Research in his Affect & Cognition Lab is concerned with the many facets of emotion. A central theme is how emotions are a powerful organizing force on perception, cognition and behavior. The work undertaken in the lab is highly integrative both conceptually and methodologically, examining emotional experience, facial expression, peripheral and central physiology, genetics and experience/plasticity.
Research in his Memory & Neuroscience Lab focuses on the relations between memory and higher reasoning processes and on extension of research findings to important applied domains, such as false memory and the law. His is co-developer with another HD Professor, Valerie F. Reyna, of fuzzy-trace theory, an interdisciplinary model of memory and cognition.
Research in his Purpose and Identity Processes Lab explores the significance of identity development and cultivating a sense of purpose during adolescence and young adulthood. Recent projects have examined how salient aspects of racial identity function as sources of resilience to daily racial stressors, and the extent to which cultivating a meaningful direction in life promotes positive outcomes for youth.
Research in the Experience & Cognition Lab explores how language, culture, and bodily experiences influence the way people think, feel, and make decisions. By exploring how people with different experiences think differently, we can better understand universal processes by which people turn concrete interactions with their environment into abstract thoughts.
Research in her Cornell Infant Studies Lab focuses on infants 6-24 month of age and on several aspects of infant cognitive development and early word learning and in particular, the interaction between cognition and early language learning. Some of Dr. Casasola's research, conducted in collaboration with colleagues, has examined infants' understanding of object solidity and infant perception of physical causality.
Research in his Children's Witness & Cognition Lab centers on two interrelated topics: The development of intelligence in everyday settings (including transfer of learning), and children's cognitive competence to testify in court. Both lines of research focus on the powerful role of context in these naturalistic settings.
Eve D. De Rosa, Director of Undergraduate Studies
Email: firstname.lastname@example.org / 163 Human Ecology Building / 607- 255-7172
Research Areas: cognitive development, attention & learning, cognitive & behavioral neuroscience
Research in her Affect & Cognition Lab examines modulatory effects on attention processes in humans and rats using behavioral and functional neuroimaging techniques with humans, and pharmacological, immunotoxic lesioning and electrophysiological techniques in behaving rats.
Research in the National Archive on Child Abuse & Neglect focuses on the characteristics of official child maltreatment reports, the academic effects of child abuse and neglect, and the long-term effects of a program of home visitation on the development of high-risk mothers and their children. Dr. Eckenrode also has a longstanding interest in research focusing on several issues related to stress and coping, particularly the role of social supports.
Research with Dr. Evans focuses on how the physical environment affects the health and well being of children and families, environmental stress (crowding, noise, housing, commuting), children's environments (housing, schools, daycare, playgrounds), and the developmental consequences of poverty.
Research in her Adult Attachment Lab focuses on human mating, which she studies primarily from the perspective of ethological attachment theory. Her current projects focus on normative attachment processes as well as the general nature and function of attachment bonds. Drawing upon work in the area of social bonding in a variety of mammalian species, she is developing and testing a new theoretical model of what it means--at both the psychological and physiological levels--for two individuals to be attached.
Research in her Development of Social Cognition Lab uses methods from cognitive development to investigate the origins of human social cognition. She’s interested in people’s reasoning about other individuals – their social identities, actions, minds, decisions, and relationships – and how early thinking in childhood lays the foundation for adult reasoning.
Email: email@example.com Lab / B54, B40, B41 MVR / 607- 254-6457
Research Areas: cognitive development (early childhood); casual reasoning; social cognition/theory of mind; conceptual development/conceptual change; learning; casual modeling; computational models of learning & developmental change
Research in her Early Childhood Cognition Lab examines mechanisms of learning in young children. Her previous work has addressed 1)how children use statistical evidence to learn new causal relations, 2) how new evidence interacts with children's prior causal beliefs, and 3) how causal learning is influenced by children's developing social knowledge and also by their own experience of action. She continues to explore the role that children's developing knowledge - in particular their social knowledge - plays in learning, a question with implications for the study of cognitive development as well as for early childhood education.
Email: firstname.lastname@example.org / G59 & G60A MVR / 607- 255-2457
Research Areas: life-span trajectories of motivation, emotion & personality; social cognition; health care choices & behaviors
Research in her Healthy Aging Lab focuses on age differences in personality and emotions and their influence on mental and physical health across the life span. Current research topics include age differences in healthcare choices and the role of personality in health behavior.
Research in her Adolescent Transitions Lab focuses on adolescent psychopathology, and particularly the emergence of psychological problems over the course of puberty. Secondary interests include early life stress, behavior genetics, and quantitative modeling. Current projects include studies of peer relationships and depression in boys at puberty, and associations of puberty and depression in children with histories of early life maltreatment.
Research in the Human Health Labs includes the social determinants of health in later adulthood, particularly the role of social isolation and loneliness; the pathways linking positive emotions to quality living and health morbidities in both clinical and healthy populations; the neurobiology of cultural experience, specifically the psychobiological mechanisms through which everyday bias and unfair treatment get under the skin to affect disease susceptibility; and the nature of perceived responsiveness in close relationships, its biological grounding, and relevance for hedonic and evaluative well-being.
