UWM Department of Psychology Graduate Programs

Transcription

1 UWM Department of Psychology Graduate Programs Academic Year Table of Contents General Information... 1 Overview of Department of Psychology Graduate Programs... 1 Information for UWM Graduates and Alumni... 1 Teaching Assistantships... 2 Support for Studies in Behavior Analysis... 2 Major Professor... 2 Information for Students with Master s Degrees in Psychology... 2 Time Limits... 2 Attrition Information... 2 Admission Criteria... 3 How Many Students are Admitted?... 3 GPA and GRE Information of Recently Admitted Students... 3 Information for Students who did not Major in Psychology... 3 Information for UWM Undergraduates and Alumni... 3 Application Process... 4 Application Part One: Graduate School Application... 4 Application Part Two: Department of Psychology Application Deadlines... 6 Interviews for Clinical Applicants... 6 Special Guidelines for International Students... 6 Doctoral Program in Clinical Psychology... 7 Administration... 7 Financial Support... 7 Applicants with Advanced Degrees... 7 Coursework... 8 Waiver of Coursework for Applicants with Prior Graduate Work... 8 Clinical Training and Program of Excellence Training in Scientifically Validated Interventions 9 Master s Thesis... 9 Doctoral Preliminary Examination... 9 Dissertation... 9 Clinical Internship... 9 Time Limits... 9 Doctoral Program in Experimental Psychology About the Major in Behavior Analysis About the Major in Health and Social Psychology About the Major in Neuroscience Financial Support Coursework Waiver of Coursework for Students with Prior Graduate Work Master s Thesis Doctoral Preliminary Examination Dissertation Time Limits and Residency Requirements Terminal Master s Program in Experimental Psychology: Specialization in Health Psychology Terminal Master s Program in Experimental Psychology: Specialization in Behavior Analysis Other Important Information about the Psychology Department Master s Programs Description of Faculty Please Note: The information presented in this brochure is meant to assist you in your graduate studies application process. A Graduate Student Handbook will be distributed to students admitted to our graduate programs, containing full program requirements. Deadlines All Psychology Department application materials must be received by: Clinical and Experimental Ph.D. Programs: DECEMBER 1, 2014 M.S. Programs: DECEMBER 31, 2014, and later applications may be considered if openings are available

2 Page 1 General Information Thank you for inquiring about graduate study in psychology at the University of Wisconsin- Milwaukee (UWM)! UWM is located in a vibrant urban setting on Milwaukee s North Shore close to Lake Michigan. It serves approximately 28,000 undergraduate and graduate students, with the most diverse population of any school in the UW system. UWM is among the nation's major research universities. It is ranked by the Carnegie Foundation in the top group of institutions of higher education (one of only 148 nationally): Doctoral/Research Universities- Extensive. The Psychology Department places a premium on excellence in teaching and scholarly research. As a result, we are one of the most dynamic and productive departments on the UWM campus. The faculty are recognized experts in their various disciplines as well as accomplished teachers. Our clinic provides psychotherapy and assessment services to both the UWM campus and the greater Milwaukee community. Perhaps the best indicator of our success, however, is the quality of our students. Our graduate students have been extraordinarily successful in research and scholarship. Together with faculty, they publish cutting-edge research. They successfully compete for national scholarships, grants and awards. They consistently secure postgraduate positions at some of the most prestigious universities in the country as well as employment in industry, government and academia. Overview of Department of Psychology Graduate Programs The Psychology Department offers four graduate programs (two doctoral programs, both of which include earning a master's degree, and two terminal master's degree programs). Detailed program descriptions begin on p. 7 of this brochure. Ph.D. in clinical psychology (accredited by the American Psychological Association), which includes earning the M.S. degree Ph.D. in experimental psychology, with a choice of three areas of emphasis (Behavior Analysis, Health and Social Psychology, and Neuroscience), and which includes earning the M.S. degree Terminal M.S. in experimental psychology with a specialization in Behavior Analysis Terminal M.S. in experimental psychology with a specialization in Health Psychology Note that our doctoral programs are actually combined M.S./Ph.D. programs (although applicants with advanced degrees are also encouraged to apply; see pp. 2, 7 and 11 for more information for students with advanced degrees). All programs train students in the facts, methodologies, and theories of psychology, with special emphasis on developing research competence. The department has well-equipped laboratories and an on-campus training clinic. The city of Milwaukee provides additional opportunities for training at such facilities as hospitals, social service agencies, and the Medical College of Wisconsin. The department refers students interested in Counseling Psychology or School Psychology to the Department of Educational Psychology ( in the School of Education. Information for UWM Undergraduates and Alumni We believe that it is important for graduate students to learn and work with a range of faculty during their training. Therefore, students with bachelor's degrees from UWM who majored in psychology are not eligible to apply for admission to our doctoral programs unless they have earned a master's degree at a different institution. Similarly, those who double-majored in psychology and another subject at UWM are not eligible to apply to our doctoral programs. However, UWM undergraduates who majored in psychology are eligible to apply for admission to the terminal master's programs. In addition to the information in this brochure, information about our programs and faculty can be found at our website: www4.uwm.edu/letsci/psychology/

3 Teaching Assistantships Most of the students in the clinical and experimental doctoral programs are funded via academic-year teaching assistantships (or, sometimes, research assistantships or project assistantships), which require approximately 20 hours of work per week. Teaching assistants usually lead discussion or laboratory sessions. Teaching assistants are paid a stipend (approximately $11,838 per academic year, with no payments in the summer). In addition to their stipends, teaching assistants receive full remission of tuition as well as benefits such as health insurance. Please note that due to insufficient funds, the department does not offer teaching assistantships or other assistantships to students in the terminal master's programs. Support for Studies in Behavior Analysis John and Lynn Schiek Stipends and Research Awards. John and Lynn Schiek, alumni of our department, generously provide stipends to support students entering the experimental psychology programs in behavior analysis. Two students admitted to the doctoral program are eligible for $5,000 stipends (in addition to departmental teaching assistantships); two students admitted to the terminal master s program are eligible for $2,500 stipends. Besides underwriting stipends, John and Lynn Schiek support research projects in behavior analysis. Each award is about $1,000. Corrine Russell Donley Fellowship in Applied Behavior Analysis. Corrine Russell Donley, Ed.D., Columbia University Teachers College, has established an endowment that provides a $1000 fellowship for students seeking to become Board Certified Behavior Analysts or Board Certified Associate Behavior Analysts. Dr. Donley was responsible for the early childhood program for children with disabilities at UW-Oshkosh and is a behavior analytic consultant in NE Wisconsin. Although the fellowship is open to all students seeking to become applied behavior analysts, special consideration is given to applicants who will serve the people of NE Wisconsin, particularly the people of Fond du Lac, Outagamie, and Winnebago counties. Major Professor All graduate students must have a major professor (adviser) to oversee their progress and to supervise their research. It is, therefore, important that potential major professors be considered very carefully on the departmental application. Entering students will be assigned to one of the major professors they have chosen during the admissions process. The department also has a Graduate Program Coordinator who advises students about courses and programs of study. Information for Students with Master's Degrees in Psychology Students admitted to the doctoral program in clinical or experimental psychology who already have a master's degree in psychology that included an empirically based master's thesis are exempt from the requirement of having to earn the M.S. at UWM. Students admitted with a master's degree in psychology that did not include a thesis must complete a thesis or thesis-equivalent at UWM. In most cases, students admitted to the doctoral program with master's degrees in psychology are allowed to waive some of their UWM coursework based on courses they took in their master's programs. Time Limits Departmental regulations stipulate that students in the clinical and experimental doctoral programs must be full-time students; no part-time study is allowed. Doctoral students must earn the M.S. within three years of enrolling (by March 10 of their third year for most favorable consideration within the teaching assistant priority system), and they must earn the Ph.D. within seven years of enrolling (exclusive of the internship year for clinical students). The terminal master's programs in behavior analysis and health psychology have a time limit of seven years for earning the M.S. to allow for the possibility of part-time study. Attrition Information In the last five years, including the academic year, 68 students have been admitted to our doctoral programs. Of these, 2 have graduated with the Ph.D., 5 have dropped out after earning the M.S., 3 have dropped out without earning any degree, and the remaining 58 are continuing students. In the last five years, including the academic year, 20 students have been admitted to our master's specialization programs. Of these, 5 have graduated with the M.S., 7 have applied to and been accepted into our doctoral programs before earning the M.S., 2 have dropped out without earning any degree, and the remaining 6 are continuing students. Page 2

4 Admission Criteria Page 3 Admission is very competitive. It is based on the evaluation of an applicant's entire record. In evaluating each application, the Admissions Committee examines such factors as GPAs, GRE scores, courses taken, research record, and letters of recommendation (three letters are required). See below for the average GPA and GRE scores of recently admitted students. To be considered for admission, an applicant must also meet the Graduate School's general admission requirements. How Many Students Are Admitted? Students work in close association with their major professors. The student:major professor ratio is about 5:1. Given this ratio, the department has room for approximately 90 graduate students, with about 12 new students admitted each year to the doctoral programs (6 in clinical and 6 in experimental). About 6 students are admitted each year to each of the terminal M.S. programs (3 in behavior analysis and 3 in health psychology). A total of 169 students applied to the clinical doctoral program and 52 applied to the experimental doctoral program for the Fall, Fifteen applicants were accepted to the doctoral programs as follows: a) 7 females, 8 males; b) 6 clinical, 9 experimental; c) 5 applicants with master s degrees. GPA and GRE Scores of Recently Admitted Students The Graduate Admissions Committee is often asked about requirements for admission into the graduate program, in particular whether there is a minimum grade-point average and Graduate Record Examination score. Below are summary statistics on students recently admitted to the doctoral programs. Average scores are included. CLINICAL EXPERIMENTAL GPA, all courses, 4 yrs GRE, Verbal GRE, Quantitative GRE, Writing 4 4 Information for Students Who Did Not Major in Psychology Students without an undergraduate major in psychology may be considered for admission provided the following courses are completed: psychological statistics, a laboratory course in research methods in psychology, and an advanced laboratory course in psychology. Students with one of these courses may be considered for admission, but the remaining two courses must be completed within three semesters of enrollment. No course credits earned in making up deficiencies may be counted as program credits required for the degree. Students satisfying only this very minimal requirement should understand that additional work may be required to enroll in specific graduate level courses. Information for UWM Undergraduates and Alumni As was stated on p. 2, students with bachelor's degrees from UWM who majored in psychology are eligible to apply for admission to the terminal master's programs, but are not eligible to apply for admission to the doctoral programs unless they have earned a master's degree in psychology at a different institution. Double-majoring in psychology and another subject as an undergraduate at UWM does not make a student eligible to apply to the doctoral programs.

5 Application Process Page 4 Beginning students are accepted for the Fall Semester. Prospective students must apply both to the psychology department and the Graduate School. The departmental materials include: description of our programs, three application forms (one for use by those applying to the Clinical Ph.D. program, one for use by those applying to the Experimental Ph.D. program, and one for use by those applying to either of the terminal master's programs), and letter of recommendation forms. These materials are available at our website: In the departmental application you should indicate whom you would like to serve as your major professor. If you are admitted, every effort will be made to honor your first request as to choice of major professor, but it is not always possible to do so. Most students in the clinical doctoral program choose clinical faculty as advisers; however, some students combine study and research in a non-clinical specialty with the clinical program and, therefore, choose a major professor from the experimental faculty. Students applying to the experimental doctoral program usually choose an adviser from the list of experimental faculty, but are free to choose an adviser from the list of clinical faculty. Because graduate study in psychology is highly individualized, applicants should read the material carefully and identify potential faculty advisers whose interests are compatible with their own. Do not hesitate to , write, phone, or if possible, visit a potential major professor/ adviser. Information regarding academic rules and regulations, financial assistance, student services, etc., can be located on the Graduate School web site: How to Apply You must complete two separate applications Graduate School application Psychology Department application Please Note: Students currently enrolled in a Masters or Ph.D. program within the department who wish to switch to a different Masters or Ph.D. program within the department are required to reapply to both the Graduate School and the Department. Application Part One: Graduate School Application The graduate school application can be completed at this address online: Send official transcripts, and a $56 check payable to University of Wisconsin-Milwaukee ($96 if transcripts from non-us institutions are included) to: Graduate School University of Wisconsin-Milwaukee P.O. Box 340 Milwaukee, WI Application Part Two: Psychology Department Application A Psychology Departmental Application Form and THREE letters of recommendation must be submitted. You can submit your Part Two materials via either an online application or a paper application. The mailing address for paper application materials is: Chairperson, Graduate Admissions Committee Department of Psychology University of Wisconsin-Milwaukee P.O. Box 413 Deadlines All Psychology Department application materials must be received by: Clinical and Experimental Ph.D. Programs: DECEMBER 1, 2014 M.S. Programs: DECEMBER 31, 2014, and later applications may be considered if openings are available

