The Department of Psychology currently has two tenure track faculty positions and one postdoctoral position for which we are accepting applications. In addition there are several positions, paid and unpaid, available in our labs. 

Postdoctoral Fellowships

Postdoctoral Position: In Vivo Electrophysiology of Memory
Psychology Department
Emory University, Atlanta, GA

Applications are invited for an NIH-funded postdoctoral position to study amygdala-hippocampus interactions in memory. The project utilizes in vivo electrophysiology, neural stimulation (electrical and optogenetic), and intracranial drug infusions in rats to ask how activation of the amygdala can prioritize memory consolidation in the hippocampus. More information about research in the laboratory can be found on the laboratory’s website (psychology.emory.edu/labs/manns).

The position is available now. The ideal applicant will have a Ph.D. in neuroscience or a related discipline and will have relevant research experience in at least one of the above techniques as evidenced by publications. Proficiency in neural data analysis is also a plus. In addition to possessing technical skills, the successful applicant will engage intellectually with advancing the project. Salary will be based on NIH pay scales.

Questions regarding the position can be directed to Dr. Joseph Manns at jmanns@emory.edu. Applications should be submitted via the following link: https://apply.interfolio.com/48164. Applications should include a CV that lists names of potential references and a cover letter that briefly describes your research experience and future research interests. No letters of reference are required at this point. Emory University is an Equal Opportunity/Affirmative Action Employer.

Postdoctoral Position in Diffusion Tensor Imaging for Brain Ark
Psychology Department
Emory University, Atlanta, GA

Despite the advances in neuroimaging tools, they have not been widely applied to the brains of non-human animals. Apart from humans, non-human primates, rats and mice, almost no information exists about the connectivity of other species’ brains. For example, what is it in a tiger’s brain that makes it a tiger? Or in a bear’s brain that makes a bear? The relationship between brain and species is fundamental to understanding the evolution of the nervous system, and can illuminate sensory, motoric, and cognitive adaptations that help situate each species in its ecological niche. A postdoctoral position is available in the Canine Cognitive Neuroscience Laboratory at Emory University. We are using diffusion tensor imaging (DTI) in opportunistically-acquired brain specimens of a wide range of mammals to construct a digital “Brain Ark.” The successful candidate will join a dynamic environment with a dedicated 3T research scanner, supercomputing cluster, and collaborations across multiple disciplines. Prior DTI experience is required, and a strong computational background is desirable. To apply for this position, please go to http://apply.interfolio.com/41710 AA/EOE.

For more information about the position, please contact directly:

Gregory S. Berns, M.D., Ph.D.
Distinguished Professor of Neuroeconomics and Psychology
Director, Facility for Education and Research in Neuroscience

URLs:  brainark.org and www.neuropolicy.emory.edu
Email:  gberns@emory.edu

Research Assistants

The Halle Institute for Global Research and Learning and the Fox Center for Humanistic Inquiry are pleased to announce the new Halle Institute--FCHI Undergraduate Global Research Fellows Program. The program will offer up to six Fellowships during Summer 2018 to support research outside the United States for juniors in any school (Arts and Sciences, Business, and Nursing) contemplating honors theses or other types of senior capstone projects with humanistic components. 

Global Research Fellows will receive up to $4,000 to conduct summer research during Summer 2018; in the fall, the Fellows will be expected to participate in the intellectual life of the FCHI and the Halle Institute and in a monthly research seminar with the Directors of the Halle Institute and the Fox Center. Global Research Fellows are expected to graduate in Spring 2019. 

Please note that the capstone project could be any research project alternative to the honors thesis—for example, an extended research paper written under the supervision of a faculty member with whom the student wishes to work closely. 

Please find complete information and the application at fchi.emory.edu. Applications are due February 5, 2018. If you have any questions, please contact Tye Tavaras at the GSI/Halle Institute (t.tavaras@emory.edu) or Keith Anthony at the FCHI (keith.anthony@emory.edu).


Spring 2018
Infant and Child Lab 

The Emory Infant and Child Lab, directed by Dr. Philippe Rochat, is looking for Research Assistants (RA) starting in Spring 2018. Excellent academic credentials and a clear interest in developing research skills are required. Candidates must be able to commit at least 9 hours per week working at the Lab, with a minimum 1 year (2 semesters) commitment. This is not a paid position, but 3 academic credits per semester can be earned, with potential for more. 

