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Psychology

Psychology is the science of behavior and mental processes. Many psychologists use scientific methods to study behavior, while others are professional practitioners who use psychological knowledge and technology to help solve individual and social problems. General areas of psychology include learning and memory, sensory systems and perception, and thought and language. Applied fields include clinical psychology, counseling, industrial/organizational psychology and school psychology. Graduates can pursue careers in psychology or in allied fields including medicine, dentistry, law, social work and education. 

The Yeshiva College Department of Psychology has two laboratories in Belfer Hall, on the Washington Heights Wilf Campus. The labs are equipped with computers and printers along with software for word processing, data analysis, graphing, spreadsheets, control of experimental equipment, bibliographic databases, Internet access and numerous other applications. Qualified upperclassmen may receive permission to take courses at Yeshiva University’s Ferkauf Graduate School of Psychology.

Mission Statement

The mission of the undergraduate psychology program at Yeshiva College is to prepare students to (a) apply knowledge of psychological science to future scholarly and career endeavors, (b) to critically evaluate psychological and other social scientific research, and (c) to design and implement studies to address psychologically relevant questions.  The psychology department seeks to do this by guiding students in developing their knowledge of statistics and research methodology, as well as the major subfields of psychology, including biological, cognitive, developmental, personality and social psychology.

Student Learning Goals

  • Know the major concepts, theories, and issues relevant to the discipline of psychology and its major subfields. 
  • Analyze the major concepts, theories, and issues relevant to the discipline of psychology and its major subfields.
  • Critically evaluate psychological and related social scientific research.  

For more information about the Psychology Department at Yeshiva College, please contact Professor Ariel Malka at amalka@yu.edu

Experimental Participation Sign-Up: SONA

Program Information

Please see the Schedule of Classes for the current semester’s offerings.

  • PSY 1010 Introductory Psychology
    3 credits

    This course is an introduction to why and how we think, feel, and act as we do. We will survey the broad field of psychology, exploring such topics as the brain and relevant physiology, perception, sensation, memory, thought, language, emotion, personality, abnormality, treatment of psychopathology, and more. We will discuss leading theorists and their groundbreaking work. Methods of research and classic and recent findings will be reviewed. Finally, students will study how psychology is learned from, and applied to, real life situations.
  • PSY 1110 Developmental I: Child
    3 credits

    This course is an introduction to perceptual, social, emotional, cognitive, and physical development in children and adolescents. Specific topics to be covered include sensory, intellectual, language, personality, and moral development. We will discuss leading theorists and examine their writings. We will also survey methods of developmental research and review classic and recent findings. Students will study how developmental psychology is learned from, and applied to, real life situations. Please note that this course will contain a Torah U’Madda component, with some topics presented also from this unique perspective.
    Requirements: Regular attendance; informed class participation; textbook and additional reading assignments; significant "online class participation" and assignment completion (including videos, quizzes, and raising your own "MyVirtualChild"); three in-class exams; child interview project and paper; one in-class oral presentation; departmental research requirement
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 1113 Development of Language
    3 credits

    The nature of language and its development; phonology, syntax and morphology, reading; focuses on processes and course of normal development; pathological groups such as the deaf; language as a cognitive and communicative system.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 1120 Intellectual and Developmental Disabilities
    3 credits

    This class will focus on different types of specialized needs, including Intellectual Disabilities, Autism Spectrum Disorder, Cerebral Palsy, and Seizure Disorders, among others. We will cover the history of the field of intellectual and developmental disabilities; attitudes towards and depictions of developmental disabilities throughout history; and the causes, prevention, and treatment of disorders. We will learn about the challenges and successes of people with various degrees and types of developmental disability in the real world, explore the philosophy of disability that leads some human characteristics to be viewed as “disabling” while others remain simply “differences”, and discuss the impact that different views of disability have on the acceptance and inclusion of people with specialized needs as well as the development of policies affecting this population.
    Requirements include a midterm exam, a final exam, a term paper/project, and class participation.
    Prerequisite: PSY 1010.Co-requisite: PSY 1021. 
  • PSY 1124 Learning Disabilities
    3 credits

    An overview of the topic of learning disabilities, from the beginnings of the field to current knowledge and practice. History of the field, the changing definition of learning disabilities, their different types, genetic and environmental causes, and their assessment, diagnosis, and treatment. Current trends in the field, social aspects of learning disabilities, and learning disabilities in adulthood. 
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 1130 Developmental II
    3 credits

