Abstract

This proposal requests stipends, tuition, and other support for a Training Program in Social Development at the University of Maryland. The program will focus on multi-level training in social development, including social-affective, social-cognitive, social-biological, social-relational, and social-cultural processes, and will include normal and clinical populations. The training program will provide the scientific knowledge and the research experience that prepares predoctoral trainees for positions as faculty in institutions of higher education and researchers in dedicated research institutions. The program involves 8 core faculty and 8 affiliated faculty. The core faculty are from the Developmental Science and Educational Psychology specializations within the Department of Human Development. The affiliated faculty are tenured and nontenured faculty from our department and from other off-campus institutions (Georgetown University and the National Institute of Child Health and Human Development). Predoctoral trainees are enrolled in the doctoral program in the Department of Human Development. Trainees will be expected to conduct research and gain knowledge of social development through an in-depth mentorship program and experience in several laboratories. ? ? ?

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Institutional National Research Service Award (T32)
Project #
5T32HD007542-03
Application #
6896381
Study Section
Special Emphasis Panel (ZHD1-DSR-H (08))
Program Officer
Maholmes, Valerie
Project Start
2003-05-01
Project End
2008-04-30
Budget Start
2005-05-01
Budget End
2006-04-30
Support Year
3
Fiscal Year
2005
Total Cost
$168,818
Indirect Cost

  Institution

Name
University of Maryland College Park
Department
Miscellaneous
Type
Schools of Education
DUNS #
790934285
City
College Park
State
MD
Country
United States
Zip Code
20742

  Publications

Salo, Virginia C; Rowe, Meredith L; Reeb-Sutherland, Bethany (2018) Exploring Infant Gesture and Joint Attention as Related Constructs and as Predictors of Later Language. Infancy 23:432-452
Bowers, M E; Buzzell, G A; Bernat, E M et al. (2018) Time-frequency approaches to investigating changes in feedback processing during childhood and adolescence. Psychophysiology 55:e13208
Barstead, Matthew G; Danko, Christina M; Chronis-Tuscano, Andrea et al. (2018) Generalization of an Early Intervention for Inhibited Preschoolers to the Classroom Setting. J Child Fam Stud 27:2943-2953
Barker, Tyson V; Troller-Renfree, Sonya V; Bowman, Lindsay C et al. (2018) Social influences of error monitoring in adolescent girls. Psychophysiology 55:e13089
Rizzo, Michael T; Killen, Melanie (2018) Theory of mind is related to children's resource allocations in gender stereotypic contexts. Dev Psychol 54:510-520
Buzzell, George A; Troller-Renfree, Sonya V; Barker, Tyson V et al. (2017) A Neurobehavioral Mechanism Linking Behaviorally Inhibited Temperament and Later Adolescent Social Anxiety. J Am Acad Child Adolesc Psychiatry 56:1097-1105
Li, Leon; Rizzo, Michael T; Burkholder, Amanda R et al. (2017) Theory of Mind and Resource Allocation in the Context of Hidden Inequality. Cogn Dev 43:25-36
Haas, Sara A; Amso, Dima; Fox, Nathan A (2017) The effects of emotion priming on visual search in socially anxious adults. Cogn Emot 31:1041-1054
Elenbaas, Laura; Killen, Melanie (2017) Children's Perceptions of Social Resource Inequality. J Appl Dev Psychol 48:49-58
Smith, Craig E; Rizzo, Michael T (2017) Children's confession- and lying-related emotion expectancies: Developmental differences and connections to parent-reported confession behavior. J Exp Child Psychol 156:113-128

Showing the most recent 10 out of 49 publications