The Infant and Child Lab investigates social and cognitive development across cultures. There are a variety of studies going on at the lab at any given time. Each study is designed with the intention of learning more about cognitive and behavioral development in infants and young children between birth and 12 years old. Our current studies focus on sharing, negotiation, and self-other discrimination, evaluation in early development and more. For more information on the Rochat lab and our current studies, please visit our website at: http://www.psychology.emory.edu/cognition/rochat/lab/

This is a great opportunity for the right candidate to develop research skills as an undergraduate, which is critical if you are considering graduate or medical school. If you think you might be interested and a good fit, please fill out and send an application and either a CV or resume to Natalie.eldred@emory.edu.

We look forward to hearing from you!

Starting Spring 2018 (as soon as possible)
Charlie A. Davidson, Ph.D. in collaboration with Mental Health and Development Research Program

 Dr. Davidson is a fellow working with Dr. Elaine Walker’s  MHDR Program. Along with clinical psychology Ph.D. candidate and intern Katrina Bridgman Goines, M.A., we are beginning research into student health and sleep behaviors, with the purpose of better understanding resilience, barriers, and potential interventions related to mental and physical health among undergraduates. This study will continue at least through the Spring semester. This research is particularly promising because sleep is one of the most significant barriers to mental health among young people, especially those at-risk for mental disorders, as well as one of the most straightforward and effective targets for intervention.

We are seeking research assistants ASAP to manage research participation. The precise nature, commitment, and outcomes for volunteering are up for negotiation depending on the individual. Applicants should be 1) maintaining a “B” or higher GPA with no probationary status; 2) interested in pursuing research or clinical work in behavior/health; 3) facile with smartphones, communication technology (e.g., scheduled messages, etc.), and data management (e.g., spreadsheets and formulas); 4) able to commit at least 5 hours every week, with more effort toward the beginning of the semester; willing to complete CITI and HIPAA training in the next week or two, or have previous certification. All procedures will be conducted in English. There are no requirements for major or other statuses. Students belonging to traditionally underserved groups are particularly encouraged to apply.

Please contact Charlie Davidson, cadavid@emory.edu, to schedule a meeting. If possible, please send a C.V. and brief description of your interest in this project.

 Thank you for your time and interest!


External Opportunities

The Laboratory for Relational Cognition at Georgetown, directed by Dr. Adam Green, is seeking a full-time lab manager and a half-time study coordinator to contribute to neurocognitive research on learning, reasoning, and creativity in high school students and young adults. For more information on the lab, see our website. For more information on the positions, please see the attached description. With any questions, please contact Nhi Dinh at cnglab@georgetown.edu.

Lab Manager Position

Research Coordinator Position

Haskins Laboratories in New Haven CT is seeking qualified individuals to fill full-time and part-time Research Associate positions. Successful candidates will join a team of researchers who employ behavioral and neuroimaging methods to investigate language development in infants and children. Multi-year NIH grants support research on (a) typical and atypical reading development and effects of reading intervention in children, and (b) statistical learning in infants, children, and adults. These positions are an excellent opportunity for those looking to gain hands on experience working with clinical populations and cutting-edge neuroimaging techniques.

These positions will involve data collection from infants and children using EEG and fNIRS techniques as well as behavioral testing and coordination. Applicants for these positions must have experience working with children and some experience with one or more of the following: administration of standardized assessments, computer-based experiments, touch-screen educational games, neuroimaging methods, or computer programming and data analysis. Additional requirements include: a BA or BS in Psychology, Education, Cognitive Science, Neuroscience, Communication Disorders or related field. Flexible work availability (evenings and weekends) is desirable.

Interested applicants should contact Tammy Ursini, Administrative Coordinator (ursini@haskins.yale.edu) with a cover letter, resume, copy of (unofficial) transcripts, and the names of three potential references. Please note “Job Posting 222001”, in the subject line of
your email. This position will remain open until filled, with an anticipated start date in early Spring 2018. Review of applications will begin on January 15, 2018. Compensation is commensurate with skills and experience.

Haskins Laboratories (www.haskins.yale.edu) is a private, non-profit research institute with a primary focus on speech, language, reading, and their biological basis. Haskins has longstanding, formal affiliations with the University of Connecticut and Yale University. Haskins Laboratories is an Equal Opportunity Employer.

Hiring Opportunity for Research Fellowships, Yale Child Study Center, Yale University School of Medicine

The Yale Early Social Cognition Lab at the Yale Child Study Center is interested in recruiting highly qualified students for exciting pre-doctoral fellowships for current graduates or graduating seniors. The positions will commence July 2018.

  1. Yale Fellowship in Developmental Psychopathology and Social Neuroscience

Successful applicants will be involved in a 2-year training program involving clinical research experience. The primary training experience will be in daily activities related to behavioral, psychophysiological, eye-tracking and neuroimaging studies of infants and toddlers with and without autism. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results. 

