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.
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 fist version has been released on CRAN (the official R server), and a web-based GUI will be released in 2018.
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 2019.
Finally, I work on collaborative projects with applied colleagues that span different areas of developmental psychology and education.
Publications of the last two years. Please see CV for a complete list of publications.
Thoemmes, F., Rosseel, Y., & Textor, J. (in press). Local Testing of Structural Equation
Models. Psychological Methods.
Parker, P., Marsh, H., Thoemmes, F., & Biddle, N. (in press) The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims Journal of Educational Psychology.
Thoemmes, F., Liao, W., & Jin, Z. (2017). The analysis of the regression-discontinuity design in R. Journal of Educational and Behavioral Statistics., 42 (3), 341-360.
Williams, W., Mahajan, A., Vermeylen, F., Thoemmes, F., & Ceci, S. (2017). Does
Gender of Administrator Matter? National Study Explores University Administra-
tors’ Attitudes About Retaining Women STEM Professors. Frontiers in Psychology.
Coman, E., Thoemmes, F., & Fifield, J. Commentary: Muthèn, B., & Asparouhov, T.
(2017). Causal effects in mediation modeling: An introduction with applications to
latent variables. Structural Equation Modeling: A Multidisciplinary Journal, 22(1), 12-
23. FrontiersinPsychology, Section Quantitative Psychologyand Measurement.
Kang, C., Thoemmes, F., & Lust, B. (2016). Effects of SES on Executive Attention in
Malay–English bilingual children in Singapore. Bilingualism: Language and Cogni-
tion.,19 (5), 1042-1056.
Moore, S., & Thoemmes, F. (in press). What is the Biological Reality of G x E Estima-
tes? An Assessment of Bias in Developmental Models. Journal of Child Psychology and
Psychiatry., 51 (11), 1258-1267.
Ratner, K., Burrow, A., & Thoemmes, F. (2016). The Effects of Exposure to Objective
Coherence on Perceived Meaning in Life: A Preregistered Direct Replication of Heint-
zelman, Trent, and King (2013). Royal Society Open Science, 3 (11).
Thoemmes, F., & Ong, A. (2016). A primer on inverse-probability-of-treatment weig-
hting and marginal structural models. Emerging Adulthood, 4 (1), 40-59.
American Journal of Cardiology American Journal of Evaluation Assessment Behavior Research Methods Biometrika Educational and Psychological Measurement Educational Studies European Journal of Psychology of Education Frontiers in Quantitative Psychology Health Psychology International Journal of Behavioral Development Journal of Clinical Psychology Journal of Educational and Behavioral Statistics Journal of Educational Psychology Journal of Experimental Psychology Journal of Psychoeducational Assessment Journal of Research on Educational Effectiveness Journal of the Royal Statistical Society Journal of School Psychology Journal of Social, Evolutionary, and Cultural Psychology Learning and Instruction Multivariate Behavioral Research Prevention Science Psychological Methods Political Psychology Science Social Science Research Society and Mental Health SRCD Methodological Conference
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.
Spring 2012: no courses offered
Fall 2012: Quantitative methods 1
Spring 2013: Quantitative methods 2
Fall 2013: Quantitative methods 1, Quantitative methods 3
Spring 2014: Quantitative methods 2
Fall 2014: Quantitative methods 1, Research Methods
Spring 2015: Quantitative methods 2
Fall 2015: Quantitative methods 1
Spring 2016: Quantitative methods 2
Fall 2016: Quantitative methods 1
Spring 2017: Quantitative methods 2
Fall 2017: Quantitative methods 1
Spring 2018: Quantitative methods 2
Fall 2018: Quantitative methods 1
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