    In this course we will explore adult development from a variety of perspectives. Our discussions will emphasize physical, cognitive, and social development, and also problems that may arise during development. Students will sharpen their critical thinking skills through examination of research studies and methods. We will also discuss how developmental psychology is learned from, and applied to, real life situations.
    Requirements: Regular attendance; informed class participation; textbook and additional reading assignments; significant "online class participation" and assignment completion (including videos, quizzes); 3-4 in-class exams; interview project and paper; in-class oral presentation.
    Prerequisite: PSY 1110.
    Co-requisite: PSY 1021. 
  • PSY 1150 Psychology of Language
    3 credits

    Language comprehension and production; speech perception. Critical examination of linguistic theory, theories of language learning, language as a perceptual and cognitive process, brain mechanisms, reading, and language disorders.
    Prerequisite: PSY 1110.
    Co-requisite: PSY 1021. 
  • PSY 1301 Psychological Tests and Measurements
    3 credits

    Theory and method of measuring human behavior; construction and evaluation of tests of abilities, aptitudes, achievement, attitudes, and adjustment; ethical issues in testing.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 1601 Theories and Systems
    3 credits

    Theory and theory construction in psychology; constructs and models; major theories and present state of theory and systematic orientations.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 1602 Historical Perspectives
    3 credits

    Theoretical and methodological problems of contemporary psychology; case histories tracing the development of research from origins to contemporary status in such fields as psychophysics, biological foundations, perception, learning, personality, and social psychology.
    Prerequisite: PSY 1010
    Co-requisite: PSY 1021. 
  • PSY 2100C Experimental Psychology
    4 credits

    This course focuses on helping students develop the skills and knowledge necessary to become intelligent critics of research in the behavioral and social sciences. In this course, students are required to read primary source journal articles in an area of interest and then, working in groups , to develop an original research question, or hypothesis, based on those readings. Once students have formulated their hypothesis they are required to design and run an experiment to test that hypothesis. In this class, students actually have the opportunity to test subjects, analyze data using SPSS statistical software, and then write up their results in a final APA format term paper.
    Requirements include class participation, two midterm exams, summaries of research articles, a poster presentation and a final term paper.(lecture: 2 hours; lab: 3 hours)
    Prerequisite: PSY 1010 and PSY 1021.
  • PSY 2110 Sensory Psychology
    3 credits

    The senses and their fundamental role in the regulation of behavior; systematic treatment of vision, audition, and the other senses, with some application to human engineering.
    Prerequisite: PSY 1010. Recommended: PSY 3804.
    Co-requisite: PSY 1021. 
  • PSY 2111 Psychology of Perception
    3 credits
    The study of perception is the oldest part of modern psychology. Since much of what we know about the world comes from our senses, the study of these processes assumes vital importance. Through lectures, homework assignments, discussions, and demonstrations, students study all five senses, with emphasis on vision and hearing, and explore topics such as psychophysics, color vision, tone perception, and object recognition.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 2140 Learning
    3 credits

    Introduction to general concepts and philosophical roots as well as classical and contemporary issues of learning theory. Examination of behavioral as well as cognitive models; life span developmental issues; the neural basis of learning and memory; and clinical applications of learning theory.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 2150 Cognitive Psychology
    3 credits

    Examines the theoretical perspectives and empirically documented phenomena of cognitive psychology. Lectures, discussions, demonstrations, and experiments contribute to students’ understanding. Topics to be considered include reasoning, language, problem solving, creativity, and decision making.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 2154 Motivation
    3 credits

    Physiological, behavioral, psychodynamic, and humanistic approaches to motivated behavior. Focuses on hunger, thirst, reproduction, play, aggression, addiction, and achievement.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021.
    Recommended: PSY 3800, PSY 3804.
  • PSY 2155 Memory
    3 credits

    How memories are encoded, stored, and retrieved; long-and short-term memory; forgetting; neurobiological basis of memory; experimental and clinical syndromes of memory loss.
    Prerequisites: PSY 2150.
    Co-requisite: PSY 1021. 
  • PSY 2400 Psychology of Adjustment
    3 credits

    A comprehensive, research-oriented treatment of the complex issues underlying psychological adjustment. Issues and problems encountered in daily life will be explored from a variety of theoretical perspectives. Topics include: academic performance; stress and coping; interpersonal relationships and communication; biopsychosocial perspectives on physical health; disordered behavior; behavior change.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 2414 Abnormal Psychology
    3 credits

    Theories and research into causes of neuroses, psychoses, and deviant behavior; diagnosis and treatment.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 2430 Clinical Psychology
    3 credits

    History and background of clinical psychology; current research; functions and responsibilities of the clinical psychologist and related mental health personnel; introduction to diagnosis and psychotherapy; ethics of the profession.
    Prerequisite: PSY 2414.
    Co-requisite: PSY 1021. 
  • PSY 3100 Comparative Psychology
    3 credits