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Developmental Psychopathology and Social Neuroscience may be directed to Dr. Suzanne Macari at yescog@yale.edu

  1. Yale Fellowship in Translational Technologies in Development

The recipient of the fellowship will be involved in a 2-year training program in data science, cutting-edge computational technologies in a clinically based developmental disabilities research lab.  The primary experience will be in daily activities related to training in rapid prototyping and robust development of translational technologies, which may include eye-tracking technologies, image processing, physiological sensing technologies, machine learning projects and experimental paradigms. With research mentorship, selected applicants will be expected to guide a pre-determined project of research from the point of data collection through analysis and publication of results.

Interested students should send cover page, CV, official transcripts, and personal statements no later than January 15, 2018 in order to be considered for the position. Letters of recommendation are due by January 29, 2018.  Additional information about the lab can be found on our website:  http://www.childstudycenter.yale.edu/yescog/ 

Questions regarding the Yale Fellowship in Translational Technologies in Development may be directed to Dr. Quan Wang at quan.wang@yale.edu.

Florida International University
Center for Children and Families
Summer Treatment Program
2018 Counselor Positions 

The Center for Children and Families at Florida International University announces Summer Treatment Program Counselor positions for 2018. The Summer Treatment Program (STP) provides services to children with Attention-Deficit Hyperactivity Disorder (ADHD), Conduct Disorder, Oppositional-Defiant Disorder, learning problems, and related behavior problems. The program provides treatment tailored to children's individual behavioral and learning difficulties. Counselors will work in the STP-PreK, for children in preschool or entering Kindergarten, or the STP-E, for children ages 6-12 in elementary school. Opportunities are also available for applicants interested in working with children at-risk for pediatric obesity through the Healthy-Lifestyle Intervention Program (HIP). The Center for Children and Families is directed by William E. Pelham, Jr., Ph.D., who is a Distinguished Professor of Psychology and Psychiatry at Florida International University. Paulo Graziano, Ph.D., and Katie Hart, Ph.D., are the Program Directors for the STP-PreK, and Erika Coles, Ph.D., is the Program Director for the STP-E. 

The dates of employment for the Counselor position are Monday, June 4, 2018 through Saturday, August 11, 2018. Counselor hours of employment are 7:00 AM to 7:00 PM, Monday through Friday, and on Saturday, August 11. In addition, Counselors continue to work with the children until 8:30 PM one evening each week while parents participate in weekly parent training groups. 

Counselors are paid a salary of $4,000 for the summer. In addition, current students may be able to arrange for academic course credit through their university departments.

In each of the programs, children and counselors are assigned to groups that remain constant for the duration of the program. Each group consists of four or five counselors and 10 to 15 children of similar age. Children participate in a variety of classroom-based and recreational activities. Staff members implement an extensive behavior modification treatment program during all program activities. The behavior modification program includes feedback and associated consequences for positive and negative behaviors, daily and weekly rewards for appropriate behavior, social praise and attention, appropriate commands, and age-appropriate removal from positive reinforcement. Counselors will also be responsible for recording, tracking, and entering daily records of children’s behavior and response to the treatment. Counselors will work under the supervision of experienced faculty and staff members and will receive regular feedback about their performance. A brief description of daily activities for each program follows: 

  • Counselors in the STP-PreK deliver the treatment components within both classroom and recreational contexts. Counselors will assist in the following each day: (1) leading an academic center (i.e., English/Language Arts, Math, Science, Writing); (2) leading a sport (i.e., soccer, kickball, teeball); (3) delivery of treatment components during large group instruction periods; (4) assisting in the delivery of an evidence-based reading intervention; and (5) tracking the daily behavioral progress for assigned cases. Within the STP-PreK, we serve children with and at-risk for ADHD and related learning problems and disruptive behavior disorders. Sports experience or teaching experience is not a requirement for the STP-PreK program.
  • Counselors in the HIP will assist in the following each day: (1) leading and/or supporting daily structured and non-structured physical activities; (2) supporting large- and small-group literacy and academic development; (3) supporting daily social skills and emotional development activities; (4) supporting daily nutritional activities; and (5) implementation of behavioral treatment program and tracking daily behavioral progress for assigned cases. Sports and active exercise experience is a requirement.
  • Counselors in the STP-E deliver the treatment components during daily sports-based recreational periods in which children practice and play soccer, teeball/softball, and basketball. Counselors plan and conduct skill drills to address children’s specific skill deficits, provide appropriate coaching, assess children’s knowledge of the game rules and procedures, model appropriate sports skills, and encourage and reinforce appropriate effort, sportsmanship, leadership, and teamwork. All counselors are required to be familiar with the rules and fundamentals of each sport and will be expected to model appropriate skill and enthusiasm. Counselors also assist with daily social skills training sessions, conduct problem solving discussions as necessary, and assist with the implementation of daily report cards and individualized treatment programs. In addition, Counselors organize, prepare and lead weekly Fun Friday activities such as video games, water slides, and field day activities that serve as reinforcers for children who met their behavioral goals for the week. Most of the daily activities take place outdoors and counselors are physically active throughout the day. Counselors in the STP-E spend a substantial amount of time coaching and teaching children sports rules and skills. Therefore, previous experience in teaching, refereeing, or coaching children is preferred. Counselors will be required to transport, setup, and breakdown sports equipment used in games, drills, and recess activities. 

