Professor, Department of Psychology, DePaul University
Biography:
Dr. Linda A. Camras is a Professor in the Department of Psychology at DePaul University in Chicago, IL. Her research focuses on the development of infants’ and children’s facial expressions both within and across cultures. She is particularly concerned with exploring the relationship between expression and emotion and the development of expressive behavior in Asian and Western cultures. Dr. Camras’ work has been funded by the National Institute of Mental Health, the Spencer Foundation, and DePaul University. She serves on the editorial boards of the journals Infancy and Emotion.
Education:
1975 1977 University of California, San Francisco, Postdoctoral training in facial measurement and nonverbal communication
1971 1975 University of Pennsylvania, M.A. in Psychology, 1972 Ph.D. in Psychology, 1975
Area of specialization: Developmental Psychology
1966 1970 University of Chicago, B.A. in Psychology
Awards:
1971 1975 NICHHD Graduate Research Traineeship University of Pennsylvania
1975 Predoctoral Fellowship American Association of University Women
1975 1977 NIMH Postdoctoral Research Fellowship
1981 1982 Spencer Foundation Research Grant
1983 DePaul University Faculty Summer Research Award
1983 1987 NIMH Research Grant: Recognition and production of emotional facial expressions by abused children and their mothers (MH-37826)
1989 DePaul University Research Council Award
1991–1996 NIMH Research Grant: Cross-cultural studies of infant emotional expression
(MH-47543)
1995 DePaul University Research Council Award
1999 DePaul University Faculty Summer Research Award
2002 Phi Kappa Phi Induction
2000 DePaul University Spirit of Inquiry Award
2000-2003 NIMH Research Grant: Emotional expression in adopted Chinese children (MH-59315)
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Professor of Psychology, University of Western Ontario
Biography:
Xinyin Chen received his Ph.D. from University of Waterloo in 1992. He is currently a Professor in the Department of Psychology, University of Western Ontario. He has received a William T. Grant Scholars Award and several other academic awards. His research interest is mainly in children and adolescents’ socio-emotional functioning (e.g., shyness-inhibition, social competence, affect), peer relationships including groups and networks, and family influences, with a focus on cross-cultural issues. He is conducting, with his international collaborators, several large-scale, longitudinal projects in Brazil, Canada, China, Italy and some other countries. He has edited a book “Peer relationships in cultural context” to be published by the Cambridge University Press. He has published a number of book chapters and empirical articles in major developmental journals such as Child Development, Developmental Psychology, Merrill-Palmer Quarterly and International Journal of Behavioral Development.
Education:
1983 B.A. in East China Normal University
1986 M.A. in Shanghai Teachers' University
1990 M.A. in University of Waterloo
1992 Ph.D. in University of Waterloo
Professional Expperience
2004-present Professor of Psychology, University of Western Ontario,
1993-2004 Associate Professor of Psychology, University of Western Ontario,
1992-1993 Visiting Ass. Professor of Psychology, University of Waterloo,
1986-1988 Faculty member of Psychology, Shanghai Teachers' University,
Honors and Awards
1987 "Distinguished Paper” Award of the Shanghai Social Psychological Association
1988-1992 University of Waterloo Graduate School Fellowship
1988-1992 Arts Special Merit Fellowship, University of Waterloo
1992 Ontario Graduate Scholarship (declined)
1992-1993 Post-Doctoral Fellowship
Social Sciences and Humanities Research Council of Canada
1997-2002 William T. Grant Scholars Award, William T. Grant Foundation, USA.
2002 Chun Hui Overseas Scholars Award, Ministry of Education, China.
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Professor, Department of Psychology, University of Pittsburgh
Clinical Psychologist, Pennsylvania (License #PS-004660-L)
Certified School Psychologist, Pennsylvania
Biography:
Jeffrey Cohn is Professor of Psychology at the University of Pittsburgh and Adjunct Faculty at the Robotics Institute, Carnegie Mellon University. He earned his PhD in Clinical Psychology from the University of Massachusetts in Amherst and completed Clinical Internship at the University of Maryland Medical Center. For the past 20 years, he has conducted investigations in the theory and science of emotion, depression, and nonverbal communication. He has co-led interdisciplinary and inter-institutional efforts to develop advanced methods of automatic analysis of facial expression and prosody and applied these tools to research in human emotion, social development and communication, psychopathology, biomedicine, biometrics, and human-computer interaction. He has published over 100 papers on these topics. His research has been supported by grants from the National Institute of Mental Health, the National Institute of Child Health and Human Development, the National Science Foundation, the Office of Naval Research, and the Naval Research Laboratory.