    Evolution of behavior: a comparative study of growth and development of behavior in animals.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3105 Social Psychology
    3 credits

    This course is an introduction to social psychology, exploring how people think and behave in social situations. Specific topics to be covered include social thinking, social influence, and social relations. Students will develop critical thinking skills as we discuss research methods and review classic and recent findings. Additionally, we will examine how social psychology principles have been learned from, and applied to, real life situations. Please note that this is a Torah U’Madda oriented course, and topics will be presented also from this unique perspective.
    Requirements: Regular attendance, informed class participation, textbook and additional readings assignments, midterm, final exam, departmental research requirement
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3174 Psychology of Women
    3 credits

    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3400 Educational Psychology
    3 credits

    Application of principles of learning, motivation, and measurement to education.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021.
    Recommended: PSY 2150.
  • PSY 3410 Applied Psychology
    3 credits

    Various areas in which principles of psychology have practical application: industry, business, education, advertising, communication; mass media and their effect on the individual.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3430 Positive Psychology  
    3 credits  
    The course involves the scientific study of human strengths and virtues. Since launched in 1998, it is among the fastest-growing specialties in psychology today. Positive psychology has gained prominence for theory related to individual, marital, familial, and community well-being--as well as for effective interventions. This course will examine human behavior that is effective, valuable, and contributes to personal growth and societal enrichment.
    Prerequisite: PSY 1010
    Co-requisite: PSY 1021
  • PSY 3435 Industrial and Organizational Psychology 
     3 credits
    Theory and practice of behavioral science in industry and business settings: selection techniques, merit rating, employee counseling; attitudes and morale; training, leadership, and job evaluation; time and motion studies; human ecology. 
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3440 Drugs and Behavior
    3 credits

    Basic issues relating to drug use and abuse, from biological, psychological, social, historical, and legal perspectives. Physiological and psychological factors in the initiation of drug use, including an overview of the biochemical and neurological mechanisms involved in drug action, the natural history of drug use, factors affecting the cessation of drug use, and the effectiveness of therapeutic interventions in drug abuse.
    Prerequisite: PSY 1010. 
    Co-requisite: PSY 1021.
  • PSY 3601 Health Psychology
    3 credits

    The contribution of psychological factors to the development, course, and treatment of physical illness and disease. Research methodology, basic theories, empirical studies, and clinical applications. Factors covered include weight control, alcoholism, smoking, heart and respiratory disease, cancer, and chronic illness.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3800 Personality
    3 credits

    Structure and dynamics of normal and abnormal personality development, including psychoanalytic and social learning approaches. Clinical diagnostic tests and procedures are discussed.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3804 Psychobiology
    3 credits

    Mind and body. The nervous system and endocrine glands in relation to psychological processes; physiological basis of perception, motivation, emotions, and learning.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3824 Neuropsychology
    3 credits

    The principles and concepts that shape current neuropsychological thinking; experimental and clinical techniques as well as models of brain organization. Neuropsychological signs, symptoms, and syndromes in conjunction with brain structure and function. Specific focus on the neuropsychological implications for attention, motor function, sensory-perceptual integration, memory and learning, language, and thinking, along with developmental, adult, and geriatric implications.
    Prerequisites: PSY 1010 or PSY 2150, PSY 3804.
    Co-requisite: PSY 1021. 
  • PSY 3826 - Neural Basis of Consciousness
    3 credits
    This course concerns the neuroscientific literature on consciousness. It begins with a brief summary of the major philosophical and theoretical issues concerning consciousness and then covers (a) ordinary conscious states such as sleeping or dreaming, (b) pathological alterations such as hallucinations or delusions, (c) alterations seen under the influence of psychoactive drugs and (d) extra-ordinary experiences such as near-death or out-of body
    Prerequisite: PSY 1010.
    Co-requisite: PSY 3804, PSY 1021. 
  • PSY 3840 Psychology and the Law
    3 credits 
    This course is designed to promote an understanding of the relationship between psychology and the law by showing how psychological research and theory can inform the legal process. As an introduction to this area, we will address a range of topics, which may include investigative psychology, expert testimony, violent offenders, competency to stand trial, the insanity defense, violence risk assessment, child custody, and correctional psychology.
    Prerequisites: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 3850 Developmental Psychobiology
    3 credits

    Human development from a biological perspective. Behavioral genetics, ethology, the relationship between the developing nervous system and sensory, perceptual, and cognitive changes; biological origins of behavioral dysfunction.
    Prerequisite: PSY 1010 or PSY 3804.
    Co-requisite: PSY 1021. 
  • PSY 3860H Psychology and Religion
    3 credits

