the effects of math instruction in middle school-aged children in both public and private schools in the city of Chicago. She has been a Co-PI on two grants (IES and NSF) that examine the role of gesture in mathematics education and a co-PI on the NIH foundation’s Maximizing Access to Research Careers grant.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

B.A. Psychology, University of Utah, Salt Lake City.

M.A . Early CHildhood education and development, The University of Chicago.

Ph.D.  Developmental and Educational Psychology, The University of Chicago.

Koumoutsakis, T., Church, R. B., Alibali, M., Singer, M., & Ayman-Nolley, S. (2016). Gesture in instruction: Evidence from live and video lessons. Journal of Nonverbal Behavior, 40(4), 301-315. doi:10.1007/s10919-016-0234-z

Liu, L., Ayman, R., & Ayman-Nolley, S. (2012). Children’s image of leadership in China. In Turnbull, S., Case, P., Edwards, G., Schedlitzki, D., & Simpson, P. (Eds.), Worldly Leadership: Alternative Wisdoms for a Complex World, New York, NY: Palgrave Macmillan.

Ayman Nolley, S., & Ayman, R. (2005). Children’s Implicit Theory of Leadership. Chapter in J.

R. Meindl and Brigit Schyns (2005), Implicit Theories: Essays and Explorations, A Volume in the Leadership Horizons Series, Greenwich, CT: Information Age Publishing.

 Ayman-Nolley, S., & Taira, L. L. (2000). Obsession with the dark side of adolescence: A decade of psychological studies. Journal of Youth Studies, 3 (1), 35-48.

Ayman-Nolley, S. (1999).  A Piagetian perspective on the dialectic process of creativity. Creativity Research Journal, 12 (4), 267-275.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
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Ph.D. University of Chicago

B.A. Pomona College 

Shneidman, L., Gaskins, S., & Woodward, A. (2016). Child‐directed teaching and social learning at 18 months of age: evidence from Yucatec Mayan and US infants. Developmental science, 19(3), 372-381.

Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014). Supporting family conversations and children's STEM learning in a children's museum. Early Childhood Research Quarterly, 29(3), 333-344.

Lancy, D. F., Bock, J., & Gaskins, S. (Eds.). (2010). The anthropology of learning in childhood. Rowman Altamira.

Gaskins, S., Haight, W., & Lancy, D. F. (2007). The cultural construction of play. Play and development: Evolutionary, sociocultural, and functional perspectives, 179-202.

Lucy, J. A., & Gaskins, S. (2001). Grammatical categories and the development of classification preferences: A comparative approach. Language acquisition and conceptual development, 257-283.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. in Psychology

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Bernard Brommel Hall 313-F
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.A. Experimental Psychology

Ph.D. Neuroscience

Saszik, S. M., & Smith, C. M. (2018). The impact of stress on social behavior in adult zebrafish (Danio rerio). Behavioural pharmacology, 29(1), 53–59.

Saszik, S., & DeVries, S. H. (2012). A mammalian retinal bipolar cell uses both graded changes in membrane voltage and all-or-nothing Na+ spikes to encode light. The Journal of neuroscience : the official journal of the Society for Neuroscience, 32(1), 297–307. 

Bilotta, J., Barnett, J. A., Hancock, L., & Saszik, S. (2004). Ethanol exposure alters zebrafish development: a novel model of fetal alcohol syndrome. Neurotoxicology and teratology, 26(6), 737–743. 

Saszik, S., Alexander, A., Lawrence, T., & Bilotta, J. (2002). APB differentially affects the cone contributions to the zebrafish ERG. Visual neuroscience, 19(4), 521–529. 

Saszik, S. M., Robson, J. G., & Frishman, L. J. (2002). The scotopic threshold response of the dark-adapted electroretinogram of the mouse. The Journal of physiology, 543(Pt 3), 899–916.

Room BBH 307 B
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

Ph.D. University of Chicago

B.A. Pomona College 

Shneidman, L., Gaskins, S., & Woodward, A. (2016). Child‐directed teaching and social learning at 18 months of age: evidence from Yucatec Mayan and US infants. Developmental science, 19(3), 372-381.

Haden, C. A., Jant, E. A., Hoffman, P. C., Marcus, M., Geddes, J. R., & Gaskins, S. (2014). Supporting family conversations and children's STEM learning in a children's museum. Early Childhood Research Quarterly, 29(3), 333-344.

Lancy, D. F., Bock, J., & Gaskins, S. (Eds.). (2010). The anthropology of learning in childhood. Rowman Altamira.

Gaskins, S., Haight, W., & Lancy, D. F. (2007). The cultural construction of play. Play and development: Evolutionary, sociocultural, and functional perspectives, 179-202.

Lucy, J. A., & Gaskins, S. (2001). Grammatical categories and the development of classification preferences: A comparative approach. Language acquisition and conceptual development, 257-283.

91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States

M.A. and Ph.D. University of North Carolina at Greensboro

B.A. University of Hawaii

Erber, R., & Erber, M.W. (2024). Intimate Relationships: Issues, theories, and research, 4th ed., Routledge.

Erber, R., Erber, M.W., & Poe, J.R. (2004). Mood regulation and decision making: Is irrational exuberance really a problem? In J. Carillo & I. Brocas (Eds.) Psychology and Economics. Oxford: Oxford University Press.

Erber, M.W. & Erber, R.  (2001). The role of motivated social cognition in the regulation of affective states.  In J.P. Forgas, Handbook of Affect and Social Cognition.  Mahwah, N.J.:  Erlbaum.

Erber, M. W. & Erber, R. (July 2017). Mate Choice Copying in Humans. Poster presented at the 18th General Meeting of the European Association of Social Psychology. Granada, España.

Erber, M., Rueckert, L., Dykema-Engblade, A., Merchant, C., & Cuevas, L. (2015). Collaborative and active learning strategies promote critical thinking across psychology curriculum. Symposium presented to the Society for the Teaching of Psychology Division at the Midwestern Psychological Association 87th Annual Meeting. Chicago, IL.

Room BBH 313 C
91Porn
5500 North St. Louis Avenue
Chicago, IL 60625
United States