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Student Research

Tori

All psychology students engage in original research projects in close collaboration with faculty members. Studies are conducted within required courses or through an individual research practicum. Students are also able to gain valuable experience working with faculty on their ongoing research projects.

These faculty-student collaborations are successful. Every year our students and faculty present at regional, national, and international meetings. Many of our students have been honored with national and regional awards for their research at these meetings.

Roy and Lemley with studentsOur faculty members have earned national (e.g. National Science Foundation) and internal (Collaborative Interdisciplinary Scholarship Program) funding to conduct research with our students. Our program emphasizes empirical research because it encourages the development of critical and creative thinking skills and also provides experiences that are valued by graduate programs and in professional settings.

 

Association for Psychological Science Annual Meeting - Washington D.C., 2013

The following were presented at the 25th Annual Meeting of the Association for Psychological Science (student presenters are bolded):

Cotter, K. (May, 2013). Musicianship improves recall of linguistic details during audiovisual task.(Faculty Advisor: Lemley)

Craver-Lemley, C., Dillon, C., Kowalsky, A. & Heimbach, J. (May, 2013). Experience can modify person-color synesthesia.

Dowling, R., Craver-Lemley, C. & Roy, M. (May, 2013). Feature focused bias in change blindness in north american students.

Heimbach, J., Pretz, J. & Craver-Lemley, C. (May, 2013). Synesthetes erform better on insight measures.

Jones, M., Craver-Lemley, C., McCue, A. & Szymanski, K. (May, 2013). Enhanced object imagery in attention deficit disorder/attention deficit hyperactivity disorder.

Pretz, J. & McCollum, V. A. (May, 2013). Self-percetions of creativity do not always reflect actual creative performance.

Cecco, C. & Roy, M. (May, 2013). The effects of stress and anxiety on prospective memory.

Kowalsky, A. & Roy, M. (May, 2013). Powerful postures improve women's performance on a math task.

Roy, M., Settle, M., Cecco, C., Samartino, S., & Torres, V. (May, 2013). Perceived skill distribution influences self-assessment on a novel task.

Samartino, S. & Roy, M. (May, 2013). Earworms, rumination, and working memory.

Settle, M. & Roy, M. (May, 2013). T he effects of spoiled vs. unspoiled stories on video viewing.

Torres, V. & Roy, M. (May, 2013). An outside perspective.

Elizabethtown College