Psychology
Our faculty are actively involved in research, which includes publishing, writing grants, presenting at national and international conferences, and mentoring graduate and undergraduate students. Their scholarship is diverse both in theory and in method — a mark of distinction and strength both within and across our three programs in clinical psychology, developmental psychology, and social psychology.
Submissions from 1990
The linguistic marking of nonprototypical agency: An exploration into children's use of passives, Nancy Budwig
Infants of adolescent and adult mothers: two indices of socioemotional development., A. Frodi, W. Grolnick, L. Bridges, and J. Berko
Targeting children's motivational resources in early childhood education, Wendy S. Grolnick
Self-perceptions, motivation, and adjustment in children with learning disabilities: a multiple group comparison study., W. S. Grolnick and R. M. Ryan
Submissions from 1989
Caregivers in day-care centers: Does training matter?, Jeffrey Arnett
The linguistic marking of agentivity and control in child language, Nancy Budwig
Distinguishing elation, gladness, and joy., J. de Rivera, L. Possell, J. A. Verette, and B. Weiner
Linguistic and logical factors in recognition of indeterminacy, Rachel Joffe Falmagne, Ronald A. Mawby, and Roy D. Pea
Parent styles associated with children's self-regulation and competence in school, Wendy S. Grolnick and Richard M. Ryan
Submissions from 1988
Peace Fair or Warfare: Educating the Community, Joseph de Rivera and James Laird
Submissions from 1987
Autonomy in children's learning: An experimental and individual difference investigation, Wendy S. Grolnick and Richard M. Ryan
Submissions from 1986
A functional approach to the acquisition of anaphoric relationships, Michael Bamberg
Logical reasoning, world knowledge, and mental imagery: Interconnections in cognitive processes, Catherine A. Clement and Rachel Joffe Falmagne
The “objective-behavioral” environment of Isidor Chein: In Memory of a Humanistic Scientist, Joseph de Rivera
Origins and pawns in the classroom. Self-report and projective assessments of individual differences in children's perceptions, Richard M. Ryan and Wendy S. Grolnick
Submissions from 1985
Normative theory and the human mind, Rachel Joffe Falmagne
Correlates of mastery-related behavior: a short-term longitudinal study of infants in their second year., A. Frodi, L. Bridges, and W. Grolnick
Maternal correlates of stability and change in infant‐mother attachment, Ann Frodi, Wendy Grolnick, and Lisa Bridges
A Rorschach assessment of children's mutuality of autonomy, Richard M. Ryan, Rachel R. Avery, and Wendy S. Grolnick
On differentiation: A case study of the development of the concepts of size, weight, and density, Carol Smith, Susan Carey, and Marianne Wiser
Submissions from 1984
Determinants of attachment and mastery motivation in infants born to adolescent mothers, Ann Frodi, Barbara Keller, Howard Foye, Gregory Liptak, Lisa Bridges, Wendy Grolnick, Jacqueline Berko, Elizabeth McAnarney, and Ruth Lawrence
Maternal control style and the mastery motivation of one‐year‐olds, Wendy Grolnick, Ann Frodi, and Lisa Bridges
Submissions from 1983
Discrimination of vocal expressions by young infants, Arlene S. Walker-Andrews and Wendy Grolnick
Submissions from 1980
Submissions from 1977
Emotion names and data on their usage, J. De Rivera
Testing the structural theory, J. De Rivera
Testing the usage of emotion names, J. De Rivera
The analysis of an emotion, J. De Rivera
The formal similarity between the theories of McDougall, Miller, Marsten, and Cannon, J. De Rivera
The movements of the emotions., J. De Rivera
The phenomenon of emotion., J. De Rivera
Submissions from 1969
The Responsibilities of the Psychologist in World Affairs, Joseph de Rivera
