Clinical and Developmental Searches
The Department of Psychology and Human Development, Peabody College, has two tenure-line positions in the areas of CLINICAL and DEVELOPMENTAL psychological science. We seek candidates whose research addresses cross-cutting themes in our department through interdisciplinary research focused on (1) basic processes of cognitive, social, and emotional development, (2) the implications of such basic research for learning, education, developmental psychopathology, and developmental disorders, and (3) the translation of basic findings to inform interventions designed to prevent or treat problems of development, learning, mental health and physical well-being. The Clinical Psychological Science Program invites applications for a tenure track Assistant Professor position in clinical psychological science, with an emphasis in child/adolescent psychopathology. Our Developmental Science Program is seeking an outstanding developmental scientist for a tenure track position at the assistant professor rank and will consider candidates in any area of cognitive development. We especially encourage applications from underrepresented minorities.
Additional information can be found here
“Psychological Sciences at Vanderbilt represents a diverse group of scholars in the Department of Psychology in the College Arts and Science, the Department of Psychology and Human Development in Peabody College, and faculty in allied disciplines across the university. Psychological Sciences combines breadth across the traditional domains of academic psychology with depth in specific programs of inquiry likely to contribute to solutions of major scientific, social, and psychological problems.
The graduate program in Psychological Sciences focuses on psychological theory and the development of original empirical research. Students are admitted to work toward the Ph.D. degree in the following areas:
- Clinical Science
- Cognition and Cognitive Neuroscience
- Developmental Science,
- Quantitative Methods.
Many of our faculty also participate in an Interdisciplinary Neuroscience Graduate Program at Vanderbilt.
The Department of Psychology and Human Development in Peabody College offer undergraduate majors in Child Development, Cognitive Studies, and Child Studies, as well as a Master of Education program in Child Studies. The Department of Psychology in the Colleges of Art and Science offers an undergraduate major in Psychology.
congratulations Gordon Logan!
April 14, 2014—Gordon Logan is the 2014 recipient of the Howard Crosby Warren Medal from the Society of Experimental Psychologists.The Warren Medal is the oldest and one of the most prestigious awards in the field of experimental psychology. As the formal announcement (shown below) of the award made last night at the 2014 Meeting of the Society details, Gordon has made profound theoretical, experimental, and methodological contribution to our understanding of critical phenomena in the area of cognitive psychology. Congratulations Gordon for this well-deserved award! THE SOCIETY OF EXPERIMENTAL PSYCHOLOGISTS Awards the 2014 Howard Crosby Warren Medal to *Gordon D. Logan* Vanderbilt University "for his innovative and penetrating theoretical and empirical work in attention, automaticity and skill acquisition, executive control, and neural mechanisms of information processing." Oral Presentation: Gordon Logan has made profound theoretical and empirical contributions to the study of attention and automaticity, the development of skill acquisition, and the nature of executive control. He pioneered and extensively developed the stop-signal paradigm, which requires subjects to inhibit an ongoing action in response to a stop signal. He conceptualized and modeled performance in the task in terms of a race between the mental processes that govern the action and a "stop process" that inhibits the action. The paradigm provides an elegant approach to assessing the issue of how people inhibit their behaviors, and has been applied successfully to the study of performance in wide varieties of clinical populations who show deficits in inhibitory control. Logan also developed the hugely influential "instance theory of automatization." The theory holds that automatic processing develops because the observer stores separate representations or "instances" of each exposure to a task. Consistent practice results in an increase in the speed of retrieval of the instances. The theory accounts for fundamental quantitative results involving the speed-up functions associated with practice in cognitive tasks. It formalizes the view that novice performance is limited not by a scarcity of resources but rather by a lack of domain-specific knowledge. In his recent work, Logan has provided ingenious demonstrations of multiple forms of error-detection processes in skilled typists; has significantly advanced compound-cue retrieval theories of performance in task-switching paradigms; and has made major contributions in a collaborative program of research that uses neural-measurement approaches to constraining information-accumulation models of choice response times and saccadic eye movements.
Congratulations! Bunmi Olatunji & Hector Myers
February 13, 2014—Wonderful news. Two members of the Psychological Sciences Clinical Science program have just been honored by Division 12 (Society of Clinical Psychology) of APA. Bunmi Olatunji will receive the 2014 Theodore Blau Early Career Award for Distinguished Professional Contributions to Clinical Psychology Hector Myers will receive the 2014 Stanley Sue Award for Distinguished Contributions to Diversity in Clinical Psychology The awards will be presented at the APA Convention this coming August in Washington, DC. Congratulations Bunmi and Hector for winning these prestigious awards!
Congratulations David Lubinski!
January 16, 2014—Research by David Lubinski and colleagues that was recently published in Psychological Science has been featured in a news story and accompanying video: http://news.vanderbilt.edu/2014/01/gifted-children-study/! The original article was entitled: "Who rises to the top? Early Indicators" and was co-authored with Harrison Kell and Camilla Benbow.
Congratulations Emily Fyfe!
December 14, 2013—Emily Fyfe has received a 2013 APA Dissertation Research Award! Emily received this award for her research project entitled "Is That Correct? Clarifying the Effects of Feedback during Mathematical Problem Solving," under the direction of Dr. Bethany Rittle-Johnson in the Developmental Psychology program. Along with the award, Emily received $1,000 towards her research. Congratulations Emily!
December 11, 2013—At today's College of Arts & Sciences faculty meeting, Andrew Tomarken PhD received the Award for Excellence in Graduate Teaching. Established in 1985 by the College in collaboration with the Graduate School, this award recognizes a graduate faculty member in the College of Arts and Science for outstanding classroom teaching. Andy is highly deserving of this award; all indicators, both quantifiable and subjective, clearly indicate that he is an exceptionally gifted teacher. Andy follows Steve Hollon who won the same honor last year, attesting to our faculty's pursuit of excellence in educating the next generation of scientists not only in the lab, but in the classroom as well.
Congratulations Gordon and Kristy!
December 4, 2013—Congratulations to Gordon Logan and Kristy Snyder for their recently published study results"What skilled typists don't know about the QWERTY keyboard.". A description of the research will appear in an upcoming issue of the journal Attention, Perception & Psychophysics [http://link.springer.com/article/10.3758/s13414-013-0548-4/fulltext.html], which recently posted it online. see more info at http://news.vanderbilt.edu/2013/12/automatic-typing/
Congratulations, Bethany Rittle-Johnson!
November 15, 2013—Congratulations to Bethany Rittle-Johnson, who was asked to be part of the National Governor's Association Expert Roundtable for Strengthening Early Mathematics Education! She will travel to Washington, D.C. later this month to engage in this important discussion with leaders in math education across the country.