Research

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

Darling, N., Cumsille, P., Peňa-Alampay, L., & Coatsworth, J.D.  (In press).  Individual and issue-specific differences in parental knowledge and adolescent disclosure in Chile, the Philippines, and the United States.  Journal of Research on Adolescence.

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 Development, 79, 1103-1118.

Patricia (Patty) deWinstanley

deWinstanley, P. A., Kinzy, T., Sundt, H., Robinson, E., & Carlton, C.

            Experience with a complex skill moderates the benefits of variable practice on performance.  50^th Annual Meetings of the Psychonomics Society, Boston, MA.

Bjork, E. L., & deWinstanley, P. A.  (2007).  Learning how to learn: Experiencing the outcomes of differential encoding strategies enhances subsequent encoding.  Psychonomics Bulletin and Review, 14, 207-211.

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

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. 

deWinstanley, P. A., & Bjork, E. L.  (1997).  Valid test instructions eliminate the generation effect: A test of the multifactor resource allocation theory.  Memory, 5, 401-422.

Cynthia (Cindy) Frantz

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 (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.