    Examines the reciprocal relationship between psychology and religion. On the one hand, the psychological underpinnings of the religious experience include social determinants, development of religious perspectives and cognitive/value structures, functional effects of religious experience and behavior, and dynamic/personality influences on religious practice. On the other hand, religious experience and practice impact psychological states with consequences for psychosocial aspects of cultural dynamics.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 4901 Independent Study
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021. 
  • PSY 4911 Research in Psychology
    Variable credits

    Independent individual research projects done under the guidance of a psychology faculty member.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021.
  • PSY 4931; 4932 Problems in Psychology
    3 credits

    Seminars for majors involving extensive reading, discussion of several topics, and preparation of original papers.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021.
  • PSY 4933; Research seminars
    3 credits

    Seminars for majors involving extensive research activities focused on a specific topic.
    Prerequisite: PSY 1010.
    Co-requisite: PSY 1021.

*STA 1021 is a valid substitute for PSY 1021 only for students who were full time an campus before April 2014

Psychology Major:  38 Credits

Required Courses: 26 Credits

  • PSY 1010, Introduction to Psychology, 3 Credits
  • PSY 1021, Statistics for Psychology, 3 Credits
  • PSY 1110, Developmental Psychology, 3 Credits 
  • PSY 2100C, Experimental Psychology, 5 Credits
  • PSY 2150, Cognitive Psychology, 3 Credits
  • PSY 3105, Social Psychology, 3 Credits 
  • PSY 3804, Psychobiology 
  • PSY 2414 or 3800, Abnormal Psychology or Personality, 3 Credits  

Electives: 12 Credits

A maximum of 6 guided projects of research credits may count toward the major

Psychology Minor: 18 Credits

Required Courses: 6 Credits

  • PSY 1010, Introduction to Psychology, 3 Credits
  • PSY 1021, Statistics for Psychology

Electives: 12 Credits

A maximum of 6 guided projects of research credits may count toward the minor

Psychology and the Community Track: 38 credits

Required Courses: 26 Credits

  • PSY 1010, Introduction to Psychology, 3 Credits
  • PSY 1021, Statistics for Psychology, 3 Credits 
  • PSY 1110, Developmental Psychology, 3 Credits
  • PSY 2100C, Experimental Psychology, 5 credits
  • PSY 2150, Cognitive Psychology, 3 Credits 
  • PSY 3105, Social Psychology, 3 Credits 
  • PSY 2414 or 3800, Abnormal Psychology or Personality, 3 Credits
  • SOC 2305 or SWK 6135, Social Inequality or Social Diversity, 3 Credits 

 
Electives: 12 Credits

Choose 4 from the following list:

Psychology Courses:
  • PSY 3804, Psychobiology, 3 Credits
  • PSY 3400, Educational Psychology, 3 Credits
  • PSY 2430, Clinical Psychology, 3 Credits
  • PSY 4931, Death and Dying, 3 Credits 
  • PSY 3842, Moral Development, 3 Credits 
  • PSY 1224, Learning Disabilities, 3 Credits  
Sociology Courses:
  • SOC 2105, Religion & Society, 3 credits
  • SOC 2305, Violence, School, and Education, 3 credits 
  • SOC 2101, Education and Society, 3 credits 
  • SOC 2305, Social Inequality, 3 credits  
Azrieli Graduate School Courses:
  • EDU 5070, Promoting Jewish Values, 3 credits
  • EDU 5302, Teaching Literacy 1, 3 credits 
  • EDU 500, Learning and Cognition, 3 credits 
  • EDU 5100, Seminar in Contemporary Jewish Education, 3 credits 
 
Ferkauf Graduate School Courses:
  • Pastoral Psychology 1, 3 credits
  • Psychology 2, 3 credits
Wurzweiler School of Social Work Courses:
  • SWK 6201, Social Welfare Organization 
  • SWK 6281, Law and Social Work 
  • SWK 6686, Gerontology 
  • SWK 6691, Alcohol, Drugs, and Other Addictions
  • WK 6630, Social Work Practice in Schools
  • SWK 6684, Child & Family Welfare 
  • SWK 6702, Coping with Loss  

NOTE: Psychology and the Community is a track of Psychology, which doesn’t appear on transcripts

The following list includes faculty who teach at both the Beren (B) and Wilf (W) campuses.

