Psychology, Department of
College of Liberal Arts and Social Sciences
Dr. Kyle Scherr, Chair
101 Sloan Hall 989-774-3001
Emily Bloesch, Ph.D., Washington University. Cognitive aging, peripersonal space representations, body-modulated visual attention and perception, human factors in healthy aging.
Neil Christiansen, Ph.D., Northern Illinois University. Personality and work, racism and social judgments, attitudes toward affirmative action.
Christopher Davoli, Ph.D., Washington University. Perception, history and systems. Visual attention and perception, embodied cognition, peripersonal space, action, tool-use, visual learning and memory, visual search, eye-tracking, emotional processing, cognitive aging and individual differences
Daniel Drevon, Ph.D., Central Michigan University. Academic and behavioral interventions based on applied behavior analysis, single-case design, psychoeducational assessment
Gary Dunbar, Ph.D., Clark University. Behavioral neuroscience, stem cell and pharmacological treatment of brain damage and neurodegenerative diseases
Kyunghee Han, Ph.D., University of Minnesota. Scientific study of culture, quantitative methods, psychological test/scale development and evaluation
Michael Hixson, Ph.D., Western Michigan University. Behavior analysis, direct instruction, precision teaching, behavior development, curriculum based measurement
Sandra Kanouse, Ph.D., Central Michigan University. Academic and behavioral assessment and intervention, pediatric consultation
Yannick Marchalant, Ph.D., université de Caen, France. Influence of brain aging and neuroinflammatory processes on the development of neurodegenerative diseases.
Elizabeth Meadows, Ph.D., State University of New York at Albany. Anxiety disorders, trauma, prevention of psycho-pathology, psychological and medical problem interactions
Kimberly O’Brien, Ph.D., University of South Florida. Occupational Health, job stress, psychometrics and research methods
Hajime Otani, Ph.D., University of Georgia. Human memory and cognition
Kevin Park, Ph.D., University of Illinois at Urbana-Champaign. Molecular genetics and neurobiology of neurodegenerative diseases, preclinical therapeutic development.
Allison Peart, Ph.D., Central Michigan University, Autism assessment, psychological assessment, behavioral interventions, and parent training.
Matthew Prewett, Ph.D., University of South Florida. Team performance management, personality traits, technology in the work place
Mark Reilly, Ph.D., West Virginia University. Experimental analysis of behavior, operant/respondent conditioning, animal learning, quantitative models, behavioral pharmacology, substance abuse
Katrina Rhymer, Ph.D., Mississippi State University. Academic, behavioral, and social/emotional interventions, curriculum-based measurement and single-subject design research
Michael Sandstrom, Ph.D., Ohio State University. Assessing brain plasticity, compensatory neuronal activity, or neurochemical control during active behavior at various stages of deteriorative brain diseases such as Parkinson’s and Huntington’s using animal models
Kyle Scherr, Ph.D., Iowa State University, Psychology and Law
Reid Skeel, Ph.D., University of Florida. Neuropsychology
Nathan Weed, Ph.D., University of Minnesota. Assessment of personality and psychopathology, psychometric methods in personality assessment
The first graduate degree awarded in psychology at CMU was the Master of Arts in General Psychology in 1967. Since then the department has expanded its programs to include the Master of Science in Experimental Psychology, a Master of Arts in Industrial/Organizational Psychology, a Specialist in Psychological Services in School Psychology, and Doctor of Philosophy degrees in Industrial and Organizational Psychology, Clinical Psychology, School Psychology, and Applied Experimental Psychology. These programs have been, and continue to be, successful, with some of its graduates attaining national and international recognition in psychology.
The Department of Psychology maintains a variety of facilities that are used in the education of graduate students. Following is a brief description of those most frequently used within the department and university.
Computer Facilities. A computer lab for graduate students is located in Sloan Hall. There are a total of 18 networked computers (located on the second floor and in the basement) available for testing research participants. Computers are also available at the neuroscience and psychophysiology laboratories. Further, each faculty member maintains a lab with a computer, which is used for research purposes.
Human Subjects Laboratories. Space is reserved in Sloan Hall for research with human participants. Special apparatus permits studies in neuropsychology, social psychology, biofeedback, discrimination learning, and perception. A computer with appropriate interfacing helps provide flexibility in instruction and research.
Brain Research and Integrative Neuroscience (BRAIN) Center. The BRAIN Center is a compilation of four state-of-the-art neuroscience laboratories (each with space for two Principal Investigators) located in the Health Professions Building, adjoined by fully-equipped shared core facilities for cellular/ molecular neurobiology, behavioral assessments, image analysis and microscopy lab, and computer lab. A fully-equipped animal care facility with surgical suites and necropsy room is adjoined to the BRAIN Center. In addition, a radioisotope room, cold room, and darkroom are available for specialized procedures.
Behavior Analysis Laboratory. The Behavior Analysis Laboratory is located in rooms 201-204 of Rowe Hall. The facilities include both rodent and aviary colonies and state-of-the-art environmental control equipment and behavioral testing apparatuses. Operant conditioning chambers are computer controlled and fully equipped with multiple response manipulanda and reinforcer delivery systems, including syringe pumps for drug delivery. The lab is adjacent to a conference area with computer workstations for data analysis. There is also a fully modernized undergraduate student laboratory equipped with operant conditioning stations for use in PSY 384.
Course Designator:
PSY - Psychology
The Programs:
Experimental Psychology:
Experimental Psychology, M.S.
Applied Experimental Psychology, Ph.D.
Clinical Psychology:
Clinical Psychology, M.A.
Clinical Psychology, Ph.D.
Industrial and Organizational (I/O) Psychology:
Industrial/Organizational Psychology, M.A.
Industrial/Organizational Psychology, Doctor of Philosophy, Ph.D.
School Psychology:
Training Model: Scientist-Practitioner Model: The training model is based on the scientist-practitioner tradition emphasizing the application of behavioral science in educational systems and the larger community. Training emphasizes practice guided by scientific knowledge. Students are taught to use scientific principles to inform their practice (including consultation, intervention, and diagnostic services) and to evaluate their practice in order to improve services as well as contribute to the field of school psychology. The program is committed to fostering in its students sensitivity to, appreciation for, and understanding of diversity. Similarly, the program strives to promote understanding of, and responsiveness to, the special needs of individuals with disabilities.
Specialist in Psychological Services, S.Psy.S.
School Psychology, Ph.D.
Interdisciplinary:
Neuroscience, M.S.
Neuroscience, Ph.D.