McMicken College of Arts & SciencesMcMicken College of Arts & SciencesUniversity of Cincinnati

McMicken College of Arts & Sciences

Department of Psychology

Department of Psychology

Faculty & Staff

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Heidi Kloos

Title: Associate Professor
Office: 5130 G EDWARDS 1 Edwards Center
Tel: 513-556-5525
Email: heidi.kloos@uc.edu
Web: http://www.uc.edu/ccrl

Heidi Kloos’ research interests are the basics of knowledge development and children&39;s STEM learning, using the lense of systems approaches. Her teaching interests lie in Statistics, Cognition, Learning, and Cognitive Development.

Education

  • Ph.D. in Psychology, Arizona State University , Temple, AZ, 2001.
  • M.A. in Psychology, Arizona State University, Temple, AZ, 1998.
  • Exchange Student in Psychology, Arizona State University, Temple, AZ, 1996.
  • Graduate Studies in Clinical Psychology, Karl-Ulrich University, Tuebingen, Germany, 1995.
  • B.A. in Psychology, Karl- Ulrich University, Tuebingen, Germany, 1994.

Research Information

Research Interests

How does a systems approach to knowledge development inform STEM pedagogy? 
This research question is motivated by both: 
(1) a need to improve STEM competence in children, and
(2) an utter lack of generally agreed upon theoretical guidance of how this could be accomplished.

Informed by my theoretical and empirical work, I oversee a math tutoring program that we bring to schools and local communities. 