  • Joshua Bacon
    Associate Professor of Psychology (B)
    Co-Chair, Department of Psychology
  • Anna-Lisa Cohen
    Professor of Psychology (W)
    Chair, Department of Psychology
  • Ido Davidesco
    Adjunct Instructor in Psychology (W) 
  • Terry DiLorenzo
    Associate Professor of Psychology (B)
  • Rachel Ebner
    Clinical Assistant Professor of Psychology (B) 
  • Robin Freyberg
    Clinical Assistant Professor of Psychology (B)
  • Aharon Fried
    Associate Professor of Psychology, Emeritus
  • Bruno Galantucci
    Professor of Psychology (W) 
  • Stephen Glicksman
    Adjunct Instructor in Psychology (W)
  • Edward Hoffman
    Adjunct Clinical Associate Professor in Psychology (W)
  • Jenny Isaacs
    Associate Professor of Psychology (W)
  • Yair Kramer
    Adjunct Assistant Professor in Psychology (W)
  • Gail Lalo
    Adjunct Instructor in Psychology (B)
  • Ariel Malka
    Professor of Psychology (W)
  • Amanda Mitchell
    Adjunct Assistant Professor in Psychology (B)
  • Marcel Perlman
    Professor of Psychology (B)
  • Eliezer Schnall
    Clinical Professor of Psychology (W)

ES LogoES lab - Summer 2011 

The Experimental Semiotics Lab

We use experimental methods to understand how human communication works. Our methodology allows us to manipulate both the objects and the channels of communication: what people have to communicate about, and the means they have to do so. In many of our experiments we push the methodology to its limits, asking people to construct a communication system from scratch, in an unfamiliar medium.

By taking communication apart and rebuilding it block by block in this way, we get a unique insight into how it works, what is needed to sustain it, and how it gets off the ground in the first place. Our findings contribute theoretically to linguistics and cognitive science and have the potential to offer practical benefits. A basic understanding of the mechanisms that support human communication may lead to improvements in how people communicate in challenging situations, such as when they do not have a common language, or suffer from communicative impairments. 

Who works here

The lab currently has the following members:

  • Bruno Galantucci (associate professor)
  • Ari Adler (student)
  • Alex Behar (student)
  • Aryeh Kupchik (student)
  • Atara Siegel (student)
  • Baila Kivelevitz (student)
  • Ben Langstein (student)
  • Danielle Fersei (student)
  • Elisheva Wrubel (student)
  • Hannah Rogawski (student)
  • Sara Rozner (student)
  • Jennifer Wiseman (student)
  • Liran Weizman (student)
  • Netanel Weinstein (student)
  • Jennifer Wiseman (student) 

Meetings

We meet every week on Tuesday afternoon, and we regularly host invited speakers. For more information, please contact Bruno Galantucci

Acknowledgements

www.nsf.gov

  The support of the National Science Foundation (BCS-1026943) is gratefully acknowledged. 

Research

Graduate Study

Careers

Research Opportunities for Undergraduates & Recent Graduates 

The College of Human Ecology

The College of Human Ecology has an opening for a full-time Lab Manager to support The Early Childhood Cognition Lab (http://www.ecclabcornell.com) under the supervision of Dr. Tamar Kushnir. The Lab Manager will help conduct research on learning and social cognition in children across ages and cultures. The Lab Manager will assist on multiple projects with children ranging from 2-10 years old, in community, school, and laboratory settings. Responsibilities include coordinating recruitment efforts with schools, museums, and other community partners, assisting in data collection and data management, training research assistants, overseeing meetings, working in collaboration with other researchers on community outreach and dissemination of findings. There are will also be opportunities to develop independent research projects, contribute to ongoing collaborative projects, and attend or present at scientific meetings.

The position will start in June and is 1 year with possibility for renewal for a second year.


Institute for Reading Development--Summer 2020

We are currently hiring hard-working, encouraging people with a passion for reading to teach our summer programs. As an Institute teacher you will:

  • Earn up to $10,000 in one summer. Our full-time teachers typically earn $750-$900 per week.
  • Improve your teaching skills and confidence during our comprehensive, paid training program.
  • Gain over 400 hours of classroom teaching experience with a variety of age groups from 4-year-olds to adults.
  • Help your students become successful readers with a love of great books.

NYU Psychology and Graduate School of Arts and Sciences

Preview Days

April 23-24, 2020

Considering a PhD in psychology? Visit New York University! This event will offer activities that are designed to introduce traditionally underrepresented individuals to our top-tier psychology program and to graduate education.  


Department of Psychology, Stony Brook

Candidates are being considered for a *part-time Research Support
Specialist *position in Dr. Matthew Lerner's Social Competence and
Treatment Lab
in the Department of Psychology at Stony Brook University. The position will also work with Dr. Jessica Schleider's Lab for Scalable Mental Health as part of this project.

This position is to support a grant-funded study examining a brief intervention for teens with autism spectrum disorders.