Education:
1969 B.A. in Sociology, University of Wisconsin at Madison
198l M.S. in Clinical Psychology, University of Massachusetts at Amherst
1983 Ph.D. in Clinical Psychology, University of Massachusetts at Amherst
Professional Expperience
2005-present Professor of Psychology, University of Pittsburgh,
1989-2005 Associate Professor of Psychology, University of Pittsburgh,
1997-present Adjunct Faculty, Robotics Institute, Carnegie Mellon University,
1990-present Associate Professor of Psychiatry, University of Pittsburgh,
1983-1989 Assistant Professor of Psychology, University of Pittsburgh,
1971-1978 Special Education Teacher (LD/ED),
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Professor, Department of Psychology, The Pennsylvania State University
Biography:
Pamela Cole studies emotional development in early childhood with a particular interest in emotion regulation (the ability to modulate one's emotional reactions). The ability to regulate emotions in effective and flexible ways plays a role in the development of social, emotional, and cognitive competencies in children. Moreover, difficulties in emotion regulation have implications for the development of psychopathology. In previous work, she has shown that typically developing preschoolers can (a) self-modulate anger, (b) self-generate positive emotions even if a situation is difficult, and (c) self-generate effective strategies for regulating emotion. She has also shown that children who have difficulty doing these things may be at risk for developing later psychopathology. Current work is designed to understand how little children become competent emotion regulators as preschoolers. The Development of Toddlers Study (DOTS) is an NIMH-funded longitudinal study following 120 children from age 18 months to age 48 months, examining how their own skills and personalities and various aspects of their parents' lives influence the development of awareness, effectiveness, and flexibility in preschool age emotion regulation. Also, Dr. Cole is continuing to study cultural variations in emotional development with an interest on the factors that comprise culture that then influence emotion regulation.
Education:
1977–1980 Ph.D., The Pennsylvania State University, University Park, PA
1975–1977 M.A., College of William and Mary, Williamsburg, VA
1968–1972 B.A., Mercy College, Dobbs Ferry, NY
Professional Experience
1994–present Professor, Department of Psychology, The Pennsylvania State University
2001–2003 Director, Penn State Child Study Center, Department of Psychology, The Pennsylvania State University
1997–2001 Director of Graduate Training, Department of Psychology, The Pennsylvania State University
1987–1994 Senior Staff Fellow, Laboratory of Developmental Psychology, NIMH, Bethesda, MD
1981–1989 Assistant Professor, Department of Psychology, University of Houston
(on leave at NIH 1987–1989)
1980–1981 Clinical/Community Psychology Intern, University of Colorado Health Sciences Center, Denver, CO
1973–1975 Team Leader, Northern Virginia Training Center for the Mentally Retarded,
Fairfax, VA
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Professor, Institute for Child Study/Department of Human Development &
Adjunct Professor, Department of Psychology, University of Maryland, College Park
Biography:
Nathan A. Fox is Professor of Human Development at the University of Maryland College Park. He received his undergraduate degree from Williams College and his doctorate from Harvard University. His area of research interest is in social and emotional development of infants and young children. Professor Fox has completed research on the biological bases of social and emotional behavior developing methods for assessing brain activity in infants and young children during tasks designed to elicit a range of emotions. He has published over 100 empirical papers plus chapters. His work is funded by the National Institutes of Health that recently awarded him a MERIT award for excellence of his research program examining social and emotional development of young children. Professor Fox has served as Associate Editor of the journals Developmental Psychology and Psychophysiology and as Editor of the journal Infant Behavior and Development. He is past President of the International Society of Infant Studies and Past President of Division 7 (Developmental Psychology) of the American Psychological Association. He is on the advisory boards of the Merrill-Palmer Institute and the Center for Developmental Science at the University of North Carolina. He is a member of the research network on Early Experience and Brain Development funded by the John D. and Catherine T. Macarthur Foundation. He currently serves on the only standing review panel for NICHD and was recently invited to present at the 50th Anniversary celebration for NICHD.
Professional Experience
1989- Present Professor, Institute for Child Study/Department of Human Development, University of Maryland, College Park.
1989- Present Adjunct Professor, Department of Psychology, University of Maryland,
College Park.
1986-1990 Associate Professor, School of Nursing, University of Maryland, at Baltimore.
1986-1989 Associate Professor, Institute for Child Study/Department of Human Development, University of Maryland, College Park.
1982-1986 Assistant Professor, Institute for Child Study/Department of Human Development, University of Maryland.
1981-1982 Visiting Lecturer in Psychology, New School for Social Research.
Award:
2001 NIH/NICHD MERIT award.
2002 President Division 7, American Psychological Association
1996 Lady Davis Fellow, Department of Psychology, Hebrew University, Jerusalem, Israel
1988-90 President, International Society for Infant Studies.
1987-88 Program Chair, International Conference on Infant Studies, Washington, D.C.
