PSYCHOLOGYat Barnard College

Psychology Department Alumnae E-Newsletter
June 2005

Steven Stroessner

FROM STEVEN STROESSNER, DEPARTMENT CHAIR

Greetings from the Barnard Psychology Department! We hope that you are still intrigued by the complexities of thought and behavior that inspired you to become a psychology major or minor at Barnard. We also hope you will stay connected to your professors, your fellow alumnae, and the College. Therefore, in collaboration with the Office of Development & Alumnae Affairs, we are initiating an electronic newsletter for our alumnae, so we may share with you the latest news about the department. In this inaugural e-newsletter, you can read about student awards and honors, new and promoted faculty, recent publications by professors, spring courses open to auditors, and much more.

We look forward to your feedback. E-mail your reactions and suggestions for future issues to newsletter@barnard.edu. Please stay in touch with us. If you'd like to contact a member of the faculty directly, click here for the faculty directory. We hope to hear from you soon, and often.

Best regards,

Steven Stroessner
Associate Professor of Psychology
Chair, Barnard College Psychology Department


CLASS OF 2005 STUDENTS HONORED WITH DEPARTMENTAL AWARDS
This spring, the Psychology Department honored several graduating seniors with awards for exceptional achievement. The Hollingworth Prize for an outstanding research project was awarded to three students: Noa Besner, Kim Norman, Karen Schloss. The Millennial Psychology Prize, given each year to students who are planning to continue their scientific or professional training in psychology or a related discipline, was awarded to Emily Freeman-Daniels, Elizabeth Przybylinski, and Stephanie Sgambati. In addition, seniors Julia Eddington and Jacqueline Yunits were honored with the Ida Markewich Lawrence Prize, which recognizes the best paper in psychology (preferably child psychology) written by a psychology major. Congratulations!

SENIOR THESES BY THE CLASS OF 2005
Our students continue to impress us with their intellectual curiosity, critical thinking, and insightful research. In May, we graduated another class of extraordinary women whose senior theses explored a wide variety of topics, ranging from communication between nerve cells to "schizophrenic" rats. Below is a list of senior projects by the Class of 2005, along with their faculty mentors.

  • SUPPORT THE NEXT GENERATION OF BARNARD WOMEN
    An investment in Barnard is an investment in the future. Our graduates go on to benefit and impact communities around the globe. To continue this important work, Barnard relies on the generous support of alumnae. Please click here for more information or to make your gift online today. Every gift makes a difference!
    Karen Chan (Dr. Shao-Ying Hua, Biology, Barnard College), "How fast can nerve cells communicate?"
  • Emily Chanales (Dr. Allan Geliebter, Psychiatry, St. Luke's-Roosevelt Hospital), "Effect of liposuction on physiology and psychology"
  • Christina Cheng (Dr. Holly Moore, Psychiatry, Columbia University), "Play behavior in 'schizophrenic' rats"
  • Julia Eddington (Dr. Tovah Klein, Psychology, Barnard College), "9/11: A look at the behavioral responses of young children"
  • Natalie Feld (Dr. John Glendinning, Biology, Barnard College), "Of mice and fat: Do fats stimulate excessive consumption by mice?"
  • Daria Ferro (Dr. Harry N. Shair, Psychiatry, Columbia University), "Fetal famine to feeding: A look into the development of hypertension"
  • Victoria Garel (Dr. Paul Currie, Psychology, Barnard College), "The biological urge to eat: Is ghrelin friend or foe?"
  • Hee-Won Kang (Dr. Peter Balsam, Psychology, Barnard College), "Does drug anticipation affect time perception?"
  • Malka Kohn (Dr. Sandra D. Comer, Psychiatry, Columbia University), "Breaking heroin's hold"
  • Kimberley Norman (Dr. Amir Raz, Psychiatry, Columbia University), "When suggestion improves attention"
  • Carolyn Olson (Dr. Peter Balsam, Psychology, Barnard College), "The Hippocampus: Making sense of imperfect signals"
  • Betsy Rigsbee (Dr. Paul Currie, Psychology, Barnard College), "Ghrelin: A novel role for a novel peptide"
  • Karen Schloss (Dr. Robert Remez, Psychology, Barnard College), "Is color similarity the key to depth perception?"
  • Colette Seter (Dr. Steven Stroessner, Psychology, Barnard College), "Stereotypes: Do you see what I see?"
  • Hannah Shoval (Dr. Brady Butterfield, Sergievsky Center, Columbia University), "Imaging the sleep-deprived brain"
  • Tali Swann-Sternberg (Dr. Paul Currie, Psychology, Barnard College), "Ghrelin: Does it play a role in eating and anxiety?"
  • Jessica Wilson (Dr. William P. Fifer, Psychiatry, Columbia University), "Can newborns learn during sleep?"
  • Jacqueline Yunits (Dr. Lisa Son, Psychology, Barnard College), "Pay attention: Developmental differences in false memory production"
  • Alice Zhao (Dr. Peter Balsam, Psychology, Barnard College), "The Brain's Mapquest"

