Psychology
Contact
Department Chair:
Nancy Darling

Administrative Assistant:
Joan Gleason, Severance Hall Building Rep. Academic Year-Severance Hall room reservations email psychology@oberlin.edu Summer-Severance Hall room reservations email confserv@oberlin.edu

Department Email:


Phone: (440) 775-8355
Fax: (440) 775-8356

Location:
Severance Hall
120 West Lorain
Oberlin, OH, 44074

Office Hours: Academic Year - Monday through Friday - 8:00 a.m. to Noon and 1:00 p.m. to 4:00 p.m. Summer Hours June to August - Monday through Friday TBD

Faculty Publications

Faculty Publications

The following is a selection of faculty publications representative of the research they are involved in now, and some of the research they have done in the past.

Nancy Darling 

Cumsille, P., Martínez, M.L.  Rodríguez, V. & Darling, N.  (in press, 2014).  Análisis Psicométrico de la Escala Parental Breve (EPB): Invarianza Demográfica y Longitudinal en Adolescentes Chilenos.  Psyke. 

Tilton-Weaver, L., S. K. Marshall, Darling, N. (2013). What's in a name? Distinguishing between routine disclosure and self-disclosure.  Journal of Research on Adolescence, October 2013, 1-13.  http://onlinelibrary.wiley.com/doi/10.1111/jora.12090/pdf

Rosenthal, M.F*. Murphy, TG, Darling, N. & Tarvin, TA (2012).  Bill Color is a Dynamic Signal of Condition in the American Goldfinch, Spinus tristis.  Journal of Avian Biology 43 (6) 553-564.

Darling, N., & Dowdy, B. (2010). Trust, but verify: Knowledge, disclosure and trust in parent-adolescent relationships. In K. J. Rotenberg (Ed.), Trust and trustworthiness during childhood and adolescence (pp. 203-222). Cambridge: Cambridge University Press.

Little, K.C., Welsh, D.P. Darling, N., Holmes, RN (2011). "I can't talk about it:" Sexuality and self-silencing as predictors of depressive symptoms in adolescent dating couples. Journal of Adolescence, 34, 789-794.

Cumsille, P., Darling, N., Martinez, L.M. (2010). Shading the truth: The patterning of adolescents’ decisions to avoid issues, disclose, or lie to parents. Journal of Adolescence, 33, 285-296.

Darling, N., & Dowdy, B. (2010). Monitoring, Disclosure, and Trust: Mothers' and Adolescents' Reports. In K. J. Rotenberg (Ed.), Trust and Trustworthiness During Childhood and Adolescence (pp. 203-222). Cambridge England: Cambridge University Press.

Darling, N., Cumsille, P., Pe┼ła-Alampay, L., & Coatsworth, J.D.  (2009).  Individual and issue-specific differences in parental knowledge and adolescent disclosure in Chile, the Philippines, and the United States.  Journal of Research on Adolescence 19, 715-740.

Cumsille, P., Darling, N., Flaherty, B.P., & Martinez, L.M.  (2009).  Heterogeneity and change in the patterning of adolescents’ perceptions of the legitimacy of parental authority: A latent transition model.  Child Development, 30, 418-432. 

Darling, N., & Clark, S.A.  (2009).  Seeing the Partner: A Video Recall Study of Emotional Behavior in Same- and Mixed-Sex Late Adolescent Romantic Couples.  Journal of Youth and Adolescence, 38, 1015-1026. 

Darling, N., Cohan, C.L., Burns, A.R., & Thompson, L.  (2008).  Within-family conflict behaviors as predictors of conflict in adolescent romantic relations.  Journal of Adolescence, 31, 671-690.

Darling, N., Cumsille, P., & Martínez, M. L.  (2008).  Individual differences in adolescents' beliefs about the legitimacy of parental authority and their own obligation to obey: A longitudinal investigation.  Child Development79, 1103-1118.


Patricia (Patty) deWinstanley

deWinstanley, P. A., & Bjork, R. A.  (2002).  Successful Lecturing:  Presenting   Information in Ways that Engage Effective Processing.  In D. Halpern & M. Hakel (Eds.), New Directions in Teaching and Learning (pp.19-31).  San Francisco, CA: Josey-Bass. 

Thornton, J., Beinstein-Miller, J., & deWinstanley, P. A., *Gandha, T. (2004).  Priming the pump: Developing  and Assessing Research-Like Experiences in Courses.  In RE-invigorating the Undergraduate Experience:  Successful Models Supported by NSF’s AIRE/RAIRE Program (L Kauffman and J. Stocks, eds). 

deWinstanley, P. A. & Bjork, E. L.  ( 2004)  Processing strategies and the generation effect: Implications for how to make a better reader.  Memory & Cognition, 32(6), 945-955.