6 Application Process (continued) Page 5 Application Part Two: Psychology Department Application As was stated on p. 1, the department offers four graduate programs. These are the Ph.D. program in clinical psychology (includes earning the M.S.), the Ph.D. program in experimental psychology (includes earning the M.S.), the terminal M.S. program in experimental psychology with a specialization in behavior analysis, and the terminal M.S. program in experimental psychology with a specialization in health psychology. Only students in the clinical program receive clinical training. Complete the appropriate doctoral application (Clinical or Experimental) if you intend to earn both the M.S. and Ph.D. at UWM or if you already have earned a master's degree in psychology and intend to earn the Ph.D. at UWM. Everyone admitted to either of our doctoral programs will receive academic-year financial support, usually in the form of teaching assistantships, and sometimes in the form of project or research assistantships, for at least the first three years. Complete the master's application if you intend to earn only the M.S. at UWM. We do not offer teaching assistantships or other assistantships to students in the master's programs. The following materials are required by the department: Completed APPLICATION FOR GRADUATE STUDY IN PSYCHOLOGY, (Clinical doctoral, Experimental doctoral, or master's): Pay special attention to the section requesting you to list faculty members with whom you wish to work. Admission to the program requires sponsorship by a faculty member who will serve as your major professor. It is important that you select individuals whose teaching and research interests are compatible with yours. You can learn about the faculty and their interests by referring to pp of this brochure and by contacting faculty members directly. Only those individuals listed on the last page of the Psychology department application have openings for new students for the coming year. Applicants should select three individuals. One copy of all transcripts of college and/or university work (can be a photocopy of transcripts sent to the student): Send these directly to the psychology department. Three letters of recommendation: We are particularly interested in your academic competence, motivation, and ability to undertake the independent study and research required of graduate students. Letters from psychology professors who are familiar with your work in small classes or who have worked directly with you are preferred. The individuals writing the letters should be those you list on the departmental application. If there are changes, it is important you notify us so we can keep accurate records. Submit letters of recommendation on the forms enclosed or as a letter with the form attached. You must complete the section of the recommendation form pertaining to your rights to inspect the letter as granted by the Higher Education Act of Letters without this information will not be used and will be returned to their authors. The person should seal the envelope, sign the back of the envelope as indicated, and return the envelope to you. Additional information: If there is other information that may be useful in evaluating your application, please include it in a letter addressed to the Admissions Committee. An official report of the Graduate Record Examination: Verbal, Quantitative and Writing scores are required. A photocopy of scores can be sent and reviewed until official scores are received. (Note: the Psychology Subject Test is not required.) To make sure your GRE scores are sent directly to the psychology department, complete the GRE registration form as indicated below: Institution: Graduate or Professional School: Department: University of Wisconsin-Milwaukee College of Letters & Science Psychology

7 Page 6 Deadlines Those applying to the Clinical or Experimental Ph.D. program should mail their complete application to the department so that it is received by December 1, Applicants to the Experimental M.S. programs should mail their complete application to the department so that it is received by December 31, Applicants who meet these deadlines and are accepted into the program can typically expect to receive information about their acceptance as early as late February to as late as late April. Notification of non-acceptance is usually made by May 1. Interviews for Clinical Applicants Finalists who are being considered for admission to the Ph.D. program in clinical psychology will be interviewed. Inperson interviews will be held in late January, Invitees who cannot attend these interviews will be contacted by telephone at approximately the same time as the in-person interviews. Only top candidates will be interviewed. Special Guidelines for International Students International students are required to follow additional instructions that are listed at this web page:

8 Doctoral Program in Clinical Psychology Page 7 Core Faculty Shawn Cahill W. Hobart Davies Bonnie Klein-Tasman Christine Larson Han Joo Lee Krista Lisdahl Christopher Martell David Osmon Robyn Ridley The Ph.D. program in clinical psychology is accredited by the American Psychological Association* and follows the Boulder (scientist-practitioner) model. The UWM Clinical Psychology Program is also a member of The Academy of Psychological Clinical Science, which is a coalition of doctoral training programs that share a common goal of producing and applying scientific knowledge to the assessment, understanding, and amelioration of human problems. Our program is committed to excellence in scientific training, and to using clinical science as the foundation for designing, implementing, and evaluating assessment and intervention procedures. Students gain competence as scientists by reviewing basic and applied literatures relevant to clinical psychology and by conducting research under the direction of their major professor each semester. Students gain competence as practitioners by completing seminars, practica, and community placements in private and institutional settings. Although it is expected that some clinical students may emphasize either the basic or applied aspects of the Boulder model, the goal is excellence and integration of both areas. Evaluation of students is based on performance in courses, clinical teams, practica (clinical skills, ethical behavior, accepted professional behavior), a preliminary examination, and on the quality of their master's and doctoral research. Most students in the clinical doctoral program choose clinical faculty as advisers; however, some students combine study and research in a non-clinical specialty with the clinical program and, therefore, choose a major professor from the experimental faculty. *UWM s Clinical Psychology Program is Accredited by the American Psychological Association. Please use the contact information below to contact APA: Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC Administration The Director of Clinical Training, (DCT), Bonnie Klein-Tasman, administers the policies and procedures of the program in clinical psychology. An important part of the program involves practicum work in the department's training clinic, which is supervised by the clinic coordinator, Christopher Martell. The members of the Clinical Training Committee are the Clinical Program core faculty, a representative from the experimental faculty and two voting clinical graduate students. Financial Support All students admitted to the doctoral program in clinical psychology receive academic-year financial support, usually in the form of teaching assistantships, which include not only a stipend (approximately $11,838) but also full remission of tuition, and benefits such as health insurance. This financial support is offered yearly, contingent on progress; and is typically promised for the first three years but is commonly available for subsequent years with adequate progress in the program. See p. 2 of this brochure for more information about assistantships. Applicants with Advanced Degrees Individuals with advanced degrees, usually in psychology or a closely related field, are eligible to apply to the doctoral program in clinical psychology. However, no more than two students with M.A./M.S. degrees in clinical psychology will be accepted into the Clinical Ph.D. program in any given academic year.

9 Doctoral Program in Clinical Psychology Page 8 Coursework The minimum degree requirement is 54 graduate credits beyond the bachelor's degree, at least 27 of which must be earned in residence at UWM. Students in psychology may earn more than 54 credits to satisfy the specific requirements of the program. 1. Departmental major Students in the clinical program satisfy their major by completing a sequence of required courses, which can be seen in the table below. Note that in addition to classroom courses, students in the clinical program must also complete a sequence of practicum courses for a minimum of 400 hours of training in assessment, diagnosis, therapy, and professional practice; and later, a pre-doctoral, extramural, full-time (2000 hour) internship. Fall Semester Year 1 Assessment I (831) Developmental Psychopathology (912) First Year Clinical Practicum (802) Spring Semester Clinical Research Methods (710) First Year Clinical Psychology Practicum (802) Year 2 Professional Ethics and Issues in Clinical Psychology (712) Practicum in Assessment (821) Foundations of Psychotherapy (741) Assessment II (832) Empirically Supported Interventions (742) Practicum in Empirically Supported Interventions (845) Year 3 Practicum in Therapy (842) Practicum in Therapy (842) Year 4 Community Placement in Clinical Psychology (811) Community Placement in Clinical Psychology (811) Year 5 Community Placement in Clinical Psychology (811, optional) Community Placement in Clinical Psychology (811, optional) 2. Statistics requirement: Students must complete the two-semester introductory statistics sequence (Psychology 510 and 610). 3. History of psychology requirement: Students must complete a course in the history of psychology (Psychology 750). 4. Breadth requirement: Students follow American Psychological Association requirements and must complete three breadth courses, which consist of one course from each of the following three areas: cognitive/affective bases of behavior, biological bases of behavior, and social bases of behavior. 5. Multicultural requirement: Students must complete a course in multicultural issues in clinical or counseling psychology. 6. Developmental psychology requirement: Students must complete a graduate level lifespan developmental psychology course. Waiver of Coursework for Students with Prior Graduate Work Equivalent coursework taken elsewhere as a graduate student may substitute for one or more of the courses described above. Waiver of a required practicum course requires the consent of the major professor, and the DCT. Waiver of a required lecture course requires the consent of the major professor, the instructor of the course in question, and the DCT. Demonstration of proficiency is typically required before a waiver is granted.

10 Page 9 Clinical Training and Program of Excellence in Scientifically Validated Interventions Students receive a minimum of eight semesters of clinical training. During their first three years in the program they receive training from the clinical faculty at the department's on-campus clinic after which they work in various community agencies under the supervision of adjunct faculty. Some of the community agencies involved in the department's training program include the Bureau of Community Corrections, Children s Hospital of Wisconsin, the Veterans Affairs Medical Center, Medical College of Wisconsin, and the Waukesha County Mental Health Center. A criminal background check is required once admitted, and may affect placement. The Clinical Psychology program at UWM was the recipient of a 5-year grant from the National Institute of Mental Health to acknowledge and further develop Programs of Excellence in scientifically validated behavioral interventions. This grant support resulted in further development of our curriculum in scientifically validated interventions for various psychiatric disorders. While offerings vary by year according to faculty interests and availability, we currently offer specialized training in behavioral activation for depression, prolonged exposure for PTSD, Integrative Behavioral Couples Therapy, and cognitive behavior therapy for anxiety in children. Upon successful completion of our program, students will have been trained as competent generalist psychologists as they have always been. However, students will also graduate with specialized training in the competent administration-delivery of assessment and treatment in specific empirically-supported interventions. Master s Thesis The student, under the direction of his or her major professor, must develop an acceptable thesis based on empirical research. The student must pass an oral examination in defense of the thesis. Note: Students who, upon admission, already have a master's degree in psychology that included an empirically based master's thesis are exempt from the requirement of having to earn the M.S. at UWM, pending approval by the student s UWM adviser and the DCT. Students admitted with a master's degree in psychology that did not include a thesis must complete a thesis or thesis-equivalent at UWM. Doctoral Preliminary Examination To advance to doctoral candidacy, students must pass a preliminary examination in clinical psychology after they earn the M.S., and within five years of enrolling. Dissertation The candidate must write an empirically-based dissertation that demonstrates the ability to formulate a research topic and pursue an independent and original investigation, and must pass an oral examination in defense of the dissertation. Clinical Internship An extramural, one-year, full-time 2000 hour internship is required. Students must pass their preliminary examination before applying for internship. It is recommended that they pass their doctoral dissertation defense before beginning internship. This internship must be completed at an APA-accredited site, or one approved by the department's Clinical Training Committee. Students from UWM have been very successful in obtaining internships at highly competitive sites across the country. In recent years, UWM s clinical psychology students have completed internships at Texas Children s Hospital, University of Chicago, University of Illinois Chicago, VA Medical Center North Chicago, Duke University Medical Center, University of California-San Diego, Brown University Medical School, Medical University of South Carolina, University of Washington Department of Psychiatry, Seattle VA, and Harvard Medical School/Massachusetts General Hospital. Time Limits Doctoral students must earn the M.S. within three years of enrolling (by March 10 of their third year for most favorable consideration within the teaching assistant priority system), and they must earn the Ph.D. within seven years of enrolling (exclusive of the internship year).

11 Doctoral Program in Experimental Psychology Page 10 The Ph.D. program in experimental psychology follows an apprenticeship model in which the student is exposed to individualized research experiences within the laboratory of his or her major professor and, in many cases, other faculty as well. This research training is accompanied by an integrated concentration of courses and seminars that support development of an area of specialization. Specific patterns of study vary, depending on a student's particular interests as well as those of his or her major professor. However, regardless of specialty the goal is to give the student a firm grounding in the philosophical, historical, and scholarly foundations of the science of psychology. Throughout, major emphasis is placed on the role of the psychologist as a scholar - a person who can advance the science of psychology through original research. Students applying to the experimental doctoral program usually choose an adviser from the list of experimental faculty, but are free to choose an adviser from the list of clinical faculty. Three major areas of study are available to students in the experimental doctoral program: Behavior Analysis, Health and Social Psychology, and Neuroscience. About the Major in Behavior Analysis Core Faculty Kamran Diba Ira Driscoll Raymond Fleming Karyn Frick Adam Greenberg Anthony Greene Deborah Hannula Fred Helmstetter Tiffany Kodak Susan Lima Marcellus Merritt Jay Moore Katie Mosack James Moyer Devin Mueller Diane Reddy Rodney Swain Jeffrey Tiger Behavior analysis emphasizes environmental control of the behavior of the individual organism. The major in behavior analysis provides broad theoretical, conceptual, and research training. Students enrolled in the doctoral program may focus on the experimental or applied analysis of behavior. Students and faculty work together to investigate the fundamental relations between an organism's behavior and environmental events as well as techniques to apply these basic findings to a variety of situations in which a change in behavior is desired. Current research projects include the study of choice behavior in pigeons and the use of behavior analytic techniques to address repetitive behavior disorders, depression, and developmental disabilities including autism. The Behavior Analysis Certification Board, Inc has approved our course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination to become BCBA s (nationally) and licensed behavior analysts (in Wisconsin). UWM currently has the only BACB approved course sequence in the state of Wisconsin. The BACB also requires applicants to be experienced in providing behavior-analytic services. The faculty at UWM have developed relationships with local providers to assist students in completing their practicum hours. About the Major in Health and Social Psychology Health psychology, which is concerned with the psychological variables that influence physical health and illness, has become a dominant force in the health sciences, a field to which social psychological theories and research have much to offer. The major in health and social psychology offers training in research and theories relevant to health promotion. Faculty and students work together on projects focused on gender and health, cancer prevention and health education, reproductive health and STD prevention, patient advocacy and self-care behaviors, the effects of stress and mechanisms of coping with it, and child abuse prevention. Research is conducted in the laboratory as well as in clinical settings, and many of the faculty have strong ties to the Milwaukee community. About the Major in Neuroscience Neuroscience is an interdisciplinary field devoted to the study of the nervous system. The major is designed to provide students with the intellectual and technical skills necessary for a productive career in academics or industry. The core faculty members are located in the psychology and biological sciences departments, and graduate students have frequent interactions with the faculty, postdoctoral fellows, and other students through coursework, research collaborations, and weekly seminars. Students are also part of the greater Milwaukee Area Neuroscience group, which includes faculty and students from UWM, the Medical College of Wisconsin, and Marquette University. Students majoring in neuroscience learn a wide range of techniques working with laboratory animals and human subjects. These include, but are not limited to, experimental design, behavioral testing and analysis, neurophysiology, aseptic surgical techniques, quantitative protein and mrna assays, immunohistochemistry, and functional magnetic resonance imaging (fmri). Current research topics being investigated by faculty and students include: cellular and molecular mechanisms of learning and memory; mapping brain areas involved in memory and emotion in humans and rodents using fmri; effects of exercise on cerebral blood flow; mechanisms of recovery from brain damage; effects of aging on learning and memory; and the role of calcium and calcium binding proteins in ischemic cell death.