FALL 2005 COURSES AVAILABLE TO ALUMNAE AUDITORS
Continue the Barnard experience by auditing a course! Barnard alumnae may attend most Barnard classes for no credit and free of charge, including courses offered by the Psychology Department. (Auditors have the privilege of attending the class and listening, but are asked to refrain from participating in classroom discussions or other activities.) Barnard magazine recently highlighted the College's alumnae auditing program—you can read it by clicking here. For technical instructions regarding how to audit a course, visit the Alumnae Affairs web page about auditing. The following Psychology courses are available to auditors during the Fall 2005 semester, with the instructor's permission:

PSYC BC1099. Science and Scientists. Weekly meetings with researchers to discuss the nature of scientific inquiry in psychology, and intellectual, professional, and personal issues in the work of scientists. Taught by Paul Currie. Wednesday 4:10-6:00.

PSYC BC1107. Psychology of Learning (lecture). Basic methods, results, and theory in the study of how experience affects behavior. Operant and classical conditioning, and application of these procedures to analysis of behavior in a variety of species, including humans. Taught by Michael R. Drew. Tuesday and Thursday 10:35-11:50.

PSYC BC1108. Perception (lecture). Introduction to problems, methods, and research in perception. Discussion of psychological studies of seeing, hearing, touching, tasting, and smelling. Taught by Robert E. Remez. Monday and Wednesday 11:00-12:15.

PSYC BC1123. Psychology of Personality (lecture). Surveys the principal approaches to personality and their implications for personality development, psychological adjustment, and everyday behavior. Taught by Joseph F. Cesario. Tuesday and Thursday 2:40-3:55.

PSYC BC1127. Developmental Psychology (lecture). Cognitive, linguistic, perceptual, motor, social, affective, and personality development from infancy to adolescence. Taught by Maria A. Crisafi. Monday and Wednesday 1:10-2:25.

PSYC BC2134. Educational Psychology. Through a participative classroom model the major theories of human development and learning fundamental to the educative process are examined. Analysis of applications and implications of psychological knowledge for classroom teaching through observations in elementary and secondary school classes. Includes instructional models, motivation, teaching and learning strategies, evaluations, and gender issues. Taught by Susan R. Sacks. Tuesday and Thursday 2:40-3:55.

PSYC BC2141. Abnormal Psychology. Introduction to the study of deviant and maladaptive behaviors such as childhood disorders, depression, schizophrenia, eating disorders, and mental retardation, focusing on scientific, philosophical and sociocultural issues in the study of abnormal behavior and the relationship between diagnosis and treatment strategy. Taught by Eshkol Rafaeli. Tuesday and Thursday 9:10-10:25.