Research Support

  • (PI), PI: Kloos, Development and Change of Young Children's Misconceptions about Physics, National Science Foundation (REESE). $708,495. 09/01/2007 to 08/31/2012. Status: Completed.
  • (Co-PI), PI: Van Orden, DHB Collaborative: Lifespan Dynamics of Cognition and Action , National Science Foundation (HSD). $543,367. 01/01/2008 to 12/31/2011. Status: Completed.
  • PI: Kloos, Faculty Research Fellowship, University of Cincinnati. 06/01/2006 to 05/31/2007. Status: Completed.
  • (PI), Kloos, Adelheid, Development and Change of Young Children's Misconceptions about Physics, National Science Foundation. (DRL 0723638), $708,495.00. 09/01/2007 to 08/31/2013. Status: Active.
  • (PI), Kloos, Adelheid; Riley, Michael; Shockley, Kevin; Van Orden, Guy, DHB Collaborative: Lifespan Dynamics of Cognition and Action, National Science Foundation. (BCS-0728743), $543,367.00. 01/15/2008 to 12/31/2012. Status: Completed.
  • (PI), Kloos, Adelheid, The Role of Congruence in Children's Intuitive Beliefs, National Institute of Child Health and Human Development. (R03 HD055324), $156,000.00. 08/05/2008 to 07/31/2011. Status: Closed.
  • (PI), Kloos, Adelheid, The Role of Congruence in Children's Beliefs about Physics (ARRA Supplement), National Institute of Child Health and Human Development. (3 R03 HD055324-01A2S1), $16,569.00. 06/01/2009 to 09/30/2010. Status: Completed.
  • (Collaborator), Boat, Mary Barbara; Brown, Rhonda; Carr, Victoria; Johnson, Carla; Kloos, Adelheid; Kuschner, David; Meyer, Helen; Moomaw, Sally Coup; Pan, Wei; Plevyak, Linda, Playscapes: Designed Nature Environments to Promote Informal Science Learning, National Science Foundation. (NSF DRL-1114674), $330,124.00. 10/01/2011 to 09/30/2013. Status: Active.
  • (PI), PI: Kloos, The Role of Congruence in Children’ Beliefs About Physics, NICHD. 156,000. 08/01/2008 to 07/31/2011. Status: Completed.
  • (Collaborator), Holden, John; Holloway, Stacie; Howe, Steven; Jacquez, Farrah; Kallen, Rachel; Kloos, Adelheid; Mcleish, Alison; Richardson, Michael; Riley, Michael; Shear, Paula; Whitton, Sarah, REU Site: Research Experiences for Undergraduates in Complex Psychological Systems, National Science Foundation. (SMA-1263142), $255,714.00. 02/15/2013 to 01/31/2016. Status: Active.
  • (PI), Kloos, Adelheid, Control Parameter of Children's Beliefs: How to Capture the Interplay between Stability and Fluidity, National Science Foundation. (BCS-1313889), $138,292.00. 08/01/2013 to 07/31/2015. Status: Completed.
  • (Co-PI), PI: Kallen, REU Site: Research Experiences for Undergraduates in Complex Psychological Systems, NSF. 320,613. 06/20/2013 to 05/20/2016. Status: Active.
  • Kloos, Heidi;, Workshop: A common framework for early science learning: Are we there yet?, NSF. $49,550. 04/01/2015 to 05/20/2016. Status: Denied.
  • (Co-PI), PI: Kukreti, FITW: Enhancing STEM Student Success: A Scalable Integration of Best Practices, Department of Education. 2015. Status: Denied.
  • (Co-PI), PI: Carr, Vicki, STEM in the PlayScape: Building Knowledge for Educational Practice, NSF. (NSF DRL-1516191), $1,912,750. 09/20/2015 to 08/20/2018. Status: Active.
  • (Co-PI), PI: Steven Buchberger, RED: Building a Long-Lasting All-Inclusive Culture of Knowledge , NSF. $3,000,000. 09/20/2015 to 08/20/2020. Status: Denied.
  • (PI), Kloos, Heidi; Canfield, James, ACT for Children on the Bubble: Developing a Math Program for Underprepared Low-Income Middle-School Students, University of Cincinnati. 25,000. 05/20/2015 to 05/20/2016. Status: Active.
  • (PI), Kloos, Heidi; Breiner, Jon; Gaskins, Whitney; Ossman, Kathy, ITEST Strategies: Using LEGO Technology to Ignite Life-Long Learning in Urban Elementary-School Students , NSF iTest. 1,199,893 . 08/01/2016 to 07/31/2019. Status: Pending.
  • (PI), Kloos, Heidi; Canfield, James; , Exploring After-school Settings: Does modulative practice improve high-school math competence? , IES. $250,000. 08/01/2016 to 07/31/2018. Status: Pending.
  • (Collaborator), Boat, Mary Barbara; Brown, Rhonda; Carr, Victoria; Kloos, Adelheid; Maltbie, Catherine; Plano Clark, Vicki, STEM in the PlayScape: Building Knowledge for Educational Practice, National Science Foundation. (DRL-1516191), $1,116,905.00. 01/15/2016 to 12/31/2018. Status: Awarded.

Publications

Peer Reviewed Publications

  • *Haddad, J., Kloos, H., & Keen, R. (2008). Conflicting cues in a dynamic search task are reflected in children's eye movements and search errors. Developmental Science, 11, 504-515.
     
  • Kloos, H., & Sloutsky, V. (2008). What’s behind different kinds of kinds: Effects of statistical density on learning and representation of categories. Journal of Experimental Psychology: General. 137, 52-72.
  • Sloutsky, V., Kloos, H., & Fisher, A. (2007). What's beyond looks? Reply to Gelman and Waxman. Psychological Science, 18, 556-557.
  • Kloos, H. (2007). Interlinking physical beliefs: Childrens bias towards logical congruence. Cognition, 103, 227, 252.
  • Kloos, H., Haddad, J., & Keen, R. (2006). Which cues are avaliable to 24-month-olds? Evidence from point-of-gaze measures during search. Infant Behavior and Development, 29, 243, 250.
  • Kloos, H., & Van Order, G.C. (2005). Can preschoolers mistaken beliefs benefit learning?. Swiss Journal of Psychology, 64, 195, 205.
  • Kloos, H., & Amazeen, E.L. (2005). Building blocks of physical knowledge: Can children learn how two dimensions are correlated?. Advances in Psychology Research, 35, 1, 13.
  • Kloos, H. & Van Orden, G. C. (2012). Abductive reasoning by children. Review of Psychology Frontier, 1(2), 1-9.
  • O’Brien, B. A., Wallot, S., Haussmann, A., & Kloos, H (2013). Using complexity metrics to assess silent reading fluency - A cross-sectional study comparing oral and silent reading. Scientific Studies of Reading, DOI:10.1080/10888438.2013.862248