Prior to the start of employment, Counselors will be required to read the applicable treatment program manual and to be extensively familiar with behavior modification program and rules and procedures for daily activities, including the rules and fundamentals for the sports played in the program and other daily activities. Counselors will be required to memorize, verbatim, information such the operational definitions for the behavior modification system categories, activity rules, rules for classifying behaviors, and other related information. Counselors will need to spend a significant amount of time preparing prior to the start of employment.

During the first two weeks of employment, Counselors will participate in a variety of training activities. Training will consist of lectures, slide and video presentations, testing, and daily active role-plays during which staff members will act as counselors and children during activities such as games, drills, discussions, and time out. On the last day of employment, Counselors will complete rating scales regarding progress children made in the program and children’s response to treatment. In addition, Counselors will prepare and summarize information to be included in children’s final treatment reports.

The Summer Treatment Program has been conducted at Florida State University from 1980 to 1986; at Western Psychiatric Institute and Clinic from 1987 to 1996; at the University at Buffalo from 1997 to 2009; and at Florida International University since 2010. The STP was named as a Model Program for Service Delivery for Child and Family Mental Health by the Section on Clinical Child Psychology and Division of Child, Youth, and Family Services of the American Psychological Association. The STP has also been used in clinical trials conducted under the auspices of the National Institute of Mental Health, has been named a Model Program in Child and Family Mental Health by the American Psychological Association and SAMHSA, and has been named a program of the year by CHADD, the national parent advocacy group for children with ADHD. The STP has been listed in SAMHSA's National Registry of Evidence-based Programs and Practices.

Experience in the STP may be helpful to prepare students for further study or employment in the fields of education, mental health, physical education, pediatrics, psychiatry, recreational therapy, behavior analysis, social work, counseling, and related areas. Staff members have uniformly reported the experience to be the most demanding but also the most rewarding clinical experience of their careers.

Desired qualifications for Counselors include: undergraduate-level study in Psychology, Education, Behavior Analysis, Social Work, or related field; experience working with children or adolescents in settings such as summer camps, after-school programs, sports programs, daycare programs, and educational programs; and experience with activities such as organized sports activities, art, music, dance, theater, journalism, photography, and videography.

Additionally, participation in the STP requires staff members to ensure the safety, well-being and treatment of children and adolescents with mental health, learning, attention and behavior problems. Staff must be able to visually scan the environment, effectively attend to and hear verbal exchanges between children, provide neutral, corrective feedback on children’s misbehavior (which can include aggression), provide a consistent, warm, positive climate for children, and actively engage in sports and physical activity. Applicants must be able to meet the above requirements of the position.

All finalists must clear a Criminal Background Check initiated by the Division of Human Resources at FIU before an offer of employment will be made. All finalists must be digitally fingerprinted and cleared by the FIU Division of Human Resource before beginning assignment.

Employees placed on Temporary Appointments are not eligible to participate in employee benefit programs (i.e., paid leave, health insurances, etc.) but are enrolled in the FICA Alternative plan.      

Florida International University is a member of the State University System of Florida and is an Equal Opportunity, Equal Access Affirmative Action Employer. 

Applications for STP positions will be accepted beginning in October, 2017. There is no cutoff date for applying. Applications received after all positions have been filled will be placed on a waiting list. Positions are competitive so interested individuals should apply as soon as possible. 

For detailed descriptions of each program, and to apply for this position, please visit https://ccf.fiu.edu/opportunities/summer-treatment-program-opportunities-and-training/

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

Dates: June 4- August 10, 2018

The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham. 

REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs. 

To be eligible for the Yale REU program, applicants must:

  • be a U.S. citizen or permanent resident
  • be a full-time undergraduate student and return to their institution after the internship
  • have experience or be comfortable working around dogs
  • commit to the 40 hr/ week 9-week internship, which will include at least some weekends

Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest. 

For more detailed information and for our application, visit https://doglab.yale.edu/NSF-REU. For any specific questions, feel free to email canine.cognition@yale.edu.