His research focuses on human development over the life course, with a special emphasis on family and social relationships in middle age and beyond. A major program of research involves family members who provide care to Alzheimer's disease victims, examining the relationships among social network structure, social support and psychological well-being. A second major interest is in intergenerational relations in later life, with a focus on determinants and consequences of the quality of adult child -- parent relationships.
Valerie F. Reyna
Email: email@example.com / G331 & G341 MVR / 607-254-1504
Research Areas: judgment & decision making; risk & rationality; false memory; aging & cognitive impairment; cognitive neuroscience
Research in her Laboratory for Rational Decision Making focuses on dual processes in memory, judgment, and decision making, on how these processes change with age and expertise, and on their implications for risky decision making in law, health, and medicine. She is co-developer with another HD professor, Charles Brainerd, of fuzzy-trace theory, a theory of memory and its relation to higher cognitive processes.
Research in the Robertson Infant Lab is in the area of developmental psychobiology; he uses a range of techniques to address the relations between the mind and body during development. Specific projects aim to understand the coupling of attention and spontaneous motor activity in very young infants using EEG, eye tracking, and body movement sensors. In collaboration with students, he is currently following a cohort of children studied as infants to assess whether attention-movement coupling in infancy is related to attention problems in childhood. In addition to the work in his own laboratory, he maintains active collaborations with colleagues in developmental psychobiology and applied mathematics.
Nathan Spreng (currently on leave)
Email: firstname.lastname@example.org / T320 MVR / 607-255-2449
Research Areas: aging, cognitive neuroscience, fMRI, intrinsic connectivity networks, multivariate statistics, neuroimaging, neurology, personality & social neuroscience
Research in his Laboratory of Brain & Cognition examines large-scale brain network dynamics and their role in cognition. Currently, he is investigating the link between autobiography and imagination, how we conceive of the future, and successful navigation of the social world. These investigations extend to the related processes of memory, cognitive control, and social cognition and the interacting brain networks that support them. Dr. Spreng is also actively involved in the development and implementation of multivariate and network-based statistical approaches to assess brain activity. In doing so, he hopes to better understand the properties of the brain networks underlying complex cognitive processes as they change across the lifespan.
Research in the Sternberg Lab involves assessment of his models of ethical reasoning and of organizational change. He also is interested in extending his work on assessing creativity, common sense, wisdom, and leadership. He would like further to show that children often have abilities that could be leveraged for success in school if only schools recognized them. He is writing a book on higher education.
Research in his Quantitative Methods Lab spans several areas of quantitative methods for the social sciences, in particular causal inference, propensity score methods, and structural equation modeling. Specific aims are the extension of causal inference methods to multi-level data, as frequently encountered in educational settings. He is also interested in the development and evaluation of novel quantitative tools.
Research in her Culture & Social Cognition Lab integrates multiple levels of analysis to examine the influence of culture on the developing social-cognitive skills between groups – group level analysis, between the child and socialization agents – dyadic level analysis, at the level of the child – individual level analysis, within the child – situation level analysis, and as a result of societal-historical factors – temporal level analysis. Her lines of work include the study of autobiographical memory, future thinking, self-concept, and emotion knowledge in cultural context and the investigation of the influence of social media on cognitive functioning and well-being.
Her collaborative research in the BCTR and TRIPLL focuses in the areas of stress and the protective mechanisms of social support. Her current projects address: 1) events and changes involving social networks and the sources of support; 2) stressful life events and other crises in midlife and beyond; 3) the positive consequences of life events and other transitions (i.e. the development of maturity and the sense of personal growth; and 4) the assessment of social isolation, community participation, and support derived from religion among older people.
Research in her Cornell Institute for Women in Science centers on intelligence, academic success identification, assessment, & training of practical intelligence & tacit knowledge; influences on intellectual development; academic curriculum development, enrichment, & assessment; creativity training & assessment; prediction of academic success & teacher evaluation; leadership evaluation & development; managerial development & competence.
Emerita/ Emeritus Faculty (not accepting students)
Richard A Depue, Professor Emeritus
Research Areas: neurobiology and neurochemistry that underlies the major traits of personality
Dr. Depue's research concerns the relation of dopamine, serotonin, norepinephrine, and opiod function to the traits of extraversion, emotional stability, fear-anxiety, and affiliation, repectively, as well as to cognitive functioning. The developmental interest in these personality traits is that they define four major dimensions of temperament in children.
Barbara C. Lust, Professor Emerita
Research Areas: Language Development, Cognitive Development
Dr. Lust's research concerns the study of the child's acquisition of language, studied from a cross-linguistic perspective. Children acquiring more than 20 languages of the world are studied in the Cornell Language Acquisition Lab. Her research program, which is interdisciplinary, seeks both to identify the universals which characterize child language acquisition across all languages, and to explicate the nature of development of language during the time between birth and early childhood. Email: email@example.com
Ritch C. Savin-Williams, Professor Emeritus
Research Areas: Youth and Adolescence, Sexuality, Sexual Minorities
Dr. Savin-Williams' current research interests focus on the normative sexual development of adolescents and youths and on the psychological strength, resiliency, and well-being of gay, lesbian, bisexual, transgender, and questioning youths and adults. Emphasis is placed on differential developmental trajectories among sexual minorities in terms of their identity development, relations with family and peers, romantic relationships, and gender nonconformity. Email: firstname.lastname@example.org