Friedman, W. J. & deWinstanley, P. A. (2006).  The mental representation of countries.  Memory, 14(7), 853-871.

Bjork, E. L., deWinstanley, P. A., & Strom, B. C.  (2007).  Learning how to learn:  Can experiencing the outcomes of differential encoding strategies enhance subsequent encoding?  Psychonomics Bulletin and Review, 14(2), 207-211.

deWinstanley, P. A., *Kinzy, T., *Sundt, H., *Robinson, E., & *Carlton, C., (November, 2009).  Experience with a complex skill moderates the benefits of variable practice on performance.  50th Annual Meetings of the Psychonomics Society, Boston, MA.

deWinstanley, P. A.,  *Allen-Coleman, C., *McDonell, J., & *Vassilliere, C.  (May, 2010).  Distributed practice results in better learning than sequential practice but only when the learner is a novice.  23rd Annual Convention of the American Psychological Society.

E.L. Bjork, B.C. Storm,  & P.A. deWinstanley (2011).  Learning From the Consequences of Retrieval: Another Test Effect.  In A. S. Benjamin (Ed.).  Successful Remembering and Successful Forgetting: A Festschrift in Honor of Robert A. Bjork (pp. 347-364).  New York, NY: Psychology Press. 


Cynthia (Cindy) Frantz

Frantz, C.M., Flynn, B., *Atwood, S., *Mostow, D., *Lang, C. & *Kahl, S. (In press).  Changing Energy Behavior Through Community Based Social Marketing.  The Contribution of Social Sciences to Sustainable Development at Universities. Springer.

Handley, G., Frantz, C. M., Kokovsky, P., & DeVries, D., Cook, S. & Claussen, J. (In press). Is There Evidence of Gender Differences in the American Fisheries Society’s Peer Review Process?  Fisheries. 

Frantz, C. M. & Mayer, F. S.  (2014). The importance of connection to nature in assessing environmental education programs.  Studies in Educational Evaluation, 41, 85 - 89.

Frantz, C. M.  (2014). Tapping into core social motives to drive sustainability transformation. The Solutions Journal, 5, 31 – 34.

Petersen, J.E., Frantz, C.M., & Shammin, Md R. (2014). Using Sociotechnical Feedback to Engage, Educate, Motivate & Empower Environmental Thought and Action.  The Solutions Journal, 5, 79 – 87.

Frantz, C. M., & Mayer, F. S.  (2009).  The Emergency of Climate Change: Why Are We Failing to Take Action?  Analyses of Social Issues and Public Policy, 9, 205-222.

Mayer, F. S., Frantz, C. M., Bruehlman-Senecal, E., & Dolliver, K.  (2009).  Why Is Nature Beneficial? The Role of Connectedness to Nature.  Environment and Behavior, 41, 607-643.

Frantz, C. M., Mayer, F. S., Norton, C., & Rock, M.  (2005).  There is no “I” in nature:  The influence of self awareness on connectedness to nature.  Journal of Environmental Psychology, 25, 425-436.

Frantz, C. M., & Bennigson, C.  (2005).  Better late than early: The influence of timing on apology effectiveness.  Journal of Experimental Social Psychology, 41, 201-207.

Mayer, F. S., & Frantz, C. M.  (2004).  The Connectedness to Nature Scale: A Measure of Individuals’ Feeling in Community with Nature.  Journal of Environmental Psychology, 24, 504-515. 


F. Stephan Mayer

Frantz, C. M., & Mayer, F. S.  (2009).  The Emergency of Climate Change: Why Are We Failing to Take Action?  Analyses of Social Issues and Public Policy, 9, 205-222. 

Mayer, F. S., Frantz, C. M., Bruehlman-Senecal, E., & Dolliver, K.  (2009).  Why Is Nature Beneficial? The Role of Connectedness to Nature.  Environment and Behavior, 41, 607-643.

Mayer, F. S., & Frantz, C. M.  (2008).  Framing the Question of Survival: Psychological

Insights and Limitations.  Conservation Biology, 22, 823-825.

Frantz, C. M., Mayer, F. S., Norton, C., & Rock, M.  (2005).  There is no “I” in nature:  The influence of self awareness on connectedness to nature. Journal of Environmental Psychology, 25, 425-436.


Meghan Rabbitt Morean 

Morean, M.E. & Cooney, J.L. (in press). Positive drinking consequences predict pre-treatment alcohol use and Alcohol Use Disorder Identification Test scores in veterans seeking substance abuse treatment. Substance Use and Misuse.