12 Page 11 Financial Support All students admitted to the doctoral program in experimental psychology receive academic-year financial support, usually in the form of teaching assistantships, which includes a stipend (approximately $11,838 per academic year), full remission of tuition, and benefits such as health insurance. See p. 2 of this brochure for more information about assistantships. Coursework The minimum degree requirement is 54 graduate credits beyond the bachelor's degree, at least 27 of which must be earned in residence at UWM. Students in psychology may earn more than 54 credits to satisfy the specific program requirements. 1. Departmental major: Students in the doctoral program in experimental psychology select a major from the following three areas: Behavior Analysis, Health and Social Psychology, and Neuroscience. 2. Minor: Students complete two minors (exception: students majoring in Behavior Analysis complete only one minor). Available areas for the minor are Behavior Analysis, Health and Social Psychology, Neuroscience, Cognition and Perception, Developmental Psychology, Quantitative Methods, Psychopathology, and Neurobiology (this minor is required of all Neuroscience majors, and is not available to students majoring in areas other than Neuroscience). Each minor consists of two to three courses, depending on the area. 3. Statistics requirement: Students complete the two-semester introductory statistics sequence (Psychology 510 and 610). 4. Breadth requirement: Students take at least one course in an area other than their major and minor areas. Waiver of Coursework for Students with Prior Graduate Work Equivalent coursework taken elsewhere as a graduate student may substitute for one or more of the courses described above. Waiver of a required course requires consent of the major professor and the instructor of the course in question. Master s Thesis The student, under the direction of his or her major professor, must develop an acceptable thesis based on empirical research. Candidates must pass an oral examination in defense of the thesis. Note: Students who, upon admission, already have a master's degree in psychology that included an empirically based master's thesis are exempt from the requirement of having to earn the M.S. at UWM. Students admitted with a master's degree in psychology that did not include a thesis must complete a thesis or thesis-equivalent at UWM. Doctoral Preliminary Examination To advance to doctoral candidacy, students must pass a preliminary examination in their major area after they earn the M.S., and within five years of enrolling. Dissertation Candidates must write an empirically-based dissertation that demonstrates the ability to formulate a research topic and pursue an independent and original investigation. Candidates must pass an oral examination in defense of the dissertation. Time Limits Doctoral students must earn the M.S. within three years of enrolling (by March 10 of their third year for most favorable consideration within the teaching assistant priority system), and they must earn the Ph.D. within seven years of enrolling.

13 Terminal Master s Program in Experimental Psychology: Specialization in Health Psychology Health psychology is concerned with the psychological variables that influence physical health and illness. The M.S. program in health psychology offers training in research and theories relevant to health promotion. The program of study consists of core health psychology coursework, research coursework, psychology breadth coursework, and an optional field placement. Current research topics include gender and health, cancer prevention and health education, reproductive health and STD prevention, patient advocacy and self-care behaviors, the effects of stress and mechanisms of coping with it, and child abuse prevention. Research is conducted in the laboratory as well as in clinical settings and many of the faculty have strong ties to the Milwaukee community. Note: Because of budget limitations, the department does not offer teaching assistantships or other assistantships to students in the master's program in health psychology. Core Faculty Page 12 W. Hobart Davies Raymond Fleming Marcellus Merritt Katie Mosack Diane Reddy Coursework and Model Course Plan Coursework includes 36 credits distributed as follows (Course substitutions are permissible with the director's approval): 1. Twelve credits in core Health Psychology courses. All students must take Psych 955 (Seminar in Social Psychology and Health), and any three of the following courses: Psych 711 (Current Topics, only when the topic is Child Health Psychology or another topic directly relevant to health), Psych 754 (Proseminar in Biological Psychology), Psych 756 (Psychophysiology), Psych 833 (Neuropsychology), Psych 854 (Behavioral Neuroscience), Psych 930 (Seminar in Social Psychology), or Psych 954 (Seminar in Physiological Psychology). These core courses introduce students to research, theories, and applications of health psychology. 2. Fifteen credits in research courses: Psych 510 (Advanced Psychological Statistics), Psychology 610 (Experimental Design), Psych 932 (Proseminar in Evaluation Research), and six credits of Psych 790 (Independent Research) for those selecting the thesis option or six credits of Psych 791 (Master's Project for Master's Students) for those selecting the project option. These courses prepare students for conducting basic and applied research. 3. Nine credits in psychology breadth courses (virtually any psychology graduate-level course not listed above). 4. Although students are exposed to theories and applications in coursework, field placements offer further opportunity to apply theory. Students are encouraged to complete at least 3 credits of 812 (Field Placement in Psychology) in their area of interest. Fall Semester Year 1 Advanced Psychological Statistics (510) Seminar in Social Psychology and Health (955) Core Selection 1 Breadth Selection 1 Year 2 Core Selection 3 Master's Research (790) Field Placement in Psychology (812) Spring Semester Experimental Design (610) Seminar in Evaluation Research (932) Core Selection 2 Breadth Selection 2 Breadth Selection 3 Master's Research (790) Defend Thesis Thesis or Project, Time Limit The student, under the direction of an adviser, has the option of developing either a thesis based on empirical research or a project (a review or theoretical paper). If the student chooses the thesis option, he or she must pass an oral defense of the thesis. The student must complete all degree requirements within seven years of initial enrollment.

14 Terminal Master s Program in Experimental Psychology: Specialization in Behavior Analysis Page 13 Core Faculty Tiffany Kodak Jay Moore Jeffrey Tiger Behavior analysis, a branch of psychology, focuses on how the interactions between an organism and its environment regulate its behavior. This M.S. specialization prepares students to become Board Certified Behavior Analysts as well as to continue on to advanced studies. Students may focus on either basic or applied studies and must complete a final empirical project which may be conducted in laboratory or field settings. Students focusing on basic studies complete a thesis. Depending on the recommendation of the student s adviser, students focusing on applied studies complete a thesis or a final project that demonstrates the student s competence at delivering services. Recent research projects include the study of choice behavior in pigeons and the use of behavior analytic techniques to address repetitive behavior disorders, depression, and developmental disabilities including autism. Current opportunities for final projects include enhancing the behavior of children with developmental disabilities or autism. The Behavior Analysis Certification Board, Inc has approved our course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination to become BCBA s (nationally) and licensed behavior analysts (in Wisconsin). UWM currently has the only BACB approved course sequence in the state of Wisconsin. The BACB also requires applicants to be experienced in providing behavior-analytic services. The faculty at UWM have developed relationships with local providers to assist students in completing their practicum hours. Note. Because of budget limitations, the department does not offer teaching assistantships or other assistantships to students in the master's program in behavior analysis. But, with generous support from benefactors, the department offers stipend/fellowship support for students entering this program as well as support for research projects. (Please see p. 2 for more information.)

15 Page 14 Coursework and Model Course Plan Coursework includes at least 31 credits, distributed as follows (see Table for example): 1. Sixteen credits of core behavior analytic coursework: Psych 502 (Applied Behavior Analysis), Psych 714 (Conditioning and Learning), Psych 724 (Proseminar in Behavior Analysis), Psych 725 (Professional Ethics and Issues in Behavior Analysis), and either Psych 736 (Functional Assessment and Interventions), Psych 914 (Seminar in Stimulus Control), Psych 915 (Seminar in Operant Behavior), or Psych 919 (Seminar in Classical Conditioning). 2. Nine credits of coursework in research methods: Psych 510 (Advanced Psychological Statistics), Psych 610 (Experimental Design), and Psych 620 (Single-Subject Research Methods). 3. Six credits of coursework devoted to the empirical project or thesis: Psych 790 (Master's Research). 4. Students may also enroll in Psych 730 (Practicum in Behavior Analysis); however this course is not required and does not substitute for any other required courses. Fall Semester Year 1 Conditioning and Learning (714) Ethical and Professional Conduct for Behavior Analysts (725) Advanced Psychological Statistics (510) Year 2 Proseminar in Behavior Analysis (724) Master's Research (790) Spring Semester Applied Behavior Analysis (502) Single-subject Research Methods (620) Experimental Design (610) Functional Assessment and Interventions (736) or Seminar in Stimulus Control (914) or Seminar in Operant Behavior (915) or Seminar in Classical Conditioning (919) Master's Research (790) Thesis or Project Defense, Time Limits The student, under the direction of his or her major professor, must develop an acceptable empirical thesis or project which the student must defend in an oral examination. The student must complete all degree requirements within seven years of initial enrollment. Relation of the Master s Specializations in Behavior Analysis or Health Psychology to Doctoral Study in Psychology The M.S. programs with specializations in behavior analysis and health psychology are self-contained and primarily prepare students for work within the community. However, the emphasis on research training and basic principles also prepares students for doctoral studies. Some students may change their goals and wish to pursue a doctoral degree. Such students, if they do not have an undergraduate psychology major from UWM, are eligible to apply for admission to the department's doctoral programs. However, please note that the department's doctoral programs are highly competitive. Admission is neither automatic nor guaranteed. Applications from students in the M.S. specialization in behavior analysis or the M.S. specialization in health psychology are not given preferential treatment in the doctoral admission process.

16 Description of Faculty Page 15 All graduate students must have a major professor (adviser) to oversee their progress and to supervise their research. It is, therefore, important that potential major professors be considered very carefully on the departmental application. Only those individuals listed on the last page of the Psychology department application have openings for new students for the coming year. Applicants should select three individuals. Those offered admission will be assigned to one of the major professors they have chosen during the application process. Faculty interests are briefly described in the following pages. For more detailed information about faculty members please visit:

17 Shawn Cahill, Associate Professor Ph.D., Binghamton University (SUNY), 1997 Contact: (414) My research background and clinical interests are in the nature and treatment of anxiety, especially posttraumatic stress disorder, obsessive-compulsive disorder (OCD), panic disorder, and social anxiety disorder. Although I continue to have interests in these areas, since moving to UWM, a major focus in my lab has been on the nature and consequences of sexual assault with an interest in working towards the development of interventions to reduce the incidence of sexual assault. Ongoing and recently completed research projects in the lab include investigations into the nature of women s reactions to the threat of sexual assault in the context of dating, evaluation of the psychometric properties of a questionnaire designed to assess the frequency of various forms of sexual victimization and perpetration of sexual assault, and the motivation for engaging in non-suicidal self-injury. In addition, the lab is in collaboration with collaboration with Dr. Brad Riemann, Director of the OCD treatment programs at nearby Rogers Memorial Hospital, to help them evaluate the effectiveness of their various treatment programs. I view graduate students as junior colleagues who are expected to participate at all levels of lab projects, from developing a new idea all the way to submitting manuscripts reporting research results. Learning also occurs through teaching; it is expected that graduate students will serve as mentors to undergraduate research assistants, many of whom we hope will also consider a career in psychology. On the clinical and teaching end of things, I teach or contribute to several of the core courses in evidence based interventions for psychological disorders and provide specialized training in the administration of cognitive behavior therapy for the treatment of anxiety through the department Psychology Clinic. I also teach an undergraduate course on basic conditioning and learning. Anderson, R. E. & Cahill, S. P. (in press) The Utility of the Response-Latency Paradigm for Evaluating Women s Responses to Threat. Violence & Victims, 29, Cahill, S. P. & Anderson, R. E. (in press). Treatment of PTSD: Empirically based and ethical clinical decision making. FOCUS: The Journal of Lifelong Learning in Psychiatry, 11, Jayawickreme, N., Cahill, S. P., Riggs, D. S., Rauch, S. A. M., Resick, P. A., Rothbaum, B. O., & Foa, E. B. (in press). Primum non nocere (first do no harm): Symptom worsening and improvement in female assault victims after prolonged exposure for PTSD. Depression and Anxiety. Manos, R. C., Cahill, S. P., Wetterneck, C. T., Conelea, C. A., Ross, A. R., & Riemann, B. C. (2010). The impact of experiential avoidance and obsessive beliefs on obsessive-compulsive symptoms in a severe clinical sample. Journal of Anxiety Disorders, 24, Robinson, J. S., Larson, C. L., & Cahill, S. P. (2013, November 25). Relations between resilience, positive and negative emotionality, and symptoms of anxiety and depression. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. doi: /a Mueller, D., & Cahill, S. P. (2010). Noradrenergic modulation of extinction learning and exposure therapy. Behavioural Brain Research, 208, Simpson, H. B., Wetterneck, C. T., Cahill, S. P., Steinglass, J. E., Franklin, M. E., Leonard, R. C., Weltzin, T. E., & Riemann, B. C. (2013). Treatment of obsessive compulsive disorder complicated by comorbid eating disorders. Cognitive Behaviour Therapy, 42, Page 16 Nature, Consequences, and Prevention of Sexual Assault Cognitive-Behavior Therapy in Adults Nature, Assessment, and Treatment of Anxiety Disorders, with an emphasis on Posttraumatic Stress Disorder (PTSD) and Obsessive -Compulsive Disorder (OCD)

18 W. Hobart Davies, Professor Page 17 Ph.D., Michigan State University, 1992 Contact: (414) Website: people.uwm.edu/hobart My clinical, teaching, and research interests center on the adjustment of children and families under conditions of severe stress. Current projects focus on empirical research ethics, prevention of the Choking Game, pediatric chronic pain, behavioral treatment of constipation and feeding disorders, parent-child communication, and infant-parent bed-sharing and roomsharing. Bernacki, J.M., & Davies, W.H. (2012). Prevention of the Choking Game: Parent perspectives. Journal of Injury & Violence Research, 4, Pediatric Psychology Clinical Child and Adolescent Psychology Pediatric Injury Prevention Empirical Ethics Coping with Chronic Illness Pediatric Gastroenterology Hainsworth, K.R., Miller, L.A., Stolzman, S.C., Fidlin, B.M., Davies, W.H., Weisman, S.J., & Skelton, J.A. (2012). Pain as a comorbidity of pediatric obesity. ICAN: Infant, Child, & Adolescent Nutrition, 4, Salamon, K.S.,...Davies, W.H., & Kichler, J.C. (2012). Experiencing Type 2 diabetes mellitus: Qualitative analysis of adolescents concept of illness, adjustment and motivation to engage in self-care behaviors. The Diabetes Educator, 38, Gorodzinsky, A.Y., Davies, W.H., & Drendel, A.L. (2013). Parents treatment of their children s pain at home: Pharmacological and non-pharmacological approaches. Journal of Pediatric Health Care, 18. Hainsworth, K.R., Davies, W.H., & Weisman, S.J. (2013). A pilot study of yoga for chronic headaches in youth: Promise amidst challenges. Pain Management Nursing. Gorodzinsky, A.Y., Davies, W.H., et al. (2013). Adolescents perceptions of family dynamics when a sibling has chronic pain. Children s Health Care, 42, Medrano, G.R., Berlin, K.S., & Davies, W.H. (2013). Utility of the PedsQL Family Impact Module: Assessing the psychometric properties in a community sample. Quality of Life Research, 22, Jastrowski Mano, K.E., Davies, W.H., & Weisman, S.J. (2013). A randomized controlled pilot study of Mindfulness-based Stress Reduction for pediatric chronic pain. Alternative Therapies in Health & Medicine, 19, Salamon, K.S., Davies, W.H., Fuentes, M., Weisman, S.J., & Hainsworth, K.R. (2014). The Pain Frequency-Severity-Duration (PFSD) scale as a measure of pain: Preliminary validation in a pediatric chronic pain sample. Pain Research & Treatment, 2014, 1-6.

