Academic Staff
Note : An * after the name means this person is NOT accepting graduate student applications for 2021/2022
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Baerveldt, Cor BS P-345 (780) 492-5263 cor@ualberta.ca Profile Page |
Self, emotion & culture. |
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Brinker, Jay * BS P-361 (780) 492-3360 jay.brinker@ualberta.ca |
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Brown, Norman BS P-563 (780) 492-4604 norman.brown@ualberta.ca Profile Page |
Autobiographical memory, collective memory, basic memory processes, judgment and decision making, cognitive aspects of survey methodology. |
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Caplan, Jeremy BS P-353 (780) 492-5265 jcaplan@ualberta.ca Profile Page |
Human memory from three approaches: a) experimental psychology, b) computational cognitive modeling and c) cognitive neuroscience, neuroimaging and electrophysiology, as well as the connection of all these approaches. |
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Colbourne, Fred BS P-459 (780) 492-5268 fcolbour@ualberta.ca Profile Page |
Rodent models of stroke (e.g., focal ischemia, intracerebral hemorrhage). Recovery after stroke (e.g., experimental rehabilitation treatments). Neuroprotective interventions for stroke (e.g., therapeutic hypothermia). |
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Dawson, Mike BS P-565 (780) 492-5175 mdawson@ualberta.ca Profile Page |
Foundations of cognitive science. |
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Dickson, Clayton BS P-439 (780) 492-7860 cdickson@ualberta.ca Profile Page |
Coordinated patterns of rhythmic neuronal activity are a feature of both the waking and sleeping brain. We are interested in how sleep and sleep-like rhythms may play a role in long-term episodic memories that are dependent on medial temporal lobe structures like the hippocampus. |
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Dixon, Roger BS P-579 (780) 492-5850 rdixon@ualberta.ca Profile Page |
We conduct longitudinal and epidemiological research in multiple integrated aspects of neurocognitive aging. For example, we investigate trajectories and transitions associated with a spectrum of outcomes such as healthy and normal aging, mild cognitive impairment, and Alzheimer's disease. Our studies include assessment of the influence of biomarkers, such as genetic, health, metabolomic, lifestyle, and other dementia risk and protective factors. |
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Dyson, Benjamin BS P-255 bjdyson@ualberta.ca Profile Page |
I use behavioural and electrophysiological measures to see how decision-making changes as a function of competitive environments. Recent studies have focused on how people play Rock, Paper, Scissors against different kinds of opponents, and how an early neural signal (feedback-related negativity; FRN) acts as a catalyst for the determining the quality of subsequent action. Our lab also looks at the production and perception of art, and, how signals from the ear and the eye are combined into multi-modal percepts. |
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Fyshe, Alona Athabasca hall 3-56 alona@ualberta.ca Profile Page |
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Gagne, Christina BS P-569 (780) 492-0034 cgagne@ualberta.ca Profile Page |
I am interested in how conceptual knowledge affects the way people understand and use language. My current research focuses on how existing concepts can be combined to create new conceptual structures. I am also examining how people use language to convey information about such structures. |
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Galambos, Nancy * BS P-567 (780) 492-4607 galambos@ualberta.ca Profile Page |
Mental Health Trajectories in the Transition to Adulthood; Parent-youth Relations; Sleep Behaviours and Psychosocial Functioning in University Students; Social Development from Adolescence to Middle Adulthood. |
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Guillette, Lauren |
I am a comparative psychologist with a broad interest in animal behaviour, with a particular focus on how learning and cognitive abilities allow animals to solve problems they face in the wild (e.g. foraging, vocal recognition of conspecifics, how to know what nest to build). I investigate the causes and consequences of variation in these abilities. |
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Hayward, Dana |
My research is grounded in the field of spatial attention, with a focus on how we pay attention to social information. Key questions include (i) determining the underlying attentional mechanisms to social and nonsocial information, (ii) investigating how individual or group-based (i.e., autism spectrum disorder) variability shapes attention, and (iii) delineating the motivational/reward and environmental influences on attention. |
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Hoglund, Wendy BS P-237 (780) 492-7147 hoglund@ualberta.ca Profile Page |
Social and emotional development of vulnerable children and adolescents and factors that enhance or undermine their competencies, including relationships with peers, parents, and teachers and setting-level processes (e.g., classroom instructional practices). School-based programming and practices designed to promote social and emotional competencies. |
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Hurd, Peter BS P-445 (780) 492-3578 phurd@ualberta.ca Profile Page |
Evolutionary biology and behavioural neuroscience of individual differences in social behaviour; Sex and violence in humans and cichlid fish; Sex as a spectrum and its biological development. |
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Kwong-See, Sheree * BS P-571 (780) 492-5197 kwongsee@ualberta.ca Profile Page |
Normal and abnormal cognitive changes in aging. Development of age stereotyping in children. Impact of age stereotyping (ageism) on cognitive performance in later life and in contexts such as health care and elder abuse. |
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Loepelmann, Karsten * BS P-231 (780) 492-7157 kloepelm@ualberta.ca Profile Page |
Human factors and ergonomics; applications of psychology, design, and human-machine systems. Teaching, learning, and technology. |
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Masuda, Takahiko * BS P-355 (780) 492-7861 tmasuda@ualberta.ca Profile Page |
Cultural Variations in Cognition, Emotion, and Motivation; Multiculturalism; Bilingualism; Acculturation; Language Acquisition; Pragmatics; Socialization Processes of Cultural Practices. |
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Mathewson, Kyle BS P-455 (780) 492-2662 kmathews@ualberta.ca Profile Page |
Human psychophysiology of attention, perception, and performance. We use human behavioural studies, neuroimaging, and electrophysiological recording to gain understanding of the visual attention system. We study basic processes of the visual attention system involving oscillations in neural activity, as well as how these processes are utilized in real world tasks such as driving and video games. We are also developing and researching new technologies to non-invasively monitor physiology and brain activity. |
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McFall, G. Peggy *
