Faculty

Gregory S. Braswell, Ph.D., University of Illinois, Urbana-Champaign

• Role of social interaction in cognitive development
• Effects of adult beliefs on interactions with children and on child development
• Role of variability in development

Gary L. Creasey, Ph.D., Virginia Commonwealth University

• Attachment
• Intimacy and romantic relationships
• Development of coping skills across the life span
• Family influences on development
• Emotional regulation

Steve Croker, Ph.D., University of Nottingham

• Development of scientific reasoning
• Children's knowledge and understanding of health and illness
• Development of temporal visual attention
• Magical thinking

Alycia M. Hund, Ph.D., The University of Iowa

• Cognitive development
• Spatial memory and language
• Executive functioning
• Cognitive flexibility
• Theories of development

Patricia A. Jarvis, Ph.D., Virginia Commonwealth University

• Life-span social development
• Parent-adolescent/child social interactions
• Relationships between stress, coping, and attachment: Parents and children/adolescents
• School and work transitions. Adolescents' stressors and coping strategies
• Scholarship of teaching and learning

Marla J. Reese-Weber, Ph.D., The Ohio State University

• Sibling and dating violence
• Development of conflict resolution skills
• Romantic relationships during adolescence
• Family processes
• Sexuality in adolescence

Rocío Rivadeneyra, Ph.D., University of Michigan

• Gender and sexual socialization in adolescence
• Media portrayals and their role in gender, ethnic, and sexual socialization
• Latino youth development

Renée M. Tobin, Ph.D., Texas A&M University

• Emotional regulation
• Personality and social development
• Adult-child interactions
• Linking research to practice

Corinne Zimmerman, Ph.D., University of Alberta

• Development of scientific reasoning
• Students' understanding of scientific concepts and conceptual change
• Development of scientific literacy, in particular, factors influencing the evaluation and interpretation of popular press articles reporting scientific research

Distinguished Professor Emerita — Laura Berk, Ph.D., University of Chicago

• Vygotsky's sociocultural theory and implications for children's learning and development
• Development and functional significance of private (self-directed) speech in typical children and children with learning and behavior disorders, especially attention-deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD)
• Benefits of make-believe play in early childhood, with special focus on self-regulation
• Parent-child engagement in early and middle childhood and consequences for development
• Effects of educational intervention with at-risk preschoolers