1987 Distinguished Visiting Scholar, Department of Psychology, University of Utah,
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Bennett Chair of Prevention Research
Director, Prevention Research Center (State College and Harrisburg)
Human Development and Family Studies, Pennsylvania State University
Associate Director, Children Youth and Families Consortium
Affiliate Faculty, Gerontology Center, Pennsylvania State University
Adjunct Professor, Department of Pediatrics, Pennsylvania State College of Medicine
Biography:
Mark Greenberg Ph.D. Dr. Greenberg holds The Bennett Endowed Chair in Prevention Research in Penn State's College of Health and Human Development. He received his Ph.D. in Developmental Psychology from the University of Virginia and taught at the University of Washington from 1977-1997. He is currently the Director of the Prevention Research Center for the Promotion of Human Development and the Associate Director for the Penn State Consortium on Children, Youth and Families. Since 1981, Dr. Greenberg has been examining the effectiveness of school-based curricula (The PATHS Curriculum) to improve the social, emotional, and cognitive competence of elementary-aged children. Since 1990, he has served as an Investigator in Fast Track, a comprehensive program that aims to prevent violence and delinquency in families. His research has also focused on the role of community-level factors in prevention. Current studies include the evaluation of Communities That Care and The PROSPER Model (in collaboration with Richard Spoth and colleagues at Penn State and Iowa State). Dr. Greenberg is the author of more than 170 journal articles and book chapters on developmental psychopathology, well-being, and the effects of prevention efforts on children and families. He received the Research Scientist Award from the Society for Prevention Research in 2002.
Education:
1973 B.A. in Johns Hopkins University: Baltimore, Maryland
1976 M.A. in University of Virginia: Charlottesville, VA.
1978 Ph.D.in University of Virginia: Charlottesville, VA.
Major: Developmental Psychology
Minor: Pediatric Psychology (Child-Clinical)
Award:
1973-1976 Dupont Fellowship, University of Virginia
1976 NIMH Research Fellowship Award (Predoctoral)
2002 Research Scientist Award, Society for Prevention Research
2002 Pauline Schmitt Russell Award – College of Health and Human Development,
Penn State University.
2003 University Outreach Award, Penn State University
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Professor of Psychology and Education
at the College of Lake County in Grayslake, Illinoise
Biography:
Carol S. Huntsinger is Professor of Psychology and Education at the College of Lake County in Grayslake, Illinois. She has directed two longitudinal comparisons of second generation Chinese American and European American children in their family contexts, one beginning in early childhood and the other beginning in early adolescence. She has also studied children in China, Taiwan, and New Zealand. Her work focuses on the role of parents and culture in children’s academic and social development.
Education
1991 Ph.D. in Child Development, Erikson Institute-Loyola University; Chicago, Illinois 1979 M.Ed. in Early Childhood Education, National-Louis University; Evanston, Illinois
1962 B.S. with High Distinction, Nursery School-Kindergarten-Primary Education University of Minnesota; Minneapolis, Minnesota
Additional Course work in Music and Psychology:
Northeastern Illinois University; Chicago, Illinois
North Park College; Chicago, Illinois
College of Lake County; Grayslake, Illinois
Professional Experience:
1990-present Full-Time Faculty—Social Science Division, College of Lake County, Grayslake, Illinois
1976-1990 Part-Time Faculty—Social Science Division; College of Lake County, Grayslake, Illinois
1989-1990 Research Assistant, Erikson Institute Literacy Project
1989-1989 Instructor--Early Childhood Education; Triton College, River Grove, IL
1986-1988 Instructor--Department of Adult and Continuing Education and Department of Music Non-Credit Courses; Northeastern Illinois University; Chicago, IL
1972-1986 Director and teacher; Libertyville Cooperative Nursery School; Libertyville, IL
1963-1964 Kindergarten Teacher; North Heights School; Roseville Public Schools, District #623; Roseville, MN
1962-1963 Kindergarten Teacher; Baker School; St. Paul Public Schools; St. Paul, MN
1962-1962 Teacher of 3-year-olds and Student Teacher Supervisor; Laboratory Nursery School; Institute of Child Welfare; University of Minnesota; Minneapolis, MN
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Associate Professor in the Psychology Department at the University of Delaware
Member, Society for Research in Child Development
Member, American Psychological Association
Member, Society for Research on Adolescence
Biography:
Roger Kobak is an Associate Professor in the Psychology Department at the University of Delaware. His research focuses on the role that parent-child attachments play in children’s personality development and in their ability to manage daily interpersonal and achievement related stressors. He is currently conducting a longitudinal study of economically disadvantaged adolescents and their exposure and reactivity to stress at home and at school. His research uses multiple methods for assessing children’s stress exposure and reactivity including daily diary measures of reactions to naturally occurring stressors and neuroendocrine measures of stress reactivity in laboratory settings.
