Before Felix Thoemmes arrived at Cornell University in the Department of Human Development in the College of Human Ecology he was an Assistant Professor in the College of Education and Human Development at Texas A&M University. He also spent two years as a Visiting Professor at the University of Jena, Germany, in the Psychology Department, and the University of Tuebingen, Germany, in the Center for Educational Science and Psychology.
|Teaching and Advising Statement:|
I offer Quantiative Methods (QM) 1, 2, and 3 on a regular basis. All courses are cross-listed between Human Development and Psychology, and are open to graduate students and advanced undergraduate students. QM1 is a course on the analysis of randomized studies (mostly ANOVA designs), QM2 focuses on the analysis of non-randomized studies (mostly regression), and QM3 covers a mix of more advanced statistical methods.
|Current Research Activities:|
Broadly speaking, I work on topics of quantitative methods and design for the social sciences. In particular, I am interested in causal inference, both model-based and design-based.
I have done work on the use of propensity scores with clustered data and have written an SPSS program that performs propensity score matching which can be downloaded at https://sourceforge.net/p/psmspss/home/Home/.
I am currently funded by the Institute of Education Sciences to develop a web-based interface for the analysis of regression-discontinuity designs. A beta version will be released in 2017.
I am also under contract to write a book on applied propensity score analysis in which my software is going to be presented. The anticipated publication date of the book is sometime in 2017.
Finally, I work on collaborative projects with applied colleagues that span different areas of developmental psychology and education.
Pre-Diploma in Psychology at University of Landau, Germany
Fulbright Scholar, M.A., Experimental Psychology, Indiana State University
Ph.D., Quantitative Psychology, Arizona State University
Publications of the last two years. Please see CV for a complete list of publications.
Moore, S., & Thoemmes, F. (in press). What is the Biological Reality of G x E Estimates? An Assessment of Bias in Developmental Models. Journal of Child Psycology
Kang, C., Thoemmes, F., & Lust, B. (in press). E?ects of SES on Executive Atention in
Malay–English bilingual children in Singapore. Bilingualism: Language and Cognition.
Thoemmes, F., & Ong, A. (2016). A primer on inverse-probability-of-treatment weighting and marginal structural models. Emerging Adulthood, 4 (1), 40-59.
Thoemmes, F., & Mohan, K. (2015). Graphical representation of missing data problems.
Structural Equation Modeling: An Interdisciplinary Journal, 22 (4), 631-642.
Parker, P., Thoemmes, F., & Salmena-Aro, K. (2015). I wish I had (not) taken a gapyear? Te psychological and atainment outcomes of di?erent post-school pathways.
Developmental Psycology, 51, 323-333.
Thoemmes, F. (2015). Empirical tests of directional dependence. International Journal
of Behavioral Development, 39 (6), 560-569.
Thoemmes, F. (2015). M-bias, buter?y-bias, and embedded buter?y-bias: A comment
on Ding and Miratrix. Journal of Causal Inference, 3 (2), 253-258.
Thoemmes, F. (2015). Reversing arrows in mediation models does not distinguish plausible models. Journal of Basic and Applied Social Psycology, 37 (4), 226-234.