PSYC BC3153. Psychology and Women. Selected topics examined from the perspective of different groups of women in western society. Topics include gender differences on cognitive tasks, in personality and attitudes, and the contribution of differential power to gender differences; psychological aspects of some special female experiences (e.g. sexuality, menstruation, etc.). Taught by Lila G. Braine. Tuesday 2:10-4:00.

PSYC BC3162. Intro to Cultural Psychology. Challenges to the universalizing assumptions and perspectives of psychology. Drawing on recent theory and research in cultural psychology, an examination of cultural approaches to topics of psychological significance, such as the self, emotion, and gender, and an exploration of potential interdisciplinary collaborations. Taught by Karen Seeley. Monday 2:10-4:00.

PSYC BC3177. Psychology of Drug Use & Abuse. An examination of the biological, psychological, and social factors that lead to drug use and abuse. A biopsychosocial model will be used to examine the behavioral effects of prescription, "over the counter" and "street" drugs. Taught by E'Mett McCaskill. Tuesday and Thursday 4:10-5:25.

PSYC BC3376. Infant Development. Analysis of human development during fetal period and early infancy. Review of effects of environmental factors on perinatal perceptual, cognitive, sensory-motor, and neurobehavioral capacities, with an emphasis on critical conditions involved in both normal and abnormal brain development. Other topics include acute and long term effects of toxic exposures (stress, smoking, and alcohol) during pregnancy, and interaction of genes and the environment in shaping the developing brain of "high risk" infants, including premature infants and those at risk for Sudden Infant Death Syndrome. Taught by William P. Fifer. Wednesday 4:10-6:00.

PSYC BC3379. Psychology of Stereotyping and Prejudice. The seminar will review current literature from experimental social psychology pertaining to stereotyping and prejudice. Issues that will be covered include the functions and costs of stereotyping, the formation and maintenance of stereotypes, and stereotype change. Recent research concerning the role of cognitive processes in intergroup perception will be emphasized. Taught by Steven Stroessner. Thursday 2:10-4:00.

PSYC BC3380. Fundamentals of Neuropsychology. Exposition of research and theory in neuroscience with an emphasis on the use of the neural imaging techniques (EEG, evoked potentials, MEG, PET, fMRI) for exploring sensation, perception, and cognition in the healthy, intact brain. Taught by Jill Grose-Fifer. Wednesday 6:10-8:00.

PSYC BC3383. Neuropharmacology and Behavior. Taught by Paul Currie. Wednesday 6:10-8:00.

PSYC BC3387. Topics in Neuroethics. Recent advancements in neuroscience raise profound ethical questions. Neuroethics integrates neuroscience, philosophy, and ethics in an attempt to address these issues. The course reviews current debated topics relevant to the brain, cognition, and behavior. Bioethical and philosophical principles will be applied allowing students to develop skill in ethical analysis. Taught by E'Mett McCaskill. Tuesday 6:10-8:00.

PSYC BC3388. Imitation and Language. Taught by Jennifer S. Pardo. Thursday 2:10-4:00.


RECENT PUBLICATIONS AND PAPERS BY PSYCHOLOGY FACULTY

Peter Balsam (click here for bio and recent news)

  • Drew, M.R., Zupan, B., Cooke, A., Couvillon, P.A. & Balsam, P.D. (2005). Temporal Control of Conditioned Responding in Goldfish. Journal of Experimental Psychology: Animal Behavior Processes, 31, 31-39.
  • Gallistel, C.R., Fairhurst, S. & Balsam, P.D. (2004) The Learning Curve: Implications of a quantitative analysis. Proceedings of the National Academy of Sciences, 101, 13124-13131.
  • Drew, M., Yang, C., Ohyama, T. & Balsam, P. D (2004). Temporal specificity of extinction in autoshaping. Journal of Experimental Psychology: Animal Behavior Processes, 30, 163-176.