    *Castillo, R. D. & Kloos, H. (2013). Can a flow-network approach shed light on children's problem solving? Ecological Psychology, 25(3) 281-292.


    Kloos, H. & Sloutsky, V. M. (2013). Blocking a redundant cue: What does it say about preschoolers' causal competence? Developmental Science, 1-15.


    *Kiefer, A. W., *Wallot, S., *Gresham, L. J., Kloos, H., Riley, M. A., Shockley, K., & Van Orden, G. (2013). Development of coordination in time estimation. Developmental Psychology, 1-9.


    Fisher, A., Thiessen, E., Godwin, K., Kloos, H., & Dickerson, J. (2013). Assessing selective sustained attention in 3- to 5-year-old children: Evidence from a new paradigm. Journal of Experimental Child Psychology, 114, 275–294

  • *Malone, M. L., *Castillo, R. D., Kloos, H., Holden, J. G., Richardson, M. J. (2014). Dynamic structure of joint-action stimulus-response activity. PLoS ONE 9(2): e89032. doi:10.1371/journal.pone.0089032

    Wallot, S., O’Brien, B. A., 
Haussmann, A.,
 Kloos, H., Lyby, M. S. (2014). The role of reading time complexity and reading speed in text comprehension. Journal of Experimental Psychology:  Learning, Memory, and Cognition
  • Wallot, S., O’Brien, B. A., Haussmann, A., Kloos, H., & Lyby, M. S. (2014). The role of reading time complexity and reading speed in text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition. http://dx.doi.org/10.1037/xlm0000030
  • *Hardcastle, C., *White, E; Kloos, H., Hardcastle, V. G. (in press). Heavy objects and small children: Developmental data extend the passive frame theory. Behavioral and Brain Sciences.

  • 2010

    Kloos, H., Fisher, A., & Van Orden, G.C. (2010). Situated Naive Physics: Task Constraints Decide what Children Know about Density. Journal of Experimental Psychology: General, 139(4), 625-637.

    Kloos, H. & Van Orden, G. C. (2010). Voluntary behavior in cognitive and motor tasks. Mind and Matter, 8(1), 19-43.
  • *Coey, C.A., *Hassebrock, J., Kloos, H., Richardson, M.J. (2015). The complexities of keeping the beat: dynamical structure in the nested behaviors of finger tapping. Attention Perception & Psychophysics
  • *Castillo G. R., Kloos, H., Holden, J., & Richardson, M. (2015). Long-rang Correlations and Patterns of Recurrence in Children’s Attention to Hierarchical Displays. Frontiers in Physiology: Physiology and Network Science
  • Sloutsky, V. M., Deng, W., Fisher, A., & Kloos, H. (2015). Conceptual influences on induction: A case for late onset. Cognitive Psychology. doi:10.1016/j.cogpsych.2015.08.005
  • *Wight, A. R., Kloos, H., Maltbie, C. V. & Carr, V. W. (2015): Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study. Environmental Education Research, DOI: 10.1080/13504622.2015.1015495
  • *Withcomb, D., Carrasco, R., Neuman, A., & Kloos, H. (2015). Correlational research to examine the relation between attachment and sensory modulation in young children. American Journal of Occupational Therapy, 69(4), 5-23.
  • *Withcomb, D., Carrasco, R., Neuman, A., & Kloos, H. (2015). Correlational research to examine the relation between attachment and sensory modulation in young children. American Journal of Occupational Therapy, 69(4), 5-23.