19 Kamran Diba, Assistant Professor Ph.D., Brown University, 2002 Contact: (414) Website: Our lab is interested in how different regions in the brain coordinate to encode, store, and transfer information. The brain generates an assortment of neuronal oscillations that vary depending on the behavior and state of the animal, from active exploration to resting and different stages of sleep. Accordingly, in our recordings of large populations of spiking neurons we observe statedependent temporal relationships at multiple timescales. What role do these unique spike patterns play and what do they tell us about the function of each brain state? To answer these and related questions, we combine behavioral studies of learning and exploring rats, multichannel recordings of the simultaneous electrical (spiking) activity from hundreds of neurons, and optogenetics (based on light-activated ion channels and pumps) to selectively excite and silence specific neural populations in the brain during learning, consolidation and recall. We are currently looking for students with an interest in neurophysiology and neuronal computation. Quantitative skills, programming skills and appreciation of electronics are helpful; a desire to learn is essential. Page 19 REM and slow-wave sleep Neural circuits and memory Hippocampalneocortical dialogue Courses Taught : Psych 954: Seminar in Physiological Psychology: Reactivation, Recall, and Memory Consolidation Psych 933: Seminar in Neuroscience Psych 210: Psychological Statistics Gilmartin MR, Miyawaki H, Helmstetter FJ, Diba K. (2013) Prefrontal Activity Links Nonoverlapping Events in Memory. J Neurosci, 33(26): Vizuete JA, Pillay S, Diba K, Ropella KM, and Hudetz AG (2012) Monosynaptic functional connectivity in cerebral cortex during wakefulness and under graded levels of anesthesia. Frontiers in integrative neuroscience 6:90. Grosmark AD, Mizuseki K, Pastalkova E, Diba K, and Buzsaki G (2012) REM Sleep Reorganizes Hippocampal Excitability. Neuron 75: Sullivan D, Csicsvari J, Mizuseki K, Montgomery S, Diba K, Buzsaki G (2011) Relationships between hippocampal sharp waves, ripples, and fast gamma oscillation: influence of dentate and entorhinal cortical activity. J Neurosci 31: Schmidt R, K Diba, C Leibold, D Schmitz, G Buzsáki, R Kempter (2009) Single-trial phase precession in the hippocampus. J Neurosci. 29: Diba K, G Buzsáki (2008) Hippocampal network dynamics constrain the time lag between pyramidal cells across modified environments. J Neurosci. 28: Diba K, G Buzsáki (2007) Forward and reverse hippocampal place cell sequences during ripples. Nat Neurosci. 10,

20 Ira Driscoll, Assistant Professor Ph.D., University of Lethbridge, Alberta, Canada, 2005 Contact: (414) My work is focused on understanding brain changes as early predictors of cognitive deficits and dementia, and the role for hormones and genetic background as modulators of agerelated cognitive decline. The function of the hippocampus and the nature of amnesia in aging and Alzheimer's disease are of particular interest. Current research objectives include: 1. Investigating the nature of genetic risk for age-related cognitive decline, the underlying neural circuitry and dynamics, and the role of hormone treatment as a modifier. 2. Investigating factors that reduce the risk of cognitive decline and dementia. 3. Understanding the function of the hippocampal formation and the anatomical and functional organization of learning and memory, in general. 4. Spatial navigation, sexually dimorphic behavior and hormones. Psych 254: Physiological Psychology Psych 680: Psychology of Aging Psych 654: Advanced Physiological Psychology Psych 854: Behavioral Neuroscience Driscoll I, Beydoun MA, An Y, Davatzikos C, Ferrucci L, Zonderman AB, Resnick SM. Midlife obesity and trajectories of brain volume changes in older adults. Hum Brain Mapp Sep;33(9): doi: /hbm Driscoll I, Beydoun MA, An Y, Davatzikos C, Ferrucci L, Zonderman AB, Resnick SM. Midlife obesity and trajectories of brain volume changes in older adults. Hum Brain Mapp Sep;33(9): doi: /hbm Epub 2011 Aug 30. Driscoll I, Troncoso JC, Rudow G, Sojkova J, Pletnikova O, Zhou Y, Kraut MA, Ferrucci L, Mathis CA, Klunk WE, O'Brien RJ, Davatzikos C, Wong DF, Resnick SM. Correspondence between in vivo (11)C-PiB-PET amyloid imaging and postmortem, region-matched assessment of plaques. Acta Neuropathol Dec;124(6): doi: /s Driscoll I, Martin B, An Y, Maudsley S, Ferrucci L, Mattson MP, Resnick SM. Plasma BDNF is associated with age-related white matter atrophy but not with cognitive function in older, non-demented adults. PLoS One. 2012;7(4):e doi: / journal.pone Driscoll I, Troncoso J. Brain Resilience and Plasticity in the face of Alzheimer Pathology. Curr Alzheimer Res May 11. [Epub ahead of print] Driscoll I, Espeland MA, Wassertheil-Smoller S, Gaussoin SA, Ding J, Granek IA, Ockene JK, Phillips LS, Yaffe K, Resnick SM. Weight Change and Cognitive Function: Findings From the Women's Health Initiative Study of Cognitive Aging. Obesity (Silver Spring) Mar 10. Driscoll I, Troncoso J. Asymptomatic Alzheimer's Disease: a Prodrome or a State of Resilience? Curr Alzheimer Res Jan 11. [ Driscoll I, Davatzikos C, An Y, Wu X, Shen D, Kraut M, Resnick SM. Longitudinal pattern of regional brain volume change differentiates normal aging from MCI. Neurology Jun 2;72(22): Driscoll I, Resnick SM, Troncoso JC, An Y, O'Brien R, Zonderman AB. Impact of Alzheimer's pathology on cognitive trajectories in nondemented elderly. Ann Neurol Dec;60 (6): Page 20 Behavioral and Cognitive Neuroscience Brain Imaging Neurobiology of Learning and Memory Neurodegenerative Disorders/Dementia Aging Hormones Hippocampus

21 Raymond Fleming, Professor Ph.D., Uniformed Services University of the Health Sciences, 1986 Contact: (414) I conduct both laboratory and field research in several areas of health psychology, including emotion, anxiety, stress and coping, and symptom perception. My current research focuses on laboratory and field investigations of the contributions of the autonomic nervous system to the genesis and maintenance of emotion and anxiety. Recently completed work in my lab has looked at the role of unrecognized autonomic arousal on cardiovascular reactivity during emotion; the importance of cognitive and autonomic correlates of worry in anxious individuals; and, the role of autonomic arousal in symptom perception. Current research projects include an investigation of the role autonomic arousal plays in the generation of emotion, an investigation of how mindfulness may reduce cardiovascular responses to routine daily stressors, and a laboratory study of the effects of peripheral efferent and afferent signals on negative affect. I also conduct research on the importance of perceived control over learning on student engagement, student learning, and academic success. I teach Psychophysiology (656/756) and the required graduate statistics sequence (510, 610). * Student Author Stress and Coping Risk Perception Emotion Science of Teaching and Learning Page 21 Stearns, S.,* Fero, L., * & Fleming, R. (under review). Regulating emotional arousal through manipulation of simple hand movements. Psychophysiology. Burner, T., Abbott, D., Huber, K., Stout, M., Fleming, R., Wessel, B., Massey, E., Rosenthal, A., & Burns, E. (2014). Shoulder Symptoms and Function in Geriatric Patients. Journal of Geriatri Physical Thera. [Epub ahead of print- Feb 14.] Crowley, O., Marquette, J., Reddy, D. M., & Fleming, R. (2013). Factors predicting willingness to eat irradiated meat. Journal of Applied Social Psychology. 43(1), Reddy, D.M., Fleming, R., Pedrick, L.E., *Jirovec, D.L.,* Pfeiffer, H.M.*, Ports, K.A.,*Barnack- Tavlaris, J.L., * Helion, A.M.,* & Swain, R.A. (2013). U-Pace instruction: Improving student success by integrating content mastery and amplified assistance. Journal of Asynchronous Learning Networks. 17(1), *Rameshbabu, A., Reddy, D., & Fleming, R. (2013). Correlates of negative physical health in call center shift workers. Journal of Applied Ergonomics, 44, Reddy, D.M, Fleming, R., Pedrick, L.E., Ports, K.A., Barnack-Tavlaris, J.L., Helion, A.M., & Swain, R.A. (2011). U-Pace: Facilitating Academic Success for All Students. Educause Quarterly, 34(4). *Nakajima, M. & Fleming, R. (2008). Cognitive and Physiological Determinants of Symptom Perception and Interpretation. Journal of Biobehavioral Research. 13(1), *Lange, L., Fleming, R., & *Toussaint, L. (2004). Risk perceptions and stress during the threat of explosion from a railroad accident. Social Behavior and Personality, 32(2), *Lange, L., *Toussaint, L., & Fleming, R. (2004). Perceptions of accident foreseeability and stress and coping during the evacuation period of a technological disaster. Environment and Behavior, 36(5), *Lange, L., & Fleming, R. (2005). Cognitive influences on the perception of somatic change during a feigned chemical release. Journal of Applied Social Psychology, 35(3),

22 Karyn Frick, Professor Page 22 Ph.D., Johns Hopkins University, 1996 Contact: (414) Website: people.uwm.edu/frickk The primary focus of my research is to understand how aging, sex-steroid hormones, and environmental factors affect hippocampal function and hippocampal-dependent memory. This work is motivated by the rapidly expanding elderly population worldwide, which will greatly increase the prevalence of age-related cognitive decline and dementia. Our ultimate goal is to help mitigate the impact of cognitive aging on the individual and society by facilitating the development of treatments to reduce or prevent age-related memory decline in humans. To this end, we use rodents as research subjects because rodent species offer an unparalleled opportunity to examine systems-level and cellular-level questions about memory formation in a mammalian system where the effects of aging, hormones, and environmental stimulation are similar to those in humans. Our studies combine a variety of approaches including behavioral, biochemical, pharmacological, genetic, and anatomical methods in order to gain a more detailed picture of the molecular mechanisms underlying the effects of aging, estrogens, progestins, and environmental enrichment on the hippocampus and hippocampal memory formation. Our main research interests center upon pinpointing the molecular mechanisms through which estrogens and progestins affect memory in adult and aging females. In this research, we identify the receptors, cell signaling molecules, epigenetic and genetic processes, and protein translation pathways critical for these hormones to enhance hippocampal memory. In a related line of research, we are trying to understand the extent to which estrogens synthesized within the hippocampus regulate learning and memory formation. Other current projects focus on the role of Wnt signaling in learning and memory. Past projects have sought to understand the ways in which environmental enrichment (e.g., exercise, cognitive stimulation) alters memory and hippocampal function throughout adulthood and to characterize sex differences hippocampal memory in rodents and humans. We also collaborate with Devin Mueller s lab to study how estrogens affect the extinction of memories induced by drugs of abuse. I teach The Aging Brain, Hormones and Behavior, and Introduction to Psychology. I will accept new graduate students for Fall Please contact me to discuss graduate opportunities. Fortress, A.M., Schram, S.L., Tuscher, J.J., and Frick, K.M. (2013). Canonical Wnt signaling is necessary for object recognition memory consolidation. Journal of Neuroscience, 33(31), Frick, K.M. Epigenetics, estradiol, and hippocampal memory consolidation. (2013). Journal of Neuroendocrinology, 25, Fortress, A.M., Fan, L., Orr, P.T., Zhao, Z., and Frick, K.M. (2013). Estradiol-induced object memory consolidation involves dorsal hippocampal mtor activation. Learning and Memory, 20 (3), Twining R.C., Tuscher, J.J., Doncheck, E.M., Frick, K.M., and Mueller, D. (2013). 17b-estradiol enhances expression and extinction of cocaine seeking in female rats. Learning and Memory, 20 (6), Zhao, Z., Fan, L., Fortress, A.M., Boulware, M.I., and Frick, K.M. (2012). Hippocampal histone acetylation regulates object recognition and the estradiol-induced enhancement of object recognition. Journal of Neuroscience, 32(7), Frick, K.M. (2012). Building a better hormone therapy?: How understanding the rapid effects of sex steroid hormones could lead to novel therapeutics for age-related memory decline. Behavioral Neuroscience, 126(1), Neurobiology of Learning and Memory Behavioral Neuroendocrinology Age-related Cognitive Decline Environmental Enrichment

