Associate Professor
G62A, Martha Van Rensselaer Hall
Ithaca, New York

Human Development


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.

Review activity:

American Journal of Cardiology
American Journal of Evaluation
Behavior Research Methods
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
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.


Courses Taught:

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

Twitter: @felixthoemmes