Education:
1985 Ph.D. in University of Virginia, Charlottesville, Virginia
Major: Clinical Psychology
Minor: Developmental Psychology
Doctoral dissertation: Attachment and social competence during late
Adolescence. Dissertation advisor: Dr. Mary Ainsworth.
1978 M.A.R Yale University, New Haven, Connecticut
Major: Religion
1974 B.A. in Wesleyan University, Middletown, Connecticut
Major: Philosophy and History
Professional Experience:
1995-2003 Director of Clinical Training Department of Psychology University of Delaware, Newark, DE
1993-present Department of Psychology, University of Delaware, Newark, DE Associate Professor of Child-Clinical Psychology.
1987-1993 Assistant Professor of Child-Clinical Psychology.
1985-1987 Department of Psychology, University of Denver, Denver, CO NIMH Post-Doctoral Fellow in Developmental Psychology.
Awards:
1991 Excellence in Teaching Award Chi Psi, Undergraduate Honor Society, Department of Psychology
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Professor at the Department of Human Development and Applied Psychology, University of Toronto
Biography:
Marc Lewis is a Professor at the Department of Human Development and Applied Psychology, University of Toronto. He specializes in the study of personality development as it relates to emotion. His work is informed by developmental psychology, affective neuroscience, and a dynamic systems perspective on brain and behavior. He has done empirical work in the area of transitions in cognitive and emotional development, and he has developed a state space grid methodology to facilitate the analysis of socioemotional behavior over time. More recent work utilizes electrophysiological methods for identifying the neural underpinnings of emotion regulation in normal and antisocial children. His research outlining the contribution of dynamic systems theory and affective neuroscience to our understanding of child and adolescent development has appeared in several highly regarded outlets, including Child Development, Behavioral and Brain Sciences, Journal of Abnormal Child Psychology, and Developmental Science.
Education:
1975 B.A. in University of California at Berkeley
1983-1986 M.A. in University of Toronto (OISE),
1986-1989 Ph.D. in University of Toronto (OISE)
Professional Experience:
1989–1995 Assistant professor, University of Toronto
1990-2005 Certified psychologist, Province of Ontario
1995–1999 Associate professor, University of Toronto
1999–2005 Professor, University of Toronto
2004-2005 Member, Program in Neuroscience, University of Toronto
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Associate Professor of Psychology, Psychiatry and Pediatrics
University of Wisconsin at Madison
Biography:
Dr. Pollak’s research focuses on the biological mechanisms underlying children’s emotional development and risk for psychopathology, with special emphasis on the effects of early adversity and biobehavioral plasticity. His research is supported by the U.S. National Institute of Mental Health, the National Institute of Child Health and Human Development, and numerous private foundations.
He is also member of two translational research networks supported by the National Institute of Mental Health, the “Early Experience, Stress Neurobiology, and Prevention Science” network and the “Adolescent Brain Development and Emotion Regulation” research network.
Dr. Pollak’s research is inherently multidisciplinary, drawing from developmental psychology, psychopathology, cognitive science, animal behavior, and behavioral neuroscience. His work focuses on the neurobiology of emotional development and children's mental health. His primary research area is the development of children’s ability to understand and regulate emotions, with special emphasis on the effects of early experience. This work is aimed at understanding the roles of nature and nurture in human development. His research has emphasized the importance of biological constraints on, and specializations for, learning as a way to understand the emergence of behavioral problems in children.
Dr. Pollak was the recipient of an NIMH fellowship in developmental psychopathology, the National Down Syndrome Society’s Scientific Scholar Award, and the American Psychological Association’s Boyd McCandless Award for Distinguished Early Career Contribution to Developmental Psychology.
Education:
1997 University of Rochester, Rochester, NY, Ph.D. Child Clinical Psychology
1997 University of Rochester, Rochester, NY, Ph.D. Brain and Cognitive Sciences
1999 Harvard University, Cambridge, MA, M.A. Human Development
1988 Franklin & Marshall College, Lancaster, PA, A.B., Cum Laude Cultural Anthropology and Philosophy
1986 University of Oxford, Oxford, England, visiting student Philosophy of Mind
Awards:
2005 Member, Psychosocial Development, Risk and Prevention Study Section,
Center for Scientific Review, National Institute of Health
2004 William F. Vilas Associate Professor, Graduate School, University of Wisconsin
2003 Boyd McCandless Award for Distinguished Early Career Contribution to
Developmental Psychology, American Psychological Association
2001 Chancellor’s Steiger Distinguished Teaching Award,
2002 University of Wisconsin at Madison
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