23 Adam Greenberg, Assistant Professor Ph.D., Johns Hopkins University, 2010 Contact: (414) Website: SNAP LAB The Sensory Neuroscience, Attention, and Perception Laboratory (SNAP Lab) aims to understand how our momentary behavioral goals are translated into neural signals that determine which sensory items are selected and which are ignored. More generally, we ask how attention brain mechanisms guide our behavior? In answering this question, we investigate both how perceptual objects are assembled by sensory systems, and how attention selects these objects for later processing by memory & motor systems. We adopt a systems-level neuroscience approach in which multimodal brain imaging techniques are integrated with psychophysical methods and computational modeling. However, all work conducted in the SNAP Lab is firmly grounded in behavioral effects. Functional brain imaging methods used in the lab combine both correlative (fmri) and interference (TMS) methods to identify brain networks and test the causality of individual nodes, respectively. We also examine the structural connectivity of these brain networks using Diffusion Spectrum Imaging (DSI). Page 23 Neurobiology of Attention and Perceptual Organization Cognitive Neuroscience and Neuroimaging Visual and Auditory Object Perception Examples of some of our current research projects include: Functional and structural connectivity between attention mechanisms in the parietal lobe and visual cortex in the occipital lobe, using TMS, fmri, and DSI. Behavioral and neural investigations of object-based selective attention. Determining how Gestalt perceptual grouping principles give rise to visual object perception Exploring how auditory scene analysis cues affect auditory object perception. Examining the role of attention in advertising. I am currently interested in taking new Ph.D. students and postdocs. And we are always looking for exceptional undergraduate RAs interested in learning about cognitive psychology/neuroscience. Please feel free to me or visit our web site for further details. Courses Taught: Psych 503: Perception and Psych 623/723: Perceptual Processes A.S. Greenberg, M. Rosen, E. Cutrone, M. Behrmann (under review). The Fate of Nearby Targets During Object-Based Attention and Visual Search. A. Seydell-Greenwald, A.S. Greenberg, J.P. Rauschecker (2014). Are You Listening? Brain Activation Associated with Sustained Nonspatial Auditory Attention in the Presence and Absence of Stimulation, Human Brain Mapping, 35(5): A.S. Greenberg, T. Verstynen, Y-C Chiu, S. Yantis, W. Schneider, M. Behrmann (2012). Visuotopic Cortical Connectivity Underlying Attention Revealed with White-Matter Tractography, Journal of Neuroscience, 32(8): J.S. Phillips, A.S. Greenberg, J.A. Pyles, S.K. Pathak, M. Behrmann, W. Schneider, M.J. Tarr (2012). Co-Analysis of Brain Structure and Function using fmri and Diffusion Weighted Imaging, Journal of Visualized Experiments, 69:e4125. A.S. Greenberg (2012). The Role of Visual Attention in Internet Advertising, Journal of Advertising Research, 52(4): A.S. Greenberg, M. Esterman, D. Wilson, J.T. Serences, S. Yantis (2010). Control of Spatial and Feature-Based Attention in Frontoparietal Cortex, Journal of Neuroscience, 30(43):

24 Anthony Greene, Associate Professor Ph.D., Boston College, 1997 Contact: (414) Website: people.uwm.edu/ag My research focuses on the structural changes that take place in the human brain during learning. I am interested in the acquisition, expression and modification of complex forms of learning and memory. We use fmri (functional Magnetic Resonance Imaging) in collaboration with The Medical College of Wisconsin, to examine the specific role of structures known to be central to learning and memory formation: the medial temporal lobe and hippocampus. In addition we have recently begun work with patients who have had part of their hippocampus surgically removed to treat intractable epilepsy. We take both a functional and a structural perspective: From the functional perspective we address issues that elucidate the role of learning and memory as adaptive capacities. That is, what is the benefit of past experience? From a structural perspective, we find the systems involved in different tasks or at different stages of learning and look for common function. That is, why do inference, autobiographical memory, semantic memory, and complex association all involve the hippocampus early in acquisition? We are currently investigating the following: How complex associations are formed? How discrete events may be integrated in memory? How learning allows predictions about novel circumstances? What are the differences in the systems for implicit and explicit memory? Page 24 Human Brain Imaging (fmri) Memory Systems Cognitive Neuroscience Neuropsychology Context-Dependent Learning & Memory Greene, A.J. (in press). How we model the complexities of the world. In W.M. Banko, & M.L. Grant (Eds.), Science for the next generation: Preparing for the new standards. National Science Teachers Association Press. Hannula, D.E., & Greene, A.J. (2012). The hippocampus reevaluated in unconscious learning and memory: At a tipping point? Frontiers in Human Neuroscience, 6, article 80, Greene, A.J. (May 2011). How we learn. In Early science education: STANYS Newsletter; special edition. Science Teacher s Association of New York State. Greene, A.J. (2010). Making connections: The essence of memory is linking one thought to another. Scientific American: Mind, 21(3: July-August), Greene, A.J., Gross, W.L., Elsinger, C.L. & Rao, S.M. (2007). Hippocampal differentiation without recognition: An fmri analysis of the contextual cueing task. Learning & Memory, 14, Greene, A.J., (2007). Hippocampal-dependent tasks: Is awareness necessary or sufficient? Hippocampus, 17, Greene, A.J., Gross, W.L., Elsinger, C.L. & Rao, S.M. (2006). An fmri analysis of the human hippocampus: Inference, context, and task awareness. Journal of Cognitive Neuroscience, 18, Greene, A.J., Spellman, B.A., Dusek, J.A., Eichenbaum, H.B., & Levy, W.B. (2001). Relational learning with and without awareness. Memory & Cognition, 29,

25 Deborah Hannula, Assistant Professor Ph.D., University of Illinois, Urbana-Champaign, 2005 Contact: (414) Website: pantherfile.uwm.edu/hannula/brainlab/ Research conducted in my lab is designed to investigate the cognitive processes and neural substrates of human memory. At the broadest level, current research conducted in my lab is best characterized by three primary themes: 1) investigations into the link between indirect, eye movement based memory measures and behavioral reports/awareness; 2) characterization of the time-course and neural substrates of relational memory retrieval; 3) investigations that address questions about whether or not attention can be captured automatically and obligatorily by remembered content. Special emphasis is also placed on examining the contributions of anatomically distinct medial temporal lobe (MTL) structures to qualitatively different types of memory, and interactions between MTL structures and brain regions that have been implicated in attention capture and attentional disengagement. These issues are addressed with multiple research methods, and include behavioral, eye-movement, and functional magnetic resonance imaging (fmri) studies conducted with neurologically intact individuals and patient populations. It is our hope that this research might ultimately contribute to new directions in the diagnosis and treatment of memory impairment that is evident in so many psychiatric (e.g., schizophrenia, depression) and neurological (e.g., traumatic brain injury, Alzheimer s Disease, stroke) conditions. Page 25 Cognitive Neuroscience Memory Attention fmri, Eye-Tracking, and Neuropsychological Methods Hannula, D.E., Libby, L.A., Yonelinas, A.P. & Ranganath, C. (2013). Medial temporal lobe contributions to cued retrieval of items and contexts. Neuropsychologia, 51, Hannula D.E. & Greene, A.J. (2012). The hippocampus reevaluated in unconscious learning and memory: at a tipping point? Frontiers in Human Neuroscience, article 80, Hannula, D.E., Baym, C.L., Warren, D.E. & Cohen, N.J. (2012). The eyes know: eye movements as a veridical index of memory. Psychological Science, 23, Hannula, D.E. & Ranganath, C. (2009). The eyes have it: Hippocampal activity predicts expression of relational memory in eye movements. Neuron, 63, Hannula, D.E. & Ranganath, C. (2008). Medial temporal lobe activity predicts successful relational binding in working memory. Journal of Neuroscience, 28, Hannula, D.E., Ryan, J.D., Tranel, D. & Cohen, N.J. (2007). Rapid onset relational memory effects are evident in eye movement behavior, but not in hippocampal amnesia. Journal of Cognitive Neuroscience, 19(10), Hannula, D.E., Tranel, D., & Cohen, N.J. (2006). The long and the short of it: Relational memory impairments in amnesia, even at short lags. The Journal of Neuroscience, 26, Hannula, D.E., Simons, D.J., & Cohen, N.J. (2005). Imaging implicit perception: Promise and pitfalls. Nature Reviews Neuroscience, 6,

26 Fred Helmstetter, Distinguished Professor Ph.D., Dartmouth College, 1989 Contact: (414) Website: The primary focus of our work is on understanding the neural systems underlying complex psychological phenomena like learning, memory, and emotion. We are interested in how memory is stored in the brain, how experience and learning can modify the nervous system, and how brain systems work together to solve these problems. While the emphasis in my lab is on basic science rather than on neuropathology or mental disorders, some of the fundamental questions we are addressing can relate to clinical problems. We take a multi-level approach which includes molecular neurobiology, functional brain imaging, and behavioral studies in humans and laboratory animals. Page 26 Neurobiology of Learning and Memory Behavioral and Cognitive Neuroscience Brain Imaging, Memory, and Emotion Research projects currently underway include: Studies on the molecular mechanisms involved in long-term memory formation with a focus on neuronal protein synthesis and degradation. Examining some of the neurobiological mechanisms through which motivation and emotion can influence learning and perception. Circuit analysis of fear learning focused on interactions between the amygdala, hippocampus and prefrontal cortex. Functional mapping of brain circuits important for implicit and explicit memory performance using functional magnetic resonance imaging (fmri) in human volunteers. The role of awareness and consciousness in learning. I am currently interested in taking new Ph.D. students and postdocs. Federally funded RA positions are available to qualified students. Please feel free to contact me or visit our web site for further details. Gilmartin, M.R., Balderston, N.L. & Helmstetter, F.J. (2014) Prefrontal cortical regulation of fear learning. Trends in Neuroscience, Balderston, N.L., Schultz, D.H. Baillet, S. & Helmstetter, F.J. (2014) Rapid amygdala responses during trace fear conditioning without awareness. PLoS ONE. Jarome, T.J. & Helmstetter, F.J. (2013) The ubiquitin-proteasome system as a critical regulator of synaptic plasticity and long-term memory formation. Neurobiology of Learning & Memory, Balderston, N.L., Schultz, D.H. & Helmstetter, F.J. (2013) The effect of threat on novelty evoked amygdala responses. PLoS ONE 8(5): e journal.pone Gilmartin, M.R., Miyawaki, H., Helmstetter, F.J. & Diba, K. (2013) Prefrontal activity links non-overlapping events in memory, Journal of Neuroscience 33:

27 Bonnie Klein-Tasman, Associate Professor Ph.D., Emory University, 2000 Contact: (414) Website: people.uwm.edu/bklein In my research I seek to improve our understanding of the cognitive, emotional, and behavioral characteristics of children with neurodevelopment disorders of genetic origin using questionnaire, interview, experimental, and observational methods. My students and I are currently working on characterizing the early cognitive and behavioral phenotype of children with neurofibromatosis-1 to identify early indicators of later learning and attention problems. We are also examining emotional regulation, emerging executive functioning, social relationships, and socio-communicative skills in children with Williams syndrome and other developmental disorders. We do a small amount of treatment development work to address inhibition and anxiety challenges of children with Williams syndrome. More information about the Child Neurodevelopment Research Lab can be found at my website. Klein-Tasman, B. P., Lira, E., Li-Barber, K.T., Gallo, F. J., & Brei, N. (in press). Parent and teacher perspectives on problem behavior in children with Williams syndrome. American Journal on Intellectual and Developmental Disabilities. Janke, K. M., Klein-Tasman, B. P., Holman, K. S., Garwood, M., Davies, W. H., & Trapane, P. (in press). Contributions of executive functioning to academic performance in adolescents with neurofibromatosis-1. Journal of Developmental and Physical Disabilities. Klein-Tasman, B. P., Janke, K. M., Luo, W., Casnar, C. L., Hunter, S. J., Tonsgard, J., Trapane, P., van der Fluit, F. & Kais, L. A. (2014). Cognitive and psychosocial phenotype of young children with neurofibromatosis-1. Journal of the International Neuropsychological Society, 20, doi: /s Klein-Tasman, B. P., Colon, A. M., Brei, N., van der Fluit, F., Casnar, C. L., Janke, K. M., Basel, D., Siegel, D. H. & Walker, J. A. (2013). Adaptive functioning in young children with neurofibromatosis 1. International Journal of Pediatrics, Article ID , 7 pages. doi: /2013/ van der Fluit, F., Gaffrey, M., & Klein-Tasman, B. P. (2012). Relations between parent-report measures of social communication and reciprocity and a lab-based measure of social cognition in children with Williams syndrome. Frontiers in Developmental Psychology, 3:197. doi: /fpsyg Klein-Tasman, B. P., Li-Barber, K. T., & Magargee, E. T. (2011). Honing in on the social phenotype in Williams syndrome using multiple measures and multiple raters. Journal of Autism and Developmental Disorders, 41 (3) Klein-Tasman, B. P., Phillips, K. D., Lord, C., Mervis, C. B., & Gallo, F. G. (2009). Overlap with the autism spectrum in young children with Williams syndrome. Journal of Developmental and Behavioral Pediatrics, 30, Phillips, K. D., & Klein-Tasman, B. P. (2009). Mental health concerns in Williams syndrome: Intervention considerations and illustrations from case examples. Journal of Mental Health Research in Intellectual Disabilities, 2, Gallo, F. J., Klein-Tasman, B. P., Gaffrey, M., & Curran, P. E. (2008). Expecting the Worst: Observations of Reactivity to Sound in Young Children with Williams Syndrome. Research in Developmental Disabilities, 29, Page 27 Child Clinical Psychology Child Neuropsychology Developmental Psychology Intellectual and Developmental Disabilities Behavioral Phenotyping