For more information and to apply, please see here
<https://stonybrooku.taleo.net/careersection/2/jobdetail.ftl?job=1902509&tz=GMT-04%3A00&tzname=America%2FNew_York>

Additional details below:

Required Qualifications: (as evidenced by an attached resume)

Bachelor's degree (foreign equivalent or higher), in hand, or to be obtained by August 1, 2019. Experience in a research setting with individuals with autism spectrum disorders (work experience, internship, student, training, etc will be considered). Experience demonstrating
professional competence in research activities.

Preferred Qualifications:

Bachelor's degree (foreign equivalent or higher) in Psychology in hand, or to be obtained by August 1, 2019. Experience with computer-based data collection. Experience with intervention and/or assessment of youth with ASD. Experience working with children and/or families. Research experience.

Brief Description of Duties:

To assist in a study examining the outcomes of a brief intervention for adolescents with autism spectrum disorders.  The successful incumbent will have excellent customer service and interpersonal skills, exercising strong organizational and time-management skills with an exceptional attention to detail. Essential for this role is the adeptness to work independently as well as part of a team with a collaborative approach to problem solving.

The selected candidate will be responsible for the following duties:

  • Scheduling
  • Coordinating contact with families.
  • Conducting research visits.
  • Training and mentoring.
  • Assist with managing interface across the PI and Co-I labs.
  • Assist with managing lab materials, ordering, and data.
  • Assist with IRB compliance, progress reports.   

Other duties or projects as assigned as appropriate to rank and department mission.

Special Notes:

This is a part-time appointment.  The Research Foundation of SUNY is a private educational corporation.  Employment is subject to the Research Foundation policies and procedures, sponsor guidelines and the availability of funding.  FLSA non-exempt position, eligible for the overtime provisions of the FLSA.


Baruch College's 2019-2020 NSF-REU program

We are undergraduates to apply for participation in Baruch College's 2019-2020 NSF-REU program.  We would be grateful if you would share this information with your undergraduates and encourage them to apply.

The REU site at Baruch College will offer advanced research training for one academic year to 12 undergraduate students who attend colleges and universities in the New York metropolitan area. REU students will begin work in the program in late August 2019 and complete their training in May 2020. Students will be paid $2100 per 14-week semester to work at least 10 hours per week in one of the ongoing psychology research labs at Baruch College.

The deadline for applications is June 1, 2019.

Thank you in advance for helping us share this opportunity with students in the New York metropolitan area. If you have any questions, please feel free to contact me by phone at 646-312-3815 or by email at mindy.engle-friedman@baruch.cuny.edu


Pediatric Psychology in Hematology/Oncology/Stem Cell Transplantation Research Lab


New York Medical College Maria Fareri Children's Hospital

Senior Research Admin Coordinator, Emory University--The Behavioral Data Resources Coordinator serves as a liaison between Goizueta faculty members who conduct behavioral research and the data resources (subject pools, companies, alumni, and more) they need. The position involves both supporting existing, day-to-day data collection (e.g., managing the behavioral lab) as well as developing new infrastructure to increase research productivity (e.g., increasing the behavioral lab subject pool).


Lab Manager Position at Purdue University, Social Cognition of Social Justice Lab


Hiring a Lab Manager for Culture and Emotion Lab at Stanford University

Dr. Jeanne Tsai's Culture and Emotion Lab at Stanford University is hiring a lab manager. The lab uses a variety of methods (e.g., survey, neuroimaging, experimental) to compare people's affect --- emotions, moods, and other feeling states --- within and across cultures.

Please see here for more information: https://drive.google.com/file/d/1VZNBeDW3MxztrvhLbH1wXNJSURJeP1dg/view Please contact me at auslee@stanford.edu if you have any questions. If you would like to apply, please email me your resume. Forward to anyone who might be interested!


Summer Undergraduate Psychology Research Experience at WVU

We are currently accepting applications for the Summer Undergraduate Psychology Research Experience (SUPRE) program at West Virginia University. SUPRE is an eight-week paid internship program (June 3 – July 26, 2019) that provides undergraduates who have had little to no involvement in research with an intensive research experience. Under the mentorship of Amy Gentzler, Steve Kinsey, Kris Martens, Aaron Metzger, Julie Patrick, Natalie Shook, or Cole Vonder Haar, students will work on a research project that will expose them to every stage of the scientific process (i.e., hypothesis development, study design, data collection, data analysis, and presentation of findings). All interns will work 40 hours per week in their mentor's lab and receive a stipend of $4800.

To apply, please complete the online application at the link below and have a faculty member send a letter of recommendation to njshook@mail.wvu.edu by March 31, 2019.

WVU SUPRE application

Questions may be directed to Natalie Shook at njshook@mail.wvu.edu. To learn more about the participating faculty members and their labs, see the WVU Department of Psychology website (psychology.wvu.edu/).