Peer Reviewed Conference/Workshop Proceedings

  • Kloos, H., & Sloutsky, V. (2005). Do preschoolers understand causality? A critical look. Proceedings of the XXVII Annual Conference of the Cognitive Science Society.
  • Kloos, H., & Keen, R. (2005). An exploration of toddlers problems in a search task. Infancy, 7, 7, 34. [Link]
  • *Bohache, K. T., Kloos, H., & Richardson, M. J. (2012). Developmental Trends in the Dynamics of Spontaneous Coordination in 5-, 7-, and 9-year-olds. Proceedings of the 34rd Annual Conference of the Cognitive Science Society. Tokyo, Japan: Cognitive Science Society. 
  • *Amaral, J. L., *Collins, S. *O’Connor, S., *McAlister, S., Kloos, H., & Luzzi, C. D. (2013). Shape categorization in Autism: Does it follow the pattern of typical development? Proceedings of the 35rd Annual Conference of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.

    *Malone, M., *Castillo R.D., Holden, J. G., Kloos, H., & Richardson, M. J. (2013). Dynamic Structure of Joint-Action Stimulus-Response Activity. Proceedings of the 35rd Annual Conference of the Cognitive Science Society (pp. 966-971). Berlin, Germany: Cognitive Science Society.

    *Coey, C. A., *Hassebrock, J., Kloos, H., & Richardson, M. J. (2013). Fractal structure of the nested actions in keeping the beat. Proceedings of the 35rd Annual Conference of the Cognitive Science Society. Berlin, Germany: Cognitive Science Society.
  • *Cessna, T. C., *McAlister, S. C., Kloos, H., Frank, R. A., (2014). Effect of naming on haptic memory in children and adults: Is it similar to olfactory memory? Proceedings of the 36rd Annual Conference of the Cognitive Science Society. Alberta, Canada: Cognitive Science Society.

  • 2011

    Kloos, H. (2011). Emergence of Higher-Order Transitivity across Development: The Importance of Local Task Difficulty. Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.

    *Baker, H., *Haussmann, A., Kloos, H., & Fisher, A. (2011). Preschoolers' Learning about Buoyancy: Does it help to give away the answer? Proceedings of the First Joint International Conference on Learning and Development and Epigenetic Robotics. Frankfurt, Germany: IEEE.

    *Gresham, L., Kloos, H., *Wallot, S., & Van Orden, G. (2011). Fractals in Children's Time Estimation: Evidence for Developing Coordination. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.

    Pfeiffer, D., Kloos, H., & *Bullard, D. P. (2011). Learning to Balance a Beam: The Effect of Instabilty. Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Boston, MA: Cognitive Science Society.

    *Castillo, R., Kloos, H., *Vanderburgh, S., & Holden, J. (2011). Coordination of Attention to Local and Global Features: Fractal Patterns in a Speeded-Categorization Task. Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3089-3094). Boston, MA: Cognitive Science Society.

  • 2010

    *Schwind, S., & Kloos, H. (2010). Finding a Bigger Fish Bowl: Higher Difficulty Helps Transitive Inferences. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2266-2271). Austin, TX: Cognitive Science Society.

    *Erb, C. D., & Kloos, H. (2010). Signs of Non-Linearity in Base-Rate Neglect. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 495-500). Austin, TX: Cognitive Science Society.
  • *Castillo, G.R., Kloos, H, Richardson, M.J., *Waltzer, T. (2015). Beliefs as Self-Sustaining Networks: Drawing Parallels Between Networks of Ecosystems and Adults’ Predictions. Frontiers in Psychology, 6, 1-13.
  • *Castillo, G.R., Kloos, H., Holden, J.G., Richardson, M.J. (2015). Fractal coordination in adults&39; attention to hierarchical visual patterns, Nonlinear Dynamics Psychology and Life Sciences
  • *Amaral, J., Kloos, H., Richardson, (2015). Social Cues Affect Grasping Hysteresis in ASD. Annual Conference of the Cognitive Science Society.