28 Tiffany Kodak, Assistant Professor Ph.D., Louisiana State University, 2006 M.S., North Dakota State University, 2001 Contact: (414) Tiffany Kodak, Ph.D., BCBA-D is an assistant professor. Dr. Kodak is a licensed psychologist, licensed behavior analyst, and a Board Certified Behavior Analyst- Doctoral (BCBA-D). Her research interests in the area of early intervention for children diagnosed with autism spectrum disorders include increasing the efficiency of academic instruction, acquisition of verbal behavior, computer-assisted instruction, emergent relations, conditional discrimination, and early literacy skills. In addition, Dr. Kodak's research team is evaluating staff- and teachertraining procedures that allow trainers to successfully train others in order to build capacity in school settings. Dr. Kodak conducts research in her university-based early intervention clinic and in school settings. I am interested in accepting doctoral students in Fall Kodak, T., Clements, A, Paden, A. R., LeBlanc, B, Mintz, J., & Toussaint, K. A. (in press) Examining the relation between an assessment of skills and performance on auditory-visual conditional discriminations for children with autism. Journal of Applied Behavior Analysis. Page 28 Applied Behavior Analysis Verbal Behavior Stimilus Control Professional Ethics Grow, L. L., Kodak, T., & Carr, J. E. (in press). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: A systematic replication. Journal of Applied Behavior Analysis. Carroll, R., & Kodak, T. (2014). An evaluation of interrupted and uninterrupted measurement of vocal stereotypy on perceived treatment outcomes. Journal of Applied Behavior Analysis, 47, Vladescu, J. C., & Kodak, T. (2013). Increasing instructional efficiency by presenting additional stimuli in learning trials for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 46, Carroll, R., Kodak, T., & Fisher, W. (2013). An examination of treatment integrity errors on skill acquisition during discrete trial instruction. Journal of Applied Behavior Analysis, 46, Kodak, T., Fisher, W. W., Paden, A, & Dickes, N. (2013). Evaluating the utility of a discrete trial functional analysis in early intervention classrooms. Journal of Applied Behavior Analysis, 46, Kodak, T., Clements, A., & LeBlanc, B. (2013). A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism. Research in Autism Spectrum Disorders, 7, Kodak, T., Fuchtman, R., & Paden, A. (2012). A comparison of intraverbal training procedures for children with autism. Journal of Applied Behavior Analysis, 45, Kodak, T., Paden, A., & Dickes, N. (2012). Treatment and generalization of peer-directed mands with non-vocal children with autism. The Analysis of Verbal Behavior, 28,

29 Christine Larson, Associate Professor Ph.D., University of Wisconsin-Madison, 2003 Contact: (414) Website: people.uwm.edu/larsoncl My laboratory, the Affective Neuroscience Laboratory, is dedicated to understanding the neural bases of healthy and pathological emotional processing. Currently, my research program has three main foci: individual differences in emotional processing that confer risk for anxiety or depression, understanding how negative affect and fear processing is related to psychopathy and aggression, and characterizing the nature of stimuli in the environment that signal different types of emotions. I use neuroimaging, psychophysiological, behavioral, and self-report tools to examine these questions. In our most recent work we have begun to address interactions between emotions and cognitive processes, such as attention, working memory, and associative learning. Page 28 Emotion Anxiety Depression Brain Imaging Psychophysiology Stout, D.S., Shackman, A.J., Johnson, J., & Larson, C.L. (in press). Worry is associated with impaired gating of threat from working memory. Emotion. Larson, C.L., Baskin-Sommers, A.R., Stout, D.M., Balderston, N.L., Schultz, D.H., Curtin, J.J., Kiehl, K.A., & Newman, J.P. (2013). The interplay of attention and emotion: Top-down attention modulates amygdala activation in psychopathy. Cognitive, Affective, & Behavioral Neuroscience, 13, Stout, D., Shackman, A.J., & Larson, C.L. (2013). Failure to filter: Anxious individuals show inefficient gating of threat from working memory. Frontiers in Human Neuroscience, 7 (Article 7), Taubitz, L., Robinson, J.S., & Larson, C.L. (2013). Modulation of the startle reflex across time by unpleasant pictures distinguishes dysphoric from non-dysphoric women. International Journal of Psychophysiology, 87 (2), Larson, C. L., Taubitz, L., & Robinson, J. S. (2010). MAOA T941G polymorphism and the time course of emotional recovery following unpleasant pictures. Psychophysiology, 45, Larson, C.L., Aronoff, J., Sarinopoulos, I.C., & Zhu, D.C. (2009). Recognizing threat: Simple geometric shapes activate neural circuitry underlying threat detection. Journal of Cognitive Neuroscience, 21, Larson, C.L., Nitschke, J.B., & Davidson, R.J. (2007). Common and distinct patterns of affective response in dimensions of anxiety and depression. Emotion, 7, Larson, C.L., Schaefer, H.S., Siegle, G.J., Jackson, C.A.B., Anderle, M.J., & Davidson, R.J. (2006). Fear is fast in phobic individuals: Amygdala activation in response to fear-relevant stimuli. Biological Psychiatry, 60,

30 Han Joo Lee, Assistant Professor Ph.D., University of Texas at Austin, 2009 Contact: (414) Website: My primary research interests broadly fall into two areas. First, I study anxiety and its related problems with respect to their maladaptive cognitive processes with an emphasis on obsessive -compulsive and its related disorders, social anxiety disorder, illness anxiety disorder, and post-traumatic stress disorder. Particularly, I am conducting experimental psychopathology research to understand anomalous cognitive processes underlying anxiety problems and develop computer-based cognitive training programs. Second, I have also been working on webbased psychological assessment and data management systems. I am teaching Introduction to Psychology (PSY101), Clinical Psychology: Science and Practice (PSY540), and Practicum in Objective Assessment (PSY802, 821). Page 29 Examining psychopathology research on anomalous cognitive processes in anxiety and related problems Developing computerized cognitive assessment and intervention programs for anxiety and related problems. Lee, H. J., Goetz, A. R., Turkel, J. E., & Siwiec, S. G. (in press). Computerized Attention Retraining for Individuals with Elevated Health Anxiety. Anxiety, Stress & Coping: An International Journal. Lee, H. -J., Turkel, J. E., Cotter, S. P., Milliken, J. M., Cougle, J. R., Goetz, A. R., & Lesnick, A. M. (2013): Attentional bias toward personally relevant health-threat words, Anxiety, Stress & Coping: An International Journal, 26, Lee, H. -J., Turkel, J. E., Woods, D. W., & Coffey, S. F. (2012). Elevated Affective Lability and Poor Response Inhibition: An Investigation based on Emotional and Non-Emotional Go/ No-Go Tasks. Journal of Experimental Psychopathology, 5, Lee, H. -J., Franklin, S. A., Turkel, J. E., Goetz, A. R., & Woods, D. W. (2012). Facilitated Attentional Disengagement from Hair-Related Cues among Individuals Diagnosed with Trichotillomania: An Investigation based on the Exogenous Cueing Paradigm. Journal of Obsessive-Compulsive and Related Disorders, 1, Lee, H. -J., Goudarzi, K., Baldwin, B., & Telch, M. J. (2011). The Combat Experience Log: A Web-based System for the In Theater Assessment of War Zone Stress. Journal of Anxiety Disorders, 25, Lee, H. -J., & Telch, M. J. (2010). Differences in Latent Inhibition as a Function of the Autogenous-Reactive OCD Subtype. Behaviour Research and Therapy. 48,

31 Susan Lima, Associate Professor Ph.D., University of Massachusetts-Amherst, 1985 Contact: (414) Website: people.uwm.edu/suelima My research area is lexical access. I teach two undergraduate courses (Psych 325: Research Methods in Psychology, Psych 505: Cognitive Processes) and one graduate course (Psych 705: Information Processing). Page 30 Cognitive Psychology Psycholinguistics Lexical Access Dr. Lima will not be accepting students for the academic year. Lima, S. D., Hale, S., & Myerson, J. (1991). How general is general slowing? Evidence from the lexical domain. Psychology and Aging, 6, Hale, S., Lima, S. D., & Myerson, J. (1991). General cognitive slowing in the nonlexical domain: An experimental validation. Psychology and Aging, 6, Rammsayer, T. H., & Lima, S. D. (1991). Duration discrimination of filled and empty auditory intervals: Cognitive and perceptual factors. Perception and Psychophysics, 50, Myerson, J., Ferraro, F. R., Hale, S., & Lima, S. D. (1992). General slowing in semantic priming and word recognition. Psychology and Aging, 7, Downing, P., Lima, S. D., & Noonan, M. (Eds). (1992). The linguistics of literacy. Amsterdam: John Benjamins. Cronk, B. C., Lima, S. D., & Schweigert, W. A. (1993). Idioms in sentences: Effects of frequency, literalness, and familiarity. Journal of Psycholinguistic Research, 22, Rammsayer, T. H., Lima, S. D., & Vogel, W. H. (1993). Aging and temporal discrimination of brief auditory intervals. Psychological Research, 55, Lima, S. D. (1993). Word-initial letter sequences and reading. Current Directions in Psychological Science, 2, Lima, S. D., Corrigan, R. L., & Iverson, G. K. (Eds.) (1994). The reality of linguistic rules. Amsterdam: John Benjamins. Lima, S. D., & Huntsman, L. A. (1997). Sequential dependencies in the lexical decision task. Psychological Research, 60, Huntsman, L. A., & Lima, S. D. (2002). Orthographic neighbors and visual word recognition. Journal of Psycholinguistic Research, 31,

32 Krista Lisdahl, Associate Professor (formerly Krista Lisdahl Medina) Ph.D., University of Cincinnati, 2005 Contact: (414) Website: Dr. Krista Lisdahl (formerly Medina) is the Director of the UWM s Brain Imaging and Neuropsychology (BraIN) Laboratory. The focus of her research is on the neurocognitive consequences of chronic drug use during adolescence and emerging adulthood. More specifically, using magnetic resonance imaging (structural MRI, fmri and DTI) and neuropsychological assessment, Dr. Lisdahl s laboratory examines the effects of chronic marijuana, alcohol, nicotine and ecstasy use on brain structure and function. We also attempt to explain individual differences by examining whether genetics, gender or lifestyle factors such as exercise moderate these effects. The BraIN Laboratory trains Clinical Neuropsychology doctoral and postdoctoral students in neuroscience-related fields for academic positions. Dr. Lisdahl utilizes a junior colleague mentoring model. Students are provided developmental/stepped levels of supervision as they work towards independent research careers. Graduate students are expected to publish articles in peer-reviewed journals and disseminate their findings at poster and paper presentations at national and international conferences. Dr. Lisdahl s teaching is focused on neuropsychology, psychopharmacology, research methods and assessment. Current projects include: (1) NIDA-funded R03 project examining the neurocognitive effects of marijuana, ecstasy and binge drinking in emerging adults (in data-analysis); (2) NIDA-funded 7 year R01 project examining whether physical activity levels or cardiorespiratory health moderate the effects of marijuana use on frontolimbic connectivity in teens; (3) Dr. Lisdahl is a site -PI for the NIDA-funded Imaging Data in Emerging Adults with Addiction (IDEAA) consortium- which includes Drs. Staci Gruber (Harvard), Susan Tapert (UCSD), and Francesca Filbey (UT-Dallas). Page 31 Healthy Adolescent and Emerging Adult Brain Development Neuroscience of Addiction Imaging Genetics McQueeny, T.M., Padula, C., Price, J., Medina, K.L., Logan, P., & Tapert, S.F. (2011). Gender effects on amygdala morphometry in adolescent marijuana users. Behavioural Brain Research, 224(1), Lisdahl, K.M. & Price, J.S. (2012). Increased marijuana use and gender predict poorer cognitive functioning in healthy emerging adults. Journal of the International Neuropsychological Society. 18(4), Lisdahl, K.M. Thayer, R., Squeglia, L., McQueeny, T.M., & Tapert, S.T. (2013). Recent binge drinking predicts smaller cerebellar volumes in adolescents. Psychiatry Research: Neuroimaging; 211, Price, J.S., Strong, J.A., McQueeny, T., Budion, B., Shear, P.K. & Lisdahl, K.M. (2013). Gender and depressive symptoms moderate the effects of the serotonin transporter gene on hippocampal structure and memory in healthy young adults. Behavioural Brain Research, 242: Lisdahl, K.M., Gilbart, E.R., Shollenbarger, S., & Wright, N (2013). Dare to Delay?: The impacts of adolescent alcohol and marijuana use onset on cognition, brain structure and function. Invited review for Special Topic issue Brain Reward and Stress Systems in Addiction. Frontiers in Psychiatry; 4:53. Tamm L., Epstein J.N., Lisdahl K.M., Molina B., Tapert S., Hinshaw S.P., Arnold L.E., Velanova K., Abikoff H., & Swanson J.M.; MTA Neuroimaging Group (2013). Impact of ADHD and cannabis use on executive functioning in young adults. Drug Alcohol Depend; 133(2), Lisdahl, K.M., Wright, N.E., Medina-Kirchner, C.,Maple, K.E., Shollenbarger, S. (2014). Considering cannabis: The effects of regular cannabis use on neurocognition in adolescents and young adults. In Stimulants, Cannabis and Club Drugs (Eds: Budney, A.J., Vandrey, R. & Lee, D.C.). Current Addiction Reports, 1(2),