Full Time Research Position at Stanford

The Stanford Social Neuroscience Lab (PI: Jamil Zaki) invites applications for a full-time research assistant position, to begin in Summer or Fall of 2019, for a term of at least 1 year.  Candidates can find out more about our lab and the work we do here and here.

We seek a highly motivated individual with a BA or BS in Psychology or Neuroscience to assist Dr. Zaki and members of his lab on a large, collaborative project combining social network analysis, experience sampling, and neuroimaging.  The RA will be responsible for providing various forms of research-related support, including recruitment, running, and payment of human subjects, stimulus and paradigm development, and data maintenance and analysis.  This individual will form a key part of a multi-person team; as such, exceptional organizational and interpersonal skills are required.  A background in neuroimaging research, social network analysis, and/or programming is preferred, but not required.  Interested candidates can find application materials here.


Full-time Lab Manager at Carnegie Mellon Psych Dept

David Creswell's lab is hiring a full time lab manager in the Department of Psychology at Carnegie Mellon University in Pittsburgh, PA. Ideally, we aim to hire someone for a two-year position (or longer) starting June 1, 2018. Our lab works at the interface between health psychology, social psychology, clinical psychology, and health neuroscience. We study stress and coping, focusing on stress management strategies (e.g., self-affirmation, cognitive reappraisal, social connection) and interventions (e.g., mindfulness meditation) for understanding stress resilience processes. You can find out more about our research here: Carnegie Mellon University: Department of Psychology

The project manager we seek must be comfortable supporting the lab director in coordinating multiple ongoing projects and a multidisciplinary team, including a large NIH-funded trial of mindfulness meditation training for older adults. Project manager responsibilities include: recruiting new research participants, accounting, scheduling and managing participant events and communications, running behavioral sessions, coordinating assessments and monitoring incoming data, managing data collection, complying with NIH and IRB protocols, and coordination of undergraduate and post-baccalaureate research assistants. This job certainly involves a lot but offers lots of opportunities for making an impact.

Applicants should have a B.A. or B. S. degree in psychology, statistics, neuroscience, decision science, or other related fields. The ideal candidate will have excellent leadership skills, prior research and management experience, strong interpersonal skills, exemplary written and oral communication, ability to self-manage multiple projects, and the ability to work independently and as a member of a team. Data analysis experience is a plus, but not required.

Interested applicants are encouraged to contact lab manager Megan Lipsett (mlipsett@andrew.cmu.edu and Dr. David Creswell (creswell@cmu.edu with questions. This is a full time paid position with benefits. Pittsburgh is a wonderful and affordable city. If you would like to apply for the position, please email Megan with your CV and cover letter describing your interests in this job and contact information for at least three references.

J. David Creswell
Associate Professor of Psychology
Carnegie Mellon University
354-L Baker Hall
creswell@cmu.edu


Research Internship at Gilbert Lab at Harvard University

Daniel Gilbert's lab at Harvard University is accepting applications for volunteer research assistants for summer 2018. The program provides hands-on experience in all aspects of the research process, including idea generation and development, study design, data collection, and statistical analysis. Ongoing research in the lab currently focuses on affective forecasting, altruism, advice, judgment and decision-making, and biases and errors in conversation and social interaction.

Interns work approximately 35 hours per week from early June to mid-August. The ideal candidate is a motivated undergraduate or recent graduate with a keen interest in social psychology. Previous research experience is an asset, but not a requirement.

To apply: send a CV, unofficial grade report, a brief cover letter that explains your interest in the program, and your availability between June and August to gilbertlab.summer@gmail.com Applications are due March 1st.


Paid Undergraduate Summer Internship at UNC Chapel Hill

Interested in conducting research on increasing political tolerance? Thanks to a grant from the Charles Koch Foundation, the lab of Dr. Kurt Gray is looking for a few motivated undergraduates for a full-time paid 8-week summer internship (June 18th to August 10th). Interns will receive hands on experience with study development, data collection, and data presentation-and will also each receive $2,800.

To apply, please submit a CV and a letter addressing the following questions: 1) What does political tolerance mean to you? 2) Why do you want to join this summer program? 3) What unique perspectives can you provide this internship program? 4) What are your long-term career goals? Please e-mail Emily Kubin (ekubin@ad.unc.edu with the subject title Summer Internship 2018 by February 15th, 2018.


The Yale University program in Organizational Behavior is seeking several summer research assistants (20 hours/week; ~$350-400/week) to work on research projects at the Yale School of Management in New Haven, CT. This internship would start in the summer of 2018 and last from around June 15th to August 15th (exact dates are flexible). This internship is designed to support individuals looking to strengthen their research skills before applying to a graduate school PhD program in organizational behavior, or a related behavioral science field. Therefore, a critical component of this summer research experience will be ongoing mentoring and guidance from faculty and graduate students, and we highly encourage those from underrepresented and/or non-traditional educational backgrounds to apply.

