Graduate students trained in Cognitive, Developmental, Social, or Quantitative Psychology follow a single curriculum with a uniform set of requirements, but their research programs and seminar courses focus on their unique areas of interest.
Our philosophy can be summed up as cooperative, and the small size of our program ensures individualized attention for all students. Although students work directly with a faculty advisor, following a mentor-apprentice model, they also have considerable freedom to collaborate with other faculty and students within and beyond the Department. Indeed, we encourage students to publish with several faculty members before they graduate. Greensboro’s central location in NC has resulted in close ties to other top departments, creating opportunities for our students to take courses, collaborate, and network.
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- Individual attention and mentoring from faculty
- Students have a primary faculty advisor but are also supported to conduct research projects with other faculty if it fits with their goals
- Students typically receive 5 years of funding, including tuition remission
- We’re a highly collaborative group, who not only enjoy “talking science” with each other but who also frequently conduct research together across laboratories
- Methods training in experimental design, experience and thought sampling, protocol analysis, eye-tracking and pupillometry, and psychometrics
- Recent graduate seminars in Variation in Executive Control, Cognition in the Classroom, Event Cognition, Cognitive Aging, Metacognition, Working Memory, Memory and Belief, and What’s the big idea? Competing perspectives on human cognition
Faculty in Cognitive Psychology
Dual processes of memory and its implications in various social judgment settings such as truth judgments of general knowledge, information from social media, and stigma related information. Cognitive processes and/or fallacies in courtroom decisions.
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BY CURRENT/RECENT STUDENTS
Adams, R. L., & Delaney, P. F. (2022). Long-term working memory and language comprehension. In J. W. Schweitzer & Z. E. Wen (Eds.), Cambridge Handbook of Working Memory and Language (pp. 98-119). Cambridge University Press.
Chang, Y., Delaney, P. F., & Verkoeijen, P. P. J. L. (2019). The testing effect in immediate recognition: Tests of the episodic context account. Journal of Cognitive Psychology, 31, 825-838.
Delaney, P. F., Barden, E. P., Smith, W. G., & Wisco, B. E. (2020). What can directed forgetting tell us about clinical populations? Clinical Psychology Review, 82, Whole No. 101926
Garlitch, S. M., & Wahlheim, C. N. (2020). The role of reminding in retroactive effects of memory for older and younger adults. Psychology & Aging, 35, 697-709.
Gilbert, L. T., Delaney, P. F., & Racsmany, M. (2022). People sometimes remember to forget: Strategic retrieval from the list before last enables directed forgetting of the most recent information. Journal of Experimental Psychology: Learning, Memory, and Cognition.
Hermann, M. M., Wahlheim, C. N., Alexander, T. R., & Zacks, J. M. (2021). The role of prior-event retrieval in encoding changed event features. Memory & Cognition, 49, 1387-1404.
Wahlheim, C. N., Garlitch, S. M., & Kemp, P. L. (2021). Context differentiation and remindings in episodic memory updating. In K. D. Federmeier & L. Sahakyan (Eds.), Psychology of Learning and Motivation. (Vol. 75, pp. 245-277). Academic Press.
Wahlheim, C. N., Smith, W. G., & Delaney, P. F. (2019). Reminders can enhance or impair episodic memory updating: A memory-for-change perspective. Memory, 27, 849-867.
Welhaf, M.S., Meier, M.E., Smeekens, B.A., Silvia, P.J., Kwapil, T.R., & Kane, M.J. (2022). A “Goldilocks Zone” for mind wandering reports? A secondary data analysis of how few thought probes are enough for reliable and valid measurement. Behavior Research Methods.