Paul Currie (click here for bio and recent news)

  • Currie, P.J., Mirza, A., Fuld, R., Park, D., & Vasselli, J.R. (2005). Ghrelin is an orexigenic and metabolic signaling peptide in the arcuate and paraventricular nuclei. American Journal of Physiology, in press.
  • Currie, P.J., Braver, M., Mirza, A., & Sricharoon, K. (2004). Sex differences in the reversal of fluoxetine-induced anorexia following raphe injections of 8-OH-DPAT. Psychopharmacology, 172, 359-364.
  • Currie, P.J., Mirza, A., Garel, V., Rigsbee, E., & Niedle, P. (2004). Nitric oxide synthase inhibition attenuates the orexigenic and metabolic action of ghrelin. Program No. 194.4. Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience, CD-ROM. [Presented at the 34th annual meeting of the Society for Neuroscience, San Diego, 23-27 October.]
  • Currie, P.J., Mirza, A., Mihes, A., Sricharoon, K., Tal, N., & Niedle, P. (2004). Ghrelin and neuropeptide Y: orexigenic and metabolic signaling molecules exhibiting an interaction with urocortin in the paraventricular nucleus of the hypothalamus. Appetite, 42, 351. [Presented at the annual meeting of the Society for the Study of Ingestive Behavior, Cincinnati, OH, 20-24 July.]

Larry Heuer (click here for bio and recent news)

  • Heuer, L. (in press). What's just about the criminal justice system? A psychological perspective. Brooklyn Law Review.
  • Robbennolt, J., Groscup, J. & Penrod, S. & Heuer, L. (in press). Evaluating Jury Competence in Civil and Criminal Cases. In I. Weiner & A. Hess (ed.), Handbook of Forensic Psychology (23nd ed.). New York: Wiley.
  • Brockner, J., Heuer, L., Magner, N., Folger, R., Umphress, E., van den Bos, K., Vermunt, R., & Magner, M., Siegel, P. (2003). High procedural fairness heightens the effect of outcome favorability on self-evaluations. Organizational Behavior and Human Decision Processes, 91, 51-68.
  • Sgambati, S., Friedman, I., Aliphas, T., Falcone, M., & Heuer, L. (2004). On the Role of Self-Interest and Modesty for Evaluations of Pro-Social Behavior: A Challenge to the Norm of Self-Interest. Paper presented at the Annual Meeting of the Eastern Psychological Association, Washington, D.C.
  • Kattan, A., Gottesman, S., & Heuer, L. (2004). Authority-Subordinate Disparities in the Meaning and Importance of Procedural Fairness. Paper presented at the Annual Meeting of the Eastern Psychological Association, Washington, D.C.
  • Heuer, L., Penrod, S., Tyler, T., Eckberg, D., & Podkopaz, M. (2004). Testing the Role of Procedural Fairness for Satisfaction and Compliance with the Law: Two Experiments in a District Court. American Psychology-Law Society, Scottsdale, AZ.
  • Heuer, L., Kattan, A., & Penrod, S. (2003). Authority-subordinate disparities in the meaning and importance of procedural fairness. Paper presented at the APLS/EAPL International Interdisciplinary Conference, Edinburgh, Scotland.

Tovah Klein (click here for bio and recent news)

  • Klein, T.P., Wirth, D., & Linas, K. (2004). Play: Children's context for development. In D. Koralek (ed). Spotlight on young children and play, 28-36. Wash. DC: National Association for the Education of Young Children.
  • Grimes, C., Klein, TP, & Putallaz, M. (2004). Parents' relationships with their parents and peers: Influences on Children's Social Development. In J. Kuperschmidt & K.A. Dodge (eds). Children's Peer Relations: From Development to Intervention, 141-158. Wash. DC: APA Press.
  • DeVoe, E.R., Bannon, W., & Klein, T.P. (in press) Post-9/11 Helpseeking by New York City parents on behalf of highly exposed young children. Journal of Orthopsychiatry.