33 Christopher Martell, Clinical Professor Page 33 Ph.D., Hofstra University, 1988 Contact: (414) I have been a clinical psychologist practicing cognitive behavioral therapy in the private sector and then returned to academic work through participation as a research therapist on several major NIMH-funded studies. I am interested in professional practice in all areas, but particularly as it pertains to ethics and legal issues in clinical psychology. My research involvement is as a consultant or co-investigator on studies of behavioral activation with collaborators from various Universities in the U.S. and Europe. I supervise students in CBT and BA for depression through the UWM Depression Treatment Specialty Clinic. I also have expertise in behavioral couples therapy and supervise students working with couples using Integrative Behavioral Couples Therapy. As one of the Core Faculty in the Clinical Psychology program at UWM I am a member of several doctoral dissertation committees on topics related to behavioral activation, functional analysis or mechanisms of change in psychotherapy. As a Clinical Professor, I do not serve in the role of primary advisor for our graduate students or post-doctoral fellows. Course Taught: Psych 712, Professional Ethics and Issues in Clinical Psychology Carlbring, P., Lindner, P., Martell, C., Hassmén, P., Forsberg,L.,Ström, L., & Andersson, G. (2014). The effects on depression of Internet-administered behavioural activation and physical exercise with treatment rationale and relapse prevention: study protocol for a randomised controlled trial. Trials. Behavioral Activation Therapy for Depression Integrative Behavioral Couples Therapy Cognitive-Behavioral Therapies (CBT) Lesbian, Gay, Bisexual and Transgender Affirmative CBT Dissemination of Empirically Based Treatments Dr. Martell will not be accepting students for the academic year. Dahl, J., Stewart, I., & Martell, C. & Kaplan, J. (2013). ACT and R FT In Relationships: Helping Clients Deepen Intimacy and Maintain Healthy Commitments Using Acceptance and Commitment Therapy and Relational Frame Theory, Thousand Oaks,CA: New Harbinger. Martell,C.R. (2013). Misconceptions and misunderstandingof behavioral activation: Perspectives from a major proponent. Psychologia, 56, Nezu, C. M.,Martell, C. R.& Nezu, A. M., (2013). Cognitive and Behavioral Psychology. New York: Oxford University Press. Dimidjian,S., Barrera, Jr., M, Martell, C., Munoz, R. F. & Lewinsohn, P. M. (2011).The origins and current status of behavioral activation treatments for depression. Annual Review of Clinical Psychology, 7, McCauley, E.Schloredt, K., Gudmundsen, G., Martell, C. & Dimidjian, S. (2011).Expanding behavioral activation to depressed adolescents: Lessons learned in treatment development. Cognitive and Behavioral Practice. 18, vaneeden-moorefield, B., Martell, C.R..Williams, M., & Preston, M. (2011). Same-sex relationships and dissolution: The connection between heteronormativity and homonormativity. Family Relations, 60(

34 Marcellus Merritt, Associate Professor Ph.D., Howard University, 1997 Contact: (414) My research program on stress and cardiovascular health disparities is comprised of two corresponding lines of work: 1) analysis of underlying social psychological and physiological stress mechanisms for excess rates of cardiovascular disease risk among diverse populations, and; 2) analysis of health protective behaviors that are linked with reduced risk for adverse health outcomes. For instance, my innovative research findings show how the John Henryism active coping (JHAC) hypothesis or how sustained effortful coping responses to everyday psychosocial demands is linked with a) poor daily cortisol responses among dementia family caregivers with more challenging care recipients and b) prolonged vascular recovery to anger recall stress among young adults from more socioeconomically disadvantaged family backgrounds. My research focuses on how these psychosocial mechanisms work in settings, such as community health care centers, primary medical care settings, and biomedical laboratory contexts. Currently, I am examining how tailored relaxation interventions enhance cardiovascular and neuroendocrine recovery to mental stress and nighttime dipping blood pressure and heart rate among young adults with a history of cardiovascular disease. My colleagues and I believe that providing proper coping skills training and improving cardiovascular recovery to psychosocial stress will reduce future risk for chronic diseases such as heart disease, stroke and diabetes among diverse populations. Our ultimate goal is to leverage this ideographically tailored part in an effort to promote better adoption and long-term adherence to relevant interventions. Along these lines, I am a consultant on a lifestyle modification intervention tailored to African American hypertensive patients in Milwaukee, WI. In addition, I am collaborating with colleagues in the department of neurology at the Medical College of Wisconsin a series of innovative projects focused on heart rate variability as an indicator of the efficacy of behavioral and pharmacologic interventions in patients with autonomic disorders and chronic pain. These studies have two goals, to determine if better control of heart rate predicts cognitive and emotional flexibility and better treatment response, and to use various imaging techniques like fmri to understand the links between pain modulation and autonomic control. I teach undergraduate research methods, the psychology of race, ethnicity and health and a graduate seminar in social psychology. I plan on accepting new graduate students for Fall 2015 to actively assist in the development and progression of these research projects. Zawadzki, M. J., Smyth, J. M., Merritt, M. M., & Gerin, W. (in press). Absorption in selfselected activities Is associated with lower ambulatory blood pressure but not for high trait ruminators. American Journal of Hypertension. Page 32 Stress Physiology Stress Management Hypertension Chronic Pain Health Disparities Merritt, M. M., Dillon, S. E. (2012). Depression and estimated functional aerobic capacity in young women: The good and the bad of John Henryism active coping. Journal of Applied Biobehavioral Research, 17(1), McCubbin, J. A., Merritt, M. M., Sollers III, J. J., Evans, M. K., Zonderman, A. B., Lane, R. D., & Thayer, J. F. (2011). Cardiovascular emotional dampening: Blood pressure and recognition of emotion. Psychosomatic Medicine, 73(9), [Suggested for press release by editor.] Merritt, M. M., McCallum, T. J., Fritsch, T. (2011). How much striving is too much? John Henryism active coping predicts worse daily cortisol responses for African American but not White female dementia family caregivers. American Journal of Geriatric Psychiatry, 19(5),

35 John (Jay) Moore, Professor Ph.D., University of California, San Diego, 1975 Contact: (414) Website: people.uwm.edu/jcm I am an experimental psychologist with training in behavior analysis. My laboratory research interests are in the areas of operant conditioning and positive reinforcement. I am particularly interested in whether long-term/molar or short-term/molecular temporal relations control behavior, as revealed in a choice situation. The students I supervise typically carry out projects with pigeons and operant conditioning chambers in my laboratory for their master's theses and doctoral dissertations. I am also interested in the historical, theoretical, and philosophical development of psychology, but from the perspective of behavior analysis. A recent book, titled The Conceptual Foundations of Radical Behaviorism, summarizes those interests. I teach courses at both the undergraduate and graduate level. At the undergraduate level, I teach Introductory Psychology as well as upper division courses in conditioning and learning. At the graduate level, I teach basic and advanced courses in behavior analysis and conditioning and learning. Page 33 Behavior Analysis Systems of Psychology Dr. Moore will not be accepting PhD students for the academic year. Moore, J. ( ). Methodological behaviorism as a radical behaviorist views it. Behavior and Philosophy, 39/40, Moore, J. (2013). Cognitive psychology from the standpoint of a radical behaviorist. Psychological Record, 63, Moore, J. (2013). Mentalism as a radical behaviorist views it Part 1. Journal of Mind and Behavior, 34, Moore, J. (2013). Mentalism as a radical behaviorist views it Part 2. Journal of Mind and Behavior, 34, Weingarten, K., & Moore, J. (2013). Increased accuracy on one conditional discrimination when it is linked to a second conditional discrimination. European Journal of Behavior Analysis, 14, Moore, J. (2010). Some effects of procedural variables on operant choice. Behavioural Processes, 84, Moore, J. (2008). The conceptual foundations of radical behaviorism. Cornwall-on-Hudson, NY: Sloan.

36 Katie Mosack, Associate Professor Ph.D., Ohio State University, 2001 Contact: (414) Website: people.uwm.edu/kemosack/patientlab/ I use both qualitative and quantitative methods to understand health beliefs, illness experiences, and the prevention of and adjustment to chronic or life-threatening illnesses. I am currently studying physician-patient collaboration and the use of family and peers to improve patient advocacy among HIV-positive people; health care disparities among sexual and gender minorities; and the role of mental health and health and health care beliefs on medical treatment adherence among people with various chronic illness. I collaborate with researchers at the Medical College of Wisconsin (the Center for AIDS Intervention Research and the Center for Patient Care and Outcomes Research), the VA Zablocki Medical Center, and the AIDS Resource Center of Wisconsin. I teach Health Psychology, Seminar in Biopsychosocial Factors and HIV and Research Methods. Please see my website for my CV, which includes a complete listing of my publications. Page 34 Health Psychology Health and Health Care Disparities Health Care Delivery Social Support Treatment Adherence Sexual Health Decision-Making Risky Sexual Behavior Whittle, J., Schapira, M.M., Fletcher, K.E., Hayes, A., Morzinski, J., Laud, P., Eastwood, D., Ertl, K., Patterson, L., & Mosack, K.E. (April 22, 2014 Epub ahead of print). A randomized trial of peer-delivered self-management support for hypertension. American Journal of Hypertension. doi: /ajh/hpu058 Mosack, K.E. & Wandrey, R. (Dec 6, 2013 Epub ahead of print). Discordance in HIVpositive patient and healthcare provider perspectives on death, dying, and end-of-life care. American Journal of Hospice and Palliative Medicine. doi: / Mosack, K.E, Patterson, L., Brouwer, A.M., Wendorf, A.R., Ertl, K., Eastwood, D., Morzinski, J., Fletcher, K., & Whittle, J. (Feb 12, 2013 Epub ahead of print). Evaluation of a peer-led hypertension intervention for veterans: Impact on peer leaders. Health Education Research. DOI: /her/cyt004. Mosack, K.E., Brouwer, & A., Petroll, A. (2013). Sexual identity, identity disclosure, and health care experiences: Is there evidence for differential homophobia in primary care practice? Women s Health Issues, 23, Wendorf, A.R. & Mosack, K.E. (2013). Understanding HIV medication adherence in the context of depression. Qualitative Health Research, 23, DOI: / Brouwer, A. & Mosack, K.E. (2012). I am a blood sugar checker: Intervening effects of selfas-doer identity on the relationship between self efficacy and diabetes self-care behaviors. Self and Identity, 11, DOI: / Mosack, K.E. & Wendorf, A.R. (2011). Health care provider perspectives on informal supporters involvement in HIV care. Qualitative Health Research, 21, DOI: / Petroll, A & Mosack, K.E. (2011) Sexual orientation disclosure to health care providers and provider recommendations for preventive health measures among men who have sex with men. Sexually Transmitted Diseases, 38, DOI: /OLQ.0b013e3181ebd50f

37 James R. Moyer, Jr., Associate Professor Ph.D., Northwestern University, 1992 Contact: (414) or (414) Website: people.uwm.edu/jrmoyer Our laboratory is interested in how the brain changes as a function of experience and as a function of the aging process. Our research focuses primarily on brain regions (e.g., prefrontal cortex, medial temporal lobe) that are not only vital for various forms of learning and memory but also are among the most susceptible to aging-related neurodegenerative disorders, including Alzheimer s disease. Our laboratory is currently engaged in research investigating: (1) prefrontal mechanisms underlying aging-related deficits in extinction of trace fear conditioning, (2) intrinsic and synaptic plasticity as a function of learning and aging, and (3) the role of calcium binding proteins and calcium-dependent processes in aging and susceptibility to neurodegeneration. Behavioral (e.g., acquisition and extinction of Pavlovian fear conditioning), cellular (e.g., use of in vitro models of ischemia to study neurodegeneration), immunohistochemical (e.g., Western blotting, fluorescence and confocal microscopy), and neurophysiological (e.g., whole-cell patch-clamp recordings from visually identified neurons in living brain slices; intracellular and extracellular recordings in living brain slices) techniques are utilized to integrate information across multiple levels of analysis. Graduate and undergraduate students in my laboratory not only gain experience conducting cutting edge research, but they also have opportunities to present their data at local and international conferences, including the Annual Society for Neuroscience Conference. Interested students should contact me directly or visit our website for additional information about our research or about extramurally funded research opportunities. Page 35 Neurobiology of Learning, Memory, and Aging Cellular Mechanisms of Neuronal Aging and Neurodegeneration Sehgal, M., Ehlers, V. L., Moyer, J. R., Jr. (2014). Learning enhances intrinsic excitability in a subset of lateral amygdala neurons. Learning & Memory, 21, Detert, J. A., Adams, E. L., Lescher, J. D., Lyons, J., and Moyer, J. R., Jr. (2013). Pretreatment with apoaequorin protects hippocampal CA1 neurons from oxygen-glucose deprivation. Plos One, 8, e Sehgal, M., Song, C., Ehlers, V. L., and Moyer, J. R., Jr. (2013). Learning to learn intrinsic excitability as a metaplasticity mechanism for memory formation. Neurobiology of Learning and Memory, 105, Song, C., Detert, J. A., Sehgal, M., and Moyer, J. R., Jr. (2012). Trace fear conditioning enhances synaptic and intrinsic plasticity in rat hippocampus. Journal of Neurophysiology, 107, Kaczorowski, C. C., Davis, S. J., and Moyer, J. R., Jr. (2012). Aging redistributes medial prefrontal neuronal excitability and impedes extinction of trace fear conditioning. Neurobiology of Aging, 33, Moyer, J.R., Jr., Furtak, S.C., McGann, J.P., and Brown, T.H. (2011). Aging-related changes in calcium-binding proteins in rat perirhinal cortex. Neurobiology of Aging, 32,