Books

  • Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition. Rijeka, Croatia: Tech - Open Access Publisher.

Book Chapter

  • Van Orden, G.C, & Kloos, H. (2005). The Science of Reading: A Handbook. In M.S. Snowling, & C. Hulme (Eds.), The question of phonology and reading (pp. 61, 78). Blackwell Publishing.
  • Kloos, H., *Baker, H., *Luken, E., Brown, R. Pfeiffer, D. & Carr, V. (2012). Preschoolers Learning Science: Myth or Reality? In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 45-70). Rijeka, Croatia: Tech - Open Access Publisher.


    *Amaral, J. L., *Collins, S.,  *Bohache, K. T., & Kloos, H. (2012). Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context. In H. Kloos, B. J. Morris and J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition (p.p. 145-170). Rijeka, Croatia: Tech - Open Access Publisher.

  • Fisher, A.V. & Kloos, H. (2015). Development of selective sustained attention: The Role of Executive Functions. In L. Freund, P. McCardle, and J. Griffin (Eds.), Executive Function in Preschool Age Children: Integrating Measurement, Neurodevelopment and Translational Research. APA Press. 
  • 2011

    *Castillo, R. D., Van Orden, G., & Kloos, H. (2011). The Embodiment of Time Estimation. In A. Vatakis, A. Esposito, M. Giagkou, F. Cummins, & G. Papadelis (Eds.), Time and Time Perception 2010, LNAI 6789, (pp. 196–206). Berlin Heidelberg: Springer-Verlag

    Van Orden, G.C., Kloos, H., & *Wallot, S. (2011). Living in the Pink: Intentionality, Wellbeing, and Complexity. In C. A. Hooker (Ed.), Philosophy of Complex Systems. Handbook of the Philosophy of Science, Amsterdam: Elsevier. (pp. 639-682).

  • 2009

    *Hollis, J., Kloos, H., & Van Orden, G. C. (2009). Origins of order in cognitive activity. In S. Guastello, M. Koopmans, & D. Pincus (Eds.), Chaos and complexity: Recent advances and future directions in the theory of nonlinear dynamical systems, pp 206-241. Cambridge, MA: Cambridge University Press. 
            
    Kloos, H., & Van Orden, G. C. (2009). Soft-assembled mechanisms for the unified theory. In J.P. Spencer, M. Thomas, & J. McClelland (Eds.) Toward a Unified Theory of Development: Connectionism and Dynamic Systems Theory Re-Considered,pp 253-267. Oxford University Press.

Presentations & Lectures

Invited Presentations

  • Ramon Castillo & Heidi Kloos (08/19/2010). One Cannot &9794; Do Without the Other: Bridging the Dichotomy of Local vs. Global Processing Fifth Annual Workshop on Cognitive Dynamics, University of Conneticut, Storrs, CT.
  • Kloos (03/20/2014). Complexity in Action: What the Laws of Thermodynamics Tell us About Conceptual Change Kent State University.
  • Kloos (07/20/2014). A Gestalt for Abduction in Children’s Reasoning University of Illinois.