Eshkol Rafaeli (click here for bio and recent news)

  • Bolger, N., Davis, A., & Rafaeli, E. (2003). Diary methods: Capturing life as it is lived. Annual Review of Psychology, 54, 579-616.
  • Rafaeli, E., Drejet, R., Ehrlich, D., Teicher, M., & Bodkin, J.A. (Under review). Emotion Differentiation in Clinical and Non-Clinical Populations.
  • Rafaeli, E., Howland, M., Vorus, T., Daversa, M., Skodol, A.E., & Gunderson, J. (Under review). Emotional reactivity to social context in patients with persistent versus remitted borderline personality disorder.

Robert Remez (click here for bio and recent news)

  • Co-edited the Handbook of Speech Perception with David Pisoni (2005)

Ann Senghas (click here for bio and recent news)

  • Senghas, A., S. Kita, and A. Özyürek (in press). Language emergence in vitro or in vivo? A reply to Russo and Volterra's technical comment on "Children Creating Core Properties of Language." Science.
  • Senghas, R. J., A. Senghas, and J. E. Pyers (2004). The emergence of Nicaraguan Sign Language: Questions of development, acquisition, and evolution. In J. Langer, S. T. Parker, & C. Milbrath (Eds.), Biology and Knowledge revisited: From neurogenesis to psychogenesis. Mahwah, NJ: Erlbaum.
  • Senghas, A., S. Kita, and A. Özyürek (2004). Children creating core properties of language: evidence from an emerging sign language in Nicaragua. Science, 305, 5691, 1779-1782.

Rae Silver's recent research has led to several Journal of Neuroscience publications. Click here for more news.

Lisa Son (click here for bio and recent news)

  • Son, L. K. (in press). Metacognitive control: Children's short-term versus long-term study strategies. Journal of General Psychology.
  • Son, L. K. (2004). Spacing one's study: Evidence for a metacognitive control strategy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 601-604.
  • Son, L. K., & Metcalfe, J. (in press). Judgments of Learning: Evidence for a Two-Stage Model. Memory & Cognition.
  • Son, L. K., & Kornell, N. (2004). Meta-confidence judgments in rhesus macaques: Explicit versus implicit mechanisms. In Terrace, H.S. & Metcalfe, J. (eds.), The Missing Link in Cognition: Origins of Self-Knowing Consciousness. Oxford University Press.

Steven Stroessner (click here for bio and recent news)

  • Sherman, J. W., Stroessner, S. J., Conrey, F. R., & Azam, O. (2005). Prejudice and Stereotype Maintenance Processes: Attention, Attribution, and Individuation. Journal of Personality and Social Psychology.
  • Stroessner, S. J., Mackie, D. M., & Michalsen, V. (2005). Positive mood and the perception of variability within and between groups. Group Processes and Intergroup Relations, 8, 5-25.
  • Plaks, J. E., Levy, S. R., Dweck, C. S., & Stroessner, S. J. (2004). In the eye of the beholder: Implicit theories and the perception of group variability, entitativity, and essence. In V. Yzerbyt, O.Corneille, & C. Judd (Eds.), The Psychology of Group Perception: Contributions to the Study of Homogeneity, Entititavity, and Essentialism (pp. 127-146). New York: Psychology Press.

Barbara Woike (click here for bio and recent news)

  • Co-authored a book chapter with Dan McAdams of Northwestern University, called Motives in Personality: Contemporary Theory and Research (3rd edition).

ALUMNAE DIRECTORY, YELLOW PAGES, AND MORE AT BARNARD'S ONLINE COMMUNITY
Psychology alumnae may search for friends and make new connections through Barnard's Online Community. Membership is free and exclusive to alumnae. All you need to do to take advantage of all the community has to offer is to proceed through the registration process to establish a User ID and password. The service also offers free permanent email forwarding for Barnard graduates. To register, visit the alumnae home page and click on "Visit Barnard's Alumnae Online Community."