CDPP students are actively engaged in research throughout the program. All CDPP students are required to complete predissertation and dissertation research projects. Faculty members run research groups that meet regularly and provide support and collegiality for ongoing research.
The CDPP runs a weekly Research Brown Bag lunch, held on Wednesdays, for students and faculty. Students present their research at different stages of development. The Research Brown Bag gives students a chance to see what their fellow students are working on, enables them to get feedback about their own research, and gives them an opportunity to make constructive suggestions about the research of others in an informal and collaborative context.
Recent Dissertations
- Age Comparison of Valence Effects Across Cognitive Domains: Support for Stability/ Lindsey Dever 2016
- The Effect of Exposure to Aversive Stimuli on activity Based Anorexia/ Ann Castley Burdzy 2016
- Emotion Recognition and Aging/ Devon Seward Dautrich 2016
- Growth in Math Skills and Response to Math Intervention in Kindergarten/ Hannah Rebekah Ebin 2016
- Patterns and Predictors of Behavioral Change Among Children Enrolled in an Intensive School-Based Mental Health Program/ Karen Marguerite Grundy 2016
- Changing Perspectives: Can a Short-term Intervention Promote Relationship Satisfaction?/ Mary Theresa McManaman 2016
- Parent-Adolescent Cross-Informant Agreement: Findings from Two Clinical Samples/ Jillian Leigh Neill 2016
- Individual differences in frequency and type of gesture production: Relationship to personal characteristics./ Kristin Kopple 2015
- Compulsive Disorder with Exposure and Response Prevention./ Beth L. Mugno 2015
- Does theory of mind imply understanding of other mental phenomena? The link between theory of mind and metamemory in old age./ Alyssa Caroline Bressler 2014
- Mindfulness-Based Stress Reduction as a Cognitive Intervention in Older Adults: A Feasibility Study/ Rebecca Ethridge Bubb 2014
- Reading Achievement in High Stakes Testing: Patterns and Predictability Across Time/ Karen Elizabeth Landman 2014
- Predicting and Tracking Mathematics Growth Using High-Stakes Test Scores: An Examination of Latent Growth and Latent Class Models/ Thomas Criswell Mack 2014
- Intention Discrimination and Attribution/ Suzanne Mischell Nangle 2014
- Work Experience, coherence, and well-being: an examination of coherence and later work measures/ Amy Melissa Paris 2014
- Analyzing well-being in late life: Quantitative and qualitative approaches/ Sarah Elizabeth Scheckter 2104
- Why be mindful? A profile approach to understanding the role of motivation in emotion regulation./ Joanna Scott 2013
- Young Children’s Perceptions of Morally Relevant Behavior in Adults and Children/Sarah Ashley Teague Duda 2013
- Temperament in Infants at Heightened Risk for Autism/ Breanna M. Winder 2013
- The Effect of Mindfulness on Racial Stereotype Activation &Application/ Carmelinda Mann 2012
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The Relationship Between Relational Family Values and Identity Status of First-Generation and Non-First-Generation College Students/ Alisa J. Horwitz 2011
- THE RELATIONSHIPS AMONG STYLES OF MINDFULNESS
ENGAGEMENT, COMPONENTS OF EMOTION REGULATION,
AND HEART RATE VARIABILITY/ Heejin Kim 2011 - Dyadic Emotion Processes in the Prediction of Intimate Partner Violence/ Sarah Marvin 2011
- Acculturation and Relational Family Values in Korean Immigrants/ Soo Hyun Sung 2011
- An Ecological Perspective on Theory of Mind: The Development of Understanding Other Minds Within the Context of Adverse Childhood Experiences/ Megan Austin Pashley 2010
- Cross-Informant Agreement between parents and Adolescent in 20 Cultures/ Sofia Artom -Ginzburg 2009
- "What do lots of kids like?": How the Understanding of Normative Preferences Affects Desire-Based Reasoning in Preschool Children/ Julie James 2009
- The effect of race in therapy/ Elizabeth May 2009
- Pre-Exposure and Recovery in Activity-Based Anorexia/ Yevgeniya Ratnovsky 2009
- Preschoolers' Use of Personality Traits to Predict Behavior/ Mary Riggio 2009
- An Investigation of the Predictive Validity of Kindergarten Dynamic Indicators of Basic Early Literacy Skills to the Third Grade Pennsylvania System of School Assessment/ Danielle Davis Trucksess 2009