Poster Presentations

  • Kloos, H., Silverman, A., & Fenstermaker, B. (2007). Preschoolers Understanding of Density: Type of Knowledge or Effect of Task Context? Biennial Meeting of the Cognitive Development Society, Santa Fe NM .
  • Kloos, H., & Sloutsky, V.M. (2005). When Preschooler Fails to Show Knowledge of Causal Structure Biennial Meeting of the Society for Research in Child Development, Atlanta, GA.
  • Haddad, J., Kloos, H., & Keen, R. (2004). Cognitive Strategies in a Dynamic Search Task: The Effects of Congruent and Conflicting Cues. International Conference of Infant Studies, Chicago, IL.
  • Kloos, H., & Sloutsky, V.M. (2004). Are Natural Kinds Psychologically Distinct from Nominal Kinds? Evidence from Learning and Development Cognitive Science Society, Chicago, IL.
  • Kloos, H. (2003). How Do Children Understand Shadows? The Importance of Congruent Physical Relations. Cognitive Development Conference, Salt Lake City, UT.
  • Kloos, H., & Keen, R. (2003). Analyzing toddlers’ failure in a search task Biennial Meeting of the Society for Research in Child Development, Tampa, FL.
  • Kloos, H., & Somerville, S. C. (2003). Mass, volume and density: Children’s sensitivity to logical congruence Biennial Meeting of the Society for Research in Child Development, Tampa, FL.
  • Kloos, H., & Amazeen, E. L. (2001). The size-weight illusion in preschoolers 11th International Conference on Perception and Action, Storrs, CT.
  • Kloos, H. (2001). Investigating preschoolers’ sensitivity to the mass/volume relation: A naturalistic training study Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.
  • Kloos, H., & Somerville, S. C. (1999). Fostering conceptual change in children’s understanding of sinking objects Biennial Meeting of the Society for Research in Child Development, Albuquerque, NM.
  • Jones, C., Covey, A., Arwood, Z., Kloos, H. & Mano, Q. (2015). Developing sensitivity to the statistical regularities of subword orthography: Biagrams before trigrams? Poster presented at the Cognitive Development Society, Columbus, OH..
  • Kloos, H. et al. (2015). The Return of the Robot: Comparing Measures of Complexity to Capture Task Constraints on Kids. Tenth Annual Workshop on Cognitive Dynamics. Storrs, CT..
  • Walzer, T & Kloos, H. (2015). Asking for explicit explanations affects preschoolers’ predictions. Poster presented at the Society for Research in Child Development, Philadelphia, PA..
  • Kloos, H. (2015). Emergence of Novel Behavioral Stability: Defining the Necessary Context of Self-Organization. Symposium organized for the International Convention of Psychological Sciences, Amsterdam, The Netherlands.
  • Kloos, H. (2015). Children’s Predictions: Flow-Networks Approach to Measuring Changes in Stability. Talk presented at the International Convention of Psychological Sciences, Amsterdam, The Netherlands.
  • Kloos, H. (2015). Emergence of children’s beliefs about physics: a byproduct of a need for order? Poster presented at the International Convention of Psychological Sciences, Amsterdam, The Netherlands.

Colloquia

  • Heidi Kloos (04-2010). University of Windsor; Canada; Department of Psychology, .
  • Heidi Kloos (03-2010). Teachers College Columbia University; Department of Human Development.

Lectures

  • Kloos, H. *Castillo, R. D., & Richardson, M., (2014). A Network Approach to Measuring Stability in Predictive Learning. Talk presented at the Ninth Annual Workshop on Cognitive Dynamics. Storrs, CT...

Honors & Awards

  • ‘Stipendium des Deutschen Volkes’, 1992 to 1992. Nomination for the ‘Stipendium des Deutschen Volkes’, Rudolf Koch, Germany, 05/1992 .
  • University Exchange Student Scholarship, 08-1995 to 05-1996. University Exchange Student Scholarship, Karl-Ulrich University, 08/1995 – 05/1996 .
  • DeMund Memorial Scholarship, 2000 to 2000. Nomination for the DeMund Memorial Scholarship, ASU.
  • Graduate Research Award, 08-2000 to 05-2001. Graduate Research Award, ASASU, ASU.
  • University Graduate Scholarship, ASU, 08-1996 to 05-2001. University Graduate Scholarship, ASU.
  • Travel Grant, National Science Foundation, 2002 to 2002. Travel Grant, National Science Foundation, 06/2002 .
  • Faculty Research Fellowship, 2005 to 2005. Faculty Research Fellowship, University of Cincinnati, 12/2005.
  • Breakfast of Champions, 2007 to 2007. Invitation to the Breakfast of Champions, 04/2007.
  • Instructor of the Year, Department of Psychology, UC.
  • Advisor of the Year, 04/20/2014.