38 Devin Mueller, Associate Professor Ph.D., Concordia University (Montreal, Canada), 2005 Contact: (414) Our lab researches the neural mechanisms of learning and memory as they pertain to drug use and emotional regulation, with emphasis on neurophysiology. Compulsive drug seeking and drug taking are the hallmarks of addiction, and overcoming these behaviors has proven difficult. Regulating these behaviors can be achieved by enhancing extinction learning and inhibiting retrieval of drug-associated memories. Recent work in the lab has shown that drug seeking can be reduced or eliminated using a variety of pharmacological manipulations, and the neural mechanisms are currently under study. We use animal models of drug administration combined with electrophysiological (in vivo and in vitro), pharmacological, and molecular techniques. Understanding the neural bases of extinction and drug-associated memory retrieval could lead to the development of pharmacotherapies that improve therapeutic outcome of rehabilitation programs. Courses Taught: Psych 454: Psychopharmacology & Addiction Psych 611/711: Cellular and Molecular Neuroscience Psych 654: Advanced Physiological Psychology Psych 854: Behavioral Neuroscience Hafenbreidel, M., Rafa Todd, C., Twining, R.C., Tuscher, J.J., and Mueller, D. (2014). Bidirectional effects of inhibiting or potentiating NMDA receptors on extinction after cocaine selfadministration in rats. Psychopharmacology, Epub ahead of print (May 22). Otis, J.M., Fitzgerald, M.K., and Mueller, D. (2014). Infralimbic BDNF/TrkB enhancement of GluN2B currents facilitates extinction of a cocaine-conditioned place preference. The Journal of Neuroscience, 34, Otis, J.M., Fitzgerald, M.K., and Mueller, D. (2014). Inhibition of hippocampal β-adrenergic receptors impairs retrieval but not reconsolidation of cocaine-associated memory and prevents subsequent reinstatement. Neuropsychopharmacology, 39, Twining, R.C., Tuscher, J.J., Doncheck, E.M., Frick, K.M. and Mueller, D. (2013). 17β- Estradiol is necessary for extinction of cocaine seeking in female rats. Learning & Memory, 20, Otis, J.M., Dashew, K.D., and Mueller, D. (2013). Neurobiological dissociation of retrieval and reconsolidation of cocaine-associated memory. The Journal of Neuroscience, 33, Otis, J.M., and Mueller, D. (2011). Inhibition of β-adrenergic receptors induces a persistent deficit in retrieval of a cocaine-associated memory providing protection against reinstatement. Neuropsychopharmacology, 36, Mueller, D. and Cahill, S.P. (2010). Noradrenergic modulation of extinction learning and exposure therapy. Behavioural Brain Research, 208, Mueller, D., Bravo-Rivera, C., and Quirk, G.J. (2010). Infralimbic D2 receptors are necessary for fear extinction and neuronal tone responses. Biological Psychiatry, 68, Mueller, D., Porter, J.T., and Quirk, G.J. (2008). Noradrenergic signaling in infralimbic cortex increases cell excitability and strengthens memory for fear extinction. The Journal of Neuroscience, 28, Page 36 Neurobiology of Drug Addiction Cellular Mechanisms of Learning and Memory Behavioral Neuroscience

39 David Osmon, Professor Ph.D., University of South Dakota, 1979 Contact: (414) The structure of cognition is the central focus of our research with three current approaches to this issue. The first involves using fmri to map cortical activation associated with orthographic deficits in people with dyslexia. The second involves determining processing disorders associated with learning disability in general using neuropsychological data collected from the Learning Disability Clinic and typically consists of multivariate statistical manipulations (e.g., cluster analysis, factor-analysis, and structural equation modeling of large data sets). The third approach involves experimentally developed chronometric measures (e.g., simple and choice reaction time, lexical decision task, local/global, negative priming, Stroop, etc.) that fractionate cognitive functions into their component elements. This work is carried out on various populations, including psychiatric, neurologic, and learning disabled and non-disabled college students and is preclinical in nature, and sometimes provides a basis for clinical test development. Graduate students in my lab typically do a master s thesis using the second or third research methodology mentioned above in order to develop a dissertation using fmri methods if they have academic career goals or seek a clinical population to continue their Masters thesis work for the dissertation if they have clinical career goals. Page 37 Clinical Neuropsychology fmri Medical aspects of clinical work Learning Disability Forensic Neuropsychology Rehabilitation Dr. Osmon will not be accepting students for the academic year. Mano, Q, R., Humphries, C., Desei, R. H., Seidenberg, M. S., Osmon, D. C., Stengel, B. C., Binder, J. R. (2013). The role of left occipitotemporal cortex in reading: Reconciling stimulus, task, and lexicality effects. Cerebral Cortex, 23, Mano, Q. R., Patrick, C. J., Andresen, E. N., Capizzi, K., Biagioli, R., & Osmon, D. C. (2010). Re-examining format distortion and orthographic neighborhood size effects in the left, central and right visual fields. Journal of Reading Research, 33, Osmon, D.C. & Mano, Q.R. (2009). Effort, Depression, and Dependence in Learning Disability: The Case of Mr. A.D.D. In J. Morgan & J.J. Sweet (Eds.), Neuropsychology of Malingering Case Book. New York: Taylor & Francis. Mano, Q.R. & Osmon, D.C. (2008). Visuoperceptual-orthographic reading abilities: A confirmatory factor analysis study. Journal of Clinical and Experimental Neuropsychology. 30, Osmon, D.C., Plambeck, E.A., Klein, L. & Mano, Q. (2006). The Wording Reading Test in adult learning disability: A simulation study. The Clinical Neuropsychologist, 20, Osmon,D.C., Smerz, J.M., Braun, M.M., and Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical and Experimental Neuropsychology, 28, 1-12.

40 Diane Reddy, Professor Ph.D., Uniformed Services University of the Health Sciences, 1984 Contact: (414) The professional development of graduate students is a priority for me. Reflecting this, I have directed the doctoral research of 20 Ph.D. s. These alumni went on to obtain research center directorships, distinguished postdoctoral fellowships, tenure-track faculty positions, high level corporate positions, clinical positions, and research and clinical positions at medical centers. I am interested in collaborating with students on research focused on health promotion and prevention especially in relation to the health of women, adolescents, racial and ethnic minorities, and economically disadvantaged individuals. Current projects include 1) Tailoring interventions to improve health and reduce health disparities, 2) Improving doctor-patient interactions and health communication, 3) Improving adolescent and women s health, 4) Health promotion in work settings. I am also interested in the science of teaching and learning and have secured over $3 million in external research funds for current studies. Ports, K.A., Reddy, D.M., & Rameshbabu, A. (2013). Barriers and facilitators to HPV vaccination: Perspectives from Malawian women. Women & Health, 53(6), Page 38 Health Psychology Science of Teaching and Learning Ports, K.A., Reddy, D.M., & Rameshbabu, A. (2014). Cervical cancer prevention in Malawi: A qualitative study of women s perspectives. Journal of Health Communication. Ports, K.A., Reddy, D.M., & Barnack-Tavlaris, J.L. (2013). Sex differences in health-care provider communication during genital herpes care and patients' health outcomes. Journal of Health Communication, 18(12), Reddy, D. M., Fleming, R., Pedrick, L. E., Jirovec, D. L., Pfeiffer, H. M., Ports, K. A., Barnack-Tavlaris, J. L., Helion, A. M., & Swain, R. A. (2013). U-Pace instruction: Improving student success by integrating content mastery and amplified assistance. Journal of Asynchronous Learning Networks, 17(1), Rameshbabu, A., Reddy, D.M., & Fleming, R. (2013). Correlates of negative physical health in call center shift workers, Applied Ergonomics, 44, Crowley, O., Marquette, J., Reddy, D.M., & Fleming, R. (2013). Factors predicting willingness to eat irradiated meat. Journal of Applied Social Psychology, 43 (1), Reddy, D.M., Fleming, R., Pedrick, L.E., Ports, K.A., Barnack-Tavlaris, J., Helion, A., & Swain, R. (2011). U-Pace: Facilitating academic success for all students. EDUCAUSE Quarterly, 34(4), Barnack-Tavlaris, J.L., Reddy, D.M., & Ports, K.A. (2010). Psychological adjustment among women living with genital herpes. Journal of Health Psychology, 16(1), Barnack, J.L., Reddy, D.M., & Swain, C. (2010). Predictors of parent's willingness to vaccinate for human papillomovirus and physician's intention to recommend the vaccine. Women s Health Issues, 20(1), Reddy, D.M., Fleming, R., & Swain, C. (2002). Effect of mandatory parental notification on adolescent girls' use of sexual health care services. Journal of the American Medical Association, 288,

41 Robyn Ridley, Associate Professor Page 39 Ph.D., University of Missouri-Columbia, 1984 Contact: (414) Website: people.uwm.edu/rridley My interests are in social clinical psychology, including development, personality, abnormal, and multicultural psychology, and the practice of clinical psychology. Reigstad, B., Ridley, R.C., Barbee, N., & Osmon, D. (in preparation). Dependence as a correlate of adult separation anxiety. Burkowski, D.A., Ridley, R.C., & Kanter, J.W. (under review). Dialectical behavior therapy for the treatment of anorexia nervosa. Rusch, L.C., Kanter, J.W., Angelone, A.F., & Ridley, R.C. (under review). The impact of In Our Own Voice on stigma. Reigstad, B., Barbee, N., Ridley, R., Osmon, D., Burkowski, D., Angelone, A., et al. (2006, March). Evaluating Separation Anxiety: The importance of anxiety and dependency constructs. Poster presented at the national conference of the Anxiety Disorders Association of America, Miami, FL. Burkowski, D.A., Klein-Tasman, B.P., Davies, W.H., & Melzer-Lange, M.D. (2004, April). Empathy, Anxiety and Attitude Towards Aggression in a Group of African American Boys Exposed to Community Violence. Poster session presented at the Wisconsin Psychological Association annual conference, Madison, WI. Barbee, N., Reigstad, B., Ridley, R.C., & Osmon, D.C. A measure of adult separation anxiety: Contributions of anxiety and dependency. (Presented at the October, 2004 Kansas Conference in Clinical Child & Adolescent Psychology). Social Clinical Psychology Multicultural Clinical Psychology The Practice of Clinical Psychology Dr. Ridley will not be accepting students for the academic year.

42 Rodney Swain, Professor Ph.D., University of Southern California, 1992 Contact: (414) Website: people.uwm.edu/rswain Broadly stated, my laboratory is interested in studying the manner in which experience shapes the structure and function of the brain and, in turn, how these alterations affect behavior. Given that experience can take many forms, it should not be surprising that morphological and functional changes also exhibit varied patterns. For example, it has recently been reported that motor skill learning is accompanied by increases in the density of Purkinje cell synapses in the cerebellum of the rat. In contrast, exercise, in the absence of learning, produces increases in the density of capillary innervation of the cerebellum. My laboratory is interested in how these plastic changes, individually and in concert, facilitate behavioral adaptation. Our research focuses on changes in motor systems, particularly the cerebellum and motor cortex, associated with motor skill acquisition and repetitive motor activity (exercise). Current projects in the lab fall into two separate but related categories. The first category examines the relationship between motor activity and plasticity of vascular and synaptic networks of the brain. The work also addresses the impact that these plastic changes have on the learning process. The second research category explores the nature of cerebellar contributions to higher cognitive function. Of particular interest is the manner in which cognition is degraded following ablation of the cerebellum and how manipulations of both behavior and brain morphology can begin to reverse these degradative changes. These latter studies may be particularly relevant to those interested in autism or ADHD. Kerr, A.L., Hensel, M.L., Peterson,T.C., Villatoro, L.O., Nye, S.H., & Swain, R.A. (2010). Introgression of Brown Norway chromosome 13 improves visual spatial memory in the Dahl S rat. Behavior Genetics, 40, Kerr, A.L., Steuer, E.L., Pochtarev, V., & Swain, R.A. (2010). Angiogenesis but not neurogenesis is critical for normal learning and memory acquisition. Neuroscience, 171, (Cited by Faculty of 1000). Bauer, D.J., Kerr, A.L, & Swain, R.A. (2011). Cerebellar dentate nuclei lesions reduce motivation in appetitive operant conditioning and open field exploration. Neurobiology of Learning and Memory, 95, Kerr, A.L. & Swain, R.A. (2011). Rapid cellular genesis and apoptosis: Effects of exercise in the adult rat. Behavioral Neuroscience, 125, 1-9. Swain, R.A., Kerr, A.L., & Thompson, R.F. (2011). The cerebellum: A neural system for the study of reinforcement learning. Frontiers in Behavioral Neuroscience, doi: / fnbeh Page 40 Behavioral Neuroscience Psychobiology Learning and Memory Cognition

43 Jeffrey Tiger, Associate Professor Ph.D., University of Kansas, 2006 Contact: (414) Website: I am a licensed and board certified behavior analyst, and I conduct research related to the education and treatment of individuals with developmental and/or sensory disabilities. A major area of my research is focused upon assessment and intervention for children with autism presenting with marked skill deficiencies (e.g., limited language or social skills) or behavioral excesses (e.g., aggressive or self-injurious behavior). I have also been developing instructional programs for teaching braille reading to children with visual impairments and their teachers. Page 41 Behavior Analysis Developmental Disabilities Autism Intervention I teach three courses at the graduate level: Functional Assessment and Intervention (PSY 736), Single-Subject Research Methods (PSY 620), and Applied Behavior Analysis (PSY 502). I also supervise student Practicum in Behavior Analysis (PSY 730). Scheithauer, M. C., & Tiger, J. H. (in press). Teaching line tracking to children with severe visual impairment: Prerequisites to braille reading. Journal of Applied Behavior Analysis. Barlow, K. E., Tiger, J. H., Slocum, S. K., Miller, S. J. (2013). Comparing mand acquisition with selection-based and topography-based communication systems. The Analysis of Verbal Behavior, 29, Tiger, J. H., Miller, S., Lomas Mevers, J., Scheithauer, M. C. & Cynkus Mintz, J. (2013). On the representativeness of behavior observation samples in classrooms. Journal of Applied Behavior Analysis, 46, doi: /jaba.39 Scheithauer, M. C., Tiger, J. H., & Miller, S. J. (2013). On the efficacy of a computer-based program to teach visual braille reading. Journal of Applied Behavior Analysis, 46, doi: /jaba.48 Slocum, S. K., Miller, S. J., & Tiger, J. H. (2012). A blocked-trials procedure to teach identity matching to a child with autism. Journal of Applied Behavior Analysis, 45, doi: /jaba Toussaint, K. A., & Tiger, J. H. (2012). Reducing covert self-injurious behavior maintained by automatic reinforcement through a variable momentary DRO procedure. Journal of Applied Behavior Analysis, 45, doi: /jaba