Morean, M.E., Kong, G., Camenga, D., Cavallo, D., & Krishnan-Sarin, S. (2015, e-pub ahead of print). High school students use of electronic cigarettes to vaporize cannabis. Pediatrics.

Morean, M.E., Corbin, W.R & Treat, T.A. (2015; e-pub ahead of print). Evaluating the accuracy of alcohol expectancies relative to subjective response to alcohol. Addictive Behaviors.

Brasfield, H., Morean, M.E., Febres, J., Shorey, R. C., Moore, T., Zucosky, H., Elmquist, J., Wolford-Clevenger, C., Labrecque, L., Plasencia, M., & Stuart, G. L. (2015; e-pub ahead of print). Alcohol use, alcohol-related outcome expectancies, and partner aggression among males court-mandated to batterer intervention programs: A brief report. Journal of Interpersonal Violence.

Morean, M.E., Rojewski, A.M., Toll, B.A., McKee, S.A., Green, B.G., Bartoshuk, L.M., & O’Malley, S.S. (2015; e-pub ahead of print). Validation of the Yale Craving Scale for use with nicotine and alcohol. Drug and Alcohol Dependence.

Kong, G., Morean, M.E., Cavallo, D. A., Camenga, D. R., Simon, P., Connell, C., Bulmer, S. M., & Krishnan-Sarin, S. (2015). Reasons for e-cigarette initiation and discontinuation among adolescents and young adults. Nicotine and Tobacco Research, 17(7), 847-854.

Krishnan-Sarin, S., Morean, M.E., Camenga, D., Cavallo, D., & Kong, G. (2015). E-cigarette use among high school and middle school adolescents in Connecticut.  Nicotine and Tobacco Research, 17(7), 810-818. 

Morean, M.E., Corbin, W.R., & Treat, T.A. (2015). Differences in subjective response to alcohol by gender, family history, heavy episodic drinking, and cigarette use: Refining and broadening the scope of measurement. Journal of Studies on Alcohol and Drugs, 76(2), 287-295.

Morean, M.E., Kong, G, Camenga, D., Cavallo, D., Carroll, K., Krishnan-Sarin, S. (2015). Contingency management improves smoking cessation treatment outcomes for highly impulsive adolescents relative to cognitive behavioral therapy. Addictive Behaviors, 42, 86-90.

Morean, M.E., Kong, G., Camenga, D., Cavallo, D., Connell, C. & Krishnan-Sarin, S. (2014). First drink to first drunk: Age of onset and delay to intoxication are associated with adolescent alcohol use and binge drinking. Alcoholism: Clinical and Experimental Research.

Morean, M.E., DeMartini, K., Leeman, R.F., Pearlson, G.D., Anticevic, A., Krystal, J.H., Krishnan-Sarin, S., & O’Malley, S.S. (2014). Psychometrically improved, abbreviated versions of three classic measures of impulsivity and self-control. Psychological Assessment, 26(3), 1003-1020.

Morean, M.E., Camenga, D., Kong, G., Cavallo, D., Liss, A., Schepis, T., & Krishnan-Sarin, S. (2014). Predictors of middle school students’ interest in participating in an incentive-based tobacco prevention and cessation program. Journal of Addiction. Article ID 915652.

Morean, M.E., Corbin, W.R., & Treat, T.A. (2013). The Subjective Effects of Alcohol Scale: Development and psychometric evaluation of a novel assessment tool for subjective response. Psychological Assessment, 25(3), 780-95.

Morean, M.E., de Wit, H., King, A.C. Sofuoglu, M., Rueger, S.Y., & O'Malley, S.S. (2013). The Drug Effects Questionnaire: Psychometric support across three drug types. Psychopharmacology, 227(1), 177-192.

Morean, M.E., Corbin, W.R., & Treat, T.A. (2012). The Anticipated Effects of Alcohol Scale: Development and psychometric evaluation of a novel assessment tool for alcohol expectancies. Psychological Assessment, 24(4), 1008-1023.

Morean, M.E., Corbin, W.R., & Fromme, K. (2012). Age of first use and delay to first intoxication in relation to trajectories of heavy drinking and alcohol-related problems during emerging adulthood. Alcoholism: Clinical and Experimental Research, 36(11), 1991-1999.

Morean, M.E. & Corbin, W.R. (2010). Subjective response to alcohol: A critical review of the literature. Alcoholism: Clinical and Experimental Research, 34(3), 385-395.