Experience & Service

Work Experience

  • 08/20/2014 to Present, A&S Senate President, University of Cincinnati.
  • 01/20/2013 to 08/20/2014, Interim Head of Department, Psychology.

Post Graduate training and Education

  • 2001 to 2003, Physical knowledge in toddlers, University of Massachusetts, Amherst, MA .
  • 2003 to 2005, Domain-general reasoning across development, Ohio State University, Columbus, OH .

Events Organized

  • Lecture. Talk Series: Children's Learning & Development (01/01/2010 to 05/30/2010) , Arlit Center; 10 meetings in 2010l.
  • Conference. Learning through Play (03/19/2010, Cincinnati Museum Center.
  • Workshop. Learn through Play (03/20/2014, Cincinnati Museum Center.
  • Workshop. Ready - Set - Go (10/20/2014, University of Cincinnati.
  • Workshop. Thermodynamics of Meaning (10/20/2014, UC.

Service

  • Member, APA Site Visitor,
  • Representative, Fairview German Elementary School
  • Member, Ohio Academy of Science
  • Member, UC University Research Council,
  • Peer Review/Referee, Journal of Experimental Child Psychology
  • Peer Review/Referee, Cognition 10/10/2010
  • Peer Review/Referee, Cognitive Science Society 03/10/2010
  • Member, Department's Award Committee,
  • Member, Undergraduate Curriculum Committee,
  • Discussant, Freshman Orientation
  • Member, Space Committee
  • Peer Review/Referee, Journal of Experimental Psychology: General 12/04/2010
  • Committee Chair, Undergraduate Research Coordinator,
  • Department Head, 01/20/2013 to 08/20/2014
  • President-Elect, A&S Senate, 08/20/2014 to Present
  • Program Director, to Present
  • Committee Member, UG Curriculum Committee, to Present
  • Review Board/Panel, NSF 04/20/2014
  • Site Visitor APA, 04/20/2014
  • Site Visitor APA, 10/20/2014
  • Peer Review/Referee, to Present
  • President, A&S Faculty Senate
  • Chair, A&S Instructional Innovations Advisory Council
  • Member, A&S Academic Program Review Committee
  • Member, A&S College RPT Committee
  • Organizer, ACT Tutoring Program
  • APA Site Visitor
  • Member, UC University Research Council
  • Presenter; Yearly Learn-through-Play Workshop, Cincinnati Museum Center

Other Experience and Professional Memberships

  • Cognitive Development Society
  • Cognitive Science Society
  • Society for Research in Child Development
  • International Society on Infant Studies
  • Society for Chaos Theory in Psychology & Life Sciences
  • American Psychological Association

Courses Taught

  • Introduction to Psychology
    Term: 07S

  • 15-PSYC-274 INTRO TO STAT MTHDS
    Level: Undergraduate
    Term: 09A

  • Cognition and Learning
    Term: 07A

  • Theory of Development
    Term: 08W

  • 15-PSYC-380 RES METHODS IN PSY
    Research Methods in Human Learning
    Level: Undergraduate
    Term: 10S

  • Research Thesis
    Term: 10A

  • 15-PSYC-275 INTERMED PSYCH STAT
    Level: Undergraduate
    Term: 10W

  • 15-PSYC-280 RES METHODS LECTURE
    Level: Undergraduate
    Term: 10S

  • RS METHODS: CHLD LR
    RS METHODS: CHLD LR
    Level: Undergraduate
    Term: 10S
    Comments: is now 458
  • 15-PSYC-201 INTRO METH & STAT
    Level: Undergraduate
    Term: 10A

  • 15-PSYC-342 COGNITIVE DEVELOP
    Level: Undergraduate
    Term: 10A

  • Cognitive Development
    Cognitive Development
    Level: Undergraduate

  • Special Topics in Cognition, Action, Perception
    Level: Graduate

  • PSYC 2025 Psychology of Development, Learning, and Change
    Level: Undergraduate
    Term: 15SS