Research assistants will collaborate with faculty (Professors Amy Wrzesniewski, Cydney Dupree, and Michael Kraus) and graduate students on day-to-day research being conducted, which includes: programming surveys on Qualtrics, data collection in the lab, field, and online environments, analyzing and summarizing data, revising/editing manuscripts, assisting with literature reviews, IRB proposals, and presentations, and attending research meetings and workshops. At the end of the 8-week internship, all interns will present their research progress at a mini-conference hosted by the School of Management.

To apply, complete the survey here: http://yale.qualtrics.com/jfe/form/SV_5sYn4GGmqDcjmapWe will begin reviewing applications on March 1st, 2018 and will continue until the position has been filled.


Research Assistant Position at New York Medical College

Pediatric Psychology in Hematology/Oncology/Stem Cell Transplantation Research Lab
New York Medical College
Maria Fareri Children’s Hospital
Lab Directors: Suzanne Braniecki, PhD and Lila Pereira, PhD

Description of Lab:

Within the division of Pediatric Hematology/Oncology/Stem Cell Transplantation at New York Medical College/Maria Fareri Children’s Hospital, a team of Psychologists conduct research focused on issues facing Pediatric Hematology/Oncology patients and other topics. Research is often interdisciplinary and involves collaboration with other institutions both locally and across the country. The lab is located in Valhalla, NY on the NYMC campus. Additional lab activity takes place at Westchester Medical Center/Maria Fareri Children’s Hospital inpatient and outpatient clinic locations (on NYMC campus or within 5 minute walk).

Current research projects include aspects of pediatric cancer patient quality of life and cognitive functioning (e.g. cognitive outcomes in pediatric cancer survivors, adolescent and young adult (AYA) functioning and outcomes during/after treatment, video narratives of patient and survivors of cancer during adolescence, importance of peer to peer social support in AYA cancer patients, etc.), validation of neuropsychological assessments in Pediatric Hematology/Oncology patients, exploring attitudes of becoming a parent during a psychology graduate program, impact of a sickle cell disease treatment on cognitive functioning, and linguistics as they relate to films on social media. The studies range from well-established and in data collection to brand new with IRB paperwork pending. As such there is much that a student can learn about with respect to the research process.

Typical responsibilities of research assistants include data management, scoring of neuropsychological assessment and research batteries, administration of research protocols, recruitment of participants, chart reviews, clinical support tasks, observation of clinical work, and write up of results. Students with higher educational standing or excellent clinical/writing skills may be able to participate in grant writing, IRB paperwork, neuropsychological assessment, and study design.

Other Information to Know:

  • Our focus is on teaching and mentorship. There is substantial professional development that takes place as part of work in our lab (e.g. seminars, CV development, graduate application process, etc.). As such, our lab is appropriate for students who are interested in going to graduate school for Psychology related programs. It is not appropriate for students planning to apply to medical school.
  • We recommend students work with us for at least 2 semesters so that they have enough time to work towards a poster to submit to a conference or join in on a publication. Students often stay beyond the 2 semesters.
  • Students dedicate 8-16 hours a week with us based on their own schedule and availability. We prefer students come to campus for work with us (Wednesdays from 10-1pm are strongly preferred due to educational activities that take place), although some hours may be done at home.
  • Unless stipulated otherwise through your college, this is not a paid position. Most students choose to receive school credit for their work with us as an independent research or internship course.

Suggested Qualifications:

  • Psychology or related Major with plans to apply to a PhD-level graduate program in a Psychology related field
  • Junior standing or higher when joining the lab for undergraduates, graduate students at all levels welcome.
  • At least 3.0 GPA

Application Materials Required:

  • Cover Letter describing interest in lab and career goals
  • CV
  • Recommendation Letter not required, but will be accepted

Materials may be sent to Dr. Pereira at lpereira2@nymc.edu Students are taken on a rolling basis, based on lab availability.


Intern Position Available at Quad Prep

The Quad Preparatory School is an alternative college preparatory school dedicated to the education of Twice Exceptional Students with social learning differences.

Each year, we seek out undergraduate students to assist our unique student population with learning, executive functioning, and classroom behavior management. Interns have the opportunity to receive didactics and hands on training from our team of psychologists and mental health clinicians in order to facilitate their work with students.

Additional information can be found on the Jobs at The Quad Preparatory School website For inquiries, please contact Erica Miller, Upper School Psychologist at the Quad Preparatory School in Manhattan, New York at emiller@quadprep.org

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