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Research Labs

Professor Kathryn Dohrmann

"In the Montessori Science Lab, we have a general interest in Montessori theory and practice, as well as in the outcomes of Montessori eduction. Currently, we are asking if Montessori education can be considered a form of nature-based instruction. We are creating tools to answer that question, using an interdisciplinary approach grounded in psychology, environmental studies, and education.  Students interested in joining this lab should contact Professor Dohrmann at"

Professor Sergio Guglielmi

“I am a clinical psychologist and my research interests generally focus on: (a) the physiological correlates of emotional states (e.g., bodily changes associated with prejudiced attitudes), (b) behavioral and cognitive-behavioral interventions for anxiety disorders, and more generally (c) the relationship between psychological variables (emotion, behavior) and medical outcomes (e.g., health consequences of stress and burnout in teachers). More recently, my research has focused on the application of structural equation modeling techniques (particularly latent growth curve modeling) to the examination of important educational issues. Currently, I am investigating the validity of key assumptions of bilingual education theory in order to determine whether this is an effective strategy for educating students whose native language is not English. Students interested in joining my lab can contact me at”

Professor Matthew Kelley

“I am interested in discovering the general principles that govern human memory over the short- and long-term.  Presently, I am exploring a variety of counterintuitive memory phenomena, such as collaborative inhibition (memory impairment when recalling with a partner), hypermnesia (memory improvement with the passage of time), part-set cuing (memory impairment with hints), and the generation effect for lyrical censorship (enhanced memory for unheard relative to heard information).  Students interested in joining my lab can contact me at”

Professor Kelley’s lab website

Professor Jean-Marie Maddux

“I am interested in basic mechanisms of associative learning, and the brain regions and circuits that subserve learned behavior. Environmental stimuli that signal salient motivational events, such as food or drugs, can acquire powerful control over behavior through Pavlovian conditioning. Broad goals of my research are to consider the role of learning processes that function in addiction, to identify candidate brain areas that allow for this learning to happen, and to investigate neurotransmitter systems that are involved in this learning and its behavioral output (performance). I am particularly interested in contrasting reward related learning for natural rewards (e.g., food or sucrose) vs. drug rewards (e.g, alcohol), and in cholinergic and dopaminergic systems. One line of my current research examines the effect of nicotine, a cholinergic agonist and the main active ingredient in tobacco, on alcohol-seeking behaviors triggered by Pavlovian alcohol cues. Another line of work explores the incentive salience of both Pavlovian alcohol cues and sucrose cues. I use a variety of methods in my research, including behavioral, pharmacological, and neuroanatomical techniques, conducted with rat subjects. Students interested in joining my lab can contact me at

Professor Maddux’s website

Professor Vivian Ta

"I use natural language processing techniques to investigage psychological processes such as equitable outcomes in negotiations, persuasion, human-chatbot interactions, adaptive decision making, the development of mutual understanding in initial interactions, and others.   My current projects focus on police use-of-force decision making and improving police-community trust. Students interested in joining my lab can contact me at"

Professor Ta's lab website

Professor Naomi Wentworth


“I study the development of voluntary behavioral control, mostly in infants and young children.  I am particularly interested in the processes that allow us to regulate our behavior so that we can make the correct, though less automatic response, rather than the habitual, though incorrect response.  In other words, students in my lab study the origins and development of self-control.  In our current studies, we collect eye movement and brain wave data from infants and young children as they perform various visual-spatial tasks in which two response tendencies compete.  Students interested in joining my research lab can contact me at”