BS P-306
(780) 492-7602
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My research seeks to distinguish specific modifiable risk factors associated with different neurocognitive phenotypes and the specific populations (e.g., sex, genotype) that might benefit from intervention protocols. I am interested in sex and gender differences as they relate to risk and protection factors, omics technologies, and conversion to (or differentiation among) other neurodegenerative diseases. My expertise includes management of large-scale data sets and analyses of longitudinal data using structural equation modeling, data-driven, and machine learning technologies. |
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Mou, Weimin BS P-585 (780) 492-3601 wmou@ualberta.ca Profile Page |
I am interested in two strongly interrelated questions: how people represent spatial relations among objects in the environment; how people access spatial representations during navigation. Virtual Environments are the major facility for my research. |
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Nash, Kyle BS P-457 knash@ualberta.ca Profile Page |
I investigate basic neural, motivational, and emotional mechanisms in personal convictions, social decisions, and intergroup behaviors. In my research, I typically combine methods from neuroscience, social psychology, and behavioural economics. |
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Nicoladis, Elena BS P-261 (780) 492-1758 elenan@ualberta.ca Profile Page |
Language Development in Bilingual Children. Compounding and Morphological Acquisition in Children. Gesture and Thought. |
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Noels, Kimberly BS P-319L (780) 492-4717 knoels@ualberta.ca Profile Page |
My research interests rest at the intersection of cultural and social psychology, applied and sociolinguistics, and communication science, particularly as these disciplines pertain to intercultural relations and communication. My current research program involves two broad lines of inquiry. The first concerns bilingualism and second language learning, with a focus on how the social context is linked people's experience of intrinsic and self-determined motivation, the process of internalizing a new language into one's sense of self, and the implications of motivated learning for social identity. The second centers on the role of communication in the process of cross-cultural adaptation, particularly the dynamic relation between language and identity development. |
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Passey, Jennifer * BS P-341 (780) 492-3229 jpassey@ualberta.ca Profile Page |
In addition to Research Methods, I teach courses related to the Social and Cultural Psychology area, including: Self and Identity, Interpersonal Relationships, Social Influence, Social Psychology, and Personality. |
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Rast, David * BS P-319H (780) 492-5264 david.rast@ualberta.ca Profile Page |
My research focuses on the psychological processes of leadership that occur within and between small dynamic groups, such as teams or divisions, and larger social categories ranging from organizations to ethnic and national groups. More specifically, my research examines the social psychology of leadership and influence. I investigate the role of social identity processes in shaping group and organizational behavior, specifically leadership and followership. |
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Schimel, Jeff BS P-319J (780) 492-5280 jschimel@ualberta.ca Profile Page |
My research is broadly concerned with understanding the psychological function of important beliefs about the self and world. The types of beliefs I have been investigating over the years have to do with 1) self-esteem, the belief that one is an object of primary value in a world of meaning (c.f., Becker, 1971), and 2) cultural worldviews, beliefs about the nature of reality. Some of my research suggests that these beliefs function, at least in part, to help people manage anxiety about death. |
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Singhal, Anthony BS P-249 (780) 492-7847 asinghal@ualberta.ca Profile Page |
Cognitive neuroscience of attention, memory, emotion, and visuomotor control |
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Singhal, Deanna * BS P-263 (780) 492-0970 dsinghal@ualberta.ca |
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Spalding, Tom BS P-581 (780) 492-7778 spalding@ualberta.ca Profile Page |
My research interests are broad, but all relate to the issue of how people combine information in the course of learning, comprehension, and inference. This overarching interest has led to research on concepts, conceptual combination, memory, word meanings, analytic reading, and expository writing, as well as peripheral interests in spatial cognition, conceptual development, and consumer loyalty. |
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St Jacques, Peggy BS P-559 (780) 492-6542 pstjacqu@ualberta.ca Profile Page |
I investigate the cognitive and neural mechanisms of memories for naturalistic events, including autobiographical experiences from our personal past. I am particularly interested in understanding the constructive processes that enable us to edit memories-updating, enhancing, and sometimes distorting our memories. Recent studies have focused on how visual perspective influences how we form and later remember events. |
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Sturdy, Chris BS P-441 (780) 492-7843 csturdy@ualberta.ca Profile Page |
An interdisciplinary and integrative approach to understanding the Neuroethology of songbird acoustic communication, with interests in these related research areas: Animal Cognition, Animal Behaviour, Animal Communication, Neuroethology, Neurobiology and Behaviour, Neuroscience, Artifical Neural Networks. |
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Westbury, Chris BS P-577 (780) 492-5275 chrisw@ualberta.ca Profile Page |
Language processing (especially reading in adults), affect in language, neurolinguistics, aphasia diagnosis and classification, statistical models of language. |
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Wiebe, Sandra BS P-243 (780) 492-2237 sandra.wiebe@ualberta.ca Profile Page |
My research examines the development of executive function and its relation to neural correlates in childhood, and how these developments relate to key predictors (e.g., physical activity, home environment) and outcomes (e.g., academic achievement). |
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Zheng, Yao BS P-349 (780) 492-0187 yao.zheng@ualberta.ca Profile Page |
The influences of family and peer processes that shape different developmental trajectories of problem behaviors from childhood through adolescence to young adulthood, particularly with the application of advanced quantitative methodology at multiple levels of analysis and time scales in different ecological contexts. Gene-environment interplay in the development of problem behavior. Evaluation of preventative interventions that aim to prevent problem behaviors. |
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Ziolkowski, Sandra * BS P-247 (780) 492-2530 sandra.ziolkowski@ualberta.ca |