Morean, M.E. & Corbin, W.R. (2008). Subjective alcohol effects and drinking behavior: the relative influence of early response and acquired tolerance. Addictive Behaviors, 33, 1306-1313.

Corbin, W.R., Morean, M.E., & Benedict, D. (2008). The Positive Drinking Consequences Questionnaire (PDCQ): Validation of a new assessment tool. Addictive Behaviors, 33, 54 – 68.


Paul Thibodeau

Thibodeau, P.H., Peebles, M.M.*, Grodner, D.J., & Durgin, F.H. (In press). The Wished-For Always Wins until the Winner was Inevitable all along: Motivated Reasoning and Belief Bias Regulate Emotion during Elections. Political Psychology.

Thibodeau, P.H., Flusberg, S.J., Glick, J.J., & Sternberg, D.A. (2013). An emergent approach to analogical inference. Connection Science, 25(1), 27-53. doi:09540091.2013.821458

Thibodeau, P.H., & Boroditsky, L. (2013). Natural language metaphors covertly influence reasoning. PLoS ONE, 8(1): e52961. doi:10.1371/journal.- pone.0052961

Thibodeau, P.H., & Durgin, F.H. (2011). Metaphor aptness and conventionality: A processing fluency account. Metaphor and Symbol, 26, 206-226. doi:10.1080/10926488.2011.583196

Thibodeau, P.H., & Boroditsky, L. (2011). Metaphors we think with: The role of metaphor in reasoning. PLoS ONE, 6(2): e16782. doi:10.1371/journal.pone.0016782

Flusberg, S.J., Thibodeau, P.H., Sternberg, D.A., & Glick, J.J. (2010). A Connectionist approach to embodied conceptual metaphor. Frontiers in Psychology, 1:197. doi:10.3389/fpsyg.2010.00197

Thibodeau, P.H., & Durgin, F.H. (2008). Productive figurative communication: Conventional metaphors facilitate the comprehension of related novel metaphors. Journal of Memory and Language, 58, 2, 521-540. doi:10.1016/j.jml.2007.05.001


Sara verosky

Verosky, S. C., & Todorov, A. (2013).  When physical similarity matters: Mechanisms underlying affective learning generalization to the evaluation of novel faces.  Journal of Experimental Social Psychology, 49, 661-669.

Verosky, S. C., Todorov, A., & Turk-Browne, N. B. (2013).  Representations of individuals in ventral temporal cortex defined by faces and biographies.  Neuropsychologia, 51, 2100-2108.

Verosky, S. C., & Turk-Browne, N. B. (2012).  Representations of facial identity in the right hemisphere require left hemisphere processing.  Journal of Cognitive Neuroscience, 24, 1006-1017. 

Verosky, S. C., & Todorov, A. (2010).  Generalization of affective learning about faces to perceptually similar faces.  Psychological Science, 21, 779-785.

Verosky, S. C., & Todorov, A. (2010).  Differential neural responses to faces physically similar to the self as a function of their valence. NeuroImage, 49, 1690-1698.

Travis Wilson

Recipient of the 2014 American Educational Research Association’s Outstanding Dissertation Award in the field of Human Development. The award goes to the most outstanding publication in the field of human development stemming from a doctoral dissertation. Wilson’s paper was co-authored by Dr. Philip C. Rodkin (deceased) and was published in the 2013 volume of Child Development, the flagship journal of the Society for Research in Child Development: Wilson, T.M., & Rodkin, P. C. (2013). Children’s cross-ethnic relations in contemporary elementary schools: Concurrent and prospective associations between ethnic segregation and social status. Child Development, 84, 1081-1097.

Jamison, R., Wilson, T. M., & Ryan, A. M. (In press, early preview available online). Too cool for school? The relationship between coolness and academic reputation in the first year of middle school. Social Development.

Wilson, T.M., Rodkin, P. C., & Ryan, A. M. (2014).  The company they keep and avoid: Social goal orientation as a predictor of children’s ethnic segregation. Developmental Psychology, 50, 1116-1124.

Rodkin, P., Ryan, A. M., Jamison, J., & Wilson, T.M. (2013).  Social goals in middle childhood:  Relations to social behavior and social status.Developmental Psychology, 49, 1139-1150. 

Wilson, T.M., & Rodkin, P. C. (2013). Children’s cross-ethnic relations in contemporary elementary schools: Concurrent and prospective associations between ethnic segregation and social status. Child Development, 84, 1081-1097. 

Wilson, T., & Rodkin, P. C. (2011). African American and European American children in diverse elementary classrooms: Social integration, social status, and social behavior. Child Development, 82, 1454-1469.