Listed below are the areas of research and academic interests of the full-time faculty in the Barnard College Department of Psychology. This information is provided to help students choose an advisor upon declaring a psychology major and also differentiate our faculty
Choosing an Advisor
A student chooses a major advisor when she declares her major at the end of the sophomore year. The major advisor will approve her programs and monitor her progress in the major during the junior and senior years. Psychology majors may select an advisor on their own, or in consultation with the Departmental Representative.
The advisor must be a full-time faculty member but beyond this, it could be a professor the student likes or has taken a course with; or it could be a professor whose specialty or area of research is of interest to the student. All Barnard Psychology faculty members are familiar with the broad range of sub-disciplines within psychology and will often be able to provide guidance in areas other than their own. Please note that the student is permitted to change advisors. Students whose advisor goes on leave should choose another advisor as soon as possible, in consultation with the Departmental Representative.
Choosing a Mentor for Independent Research
Getting involved in psychology outside of the classroom gives students the opportunity to learn what type of work they like and don't like, what professional environments best suit them, and with what populations they might like to interact and help. Additionally, working with a mentor or supervisor in a research/lab setting gives students a resource for stronger letters of recommendation.
Professor Robert Brotherton studies the psychology of conspiracy theories, including political attitudes, distrust, belief formation, and magical thinking more generally. His approach spans social, cognitive, and personality psychology.
Office: 415M Milbank; email: firstname.lastname@example.org
Professor Tovah Klein's general research area is the development of children's social relationships. Specifically, her work focuses on how parents' understanding of relationships may be related to how they socialize their children. Current research examines toddlers' early peer interactions and parental factors, which contribute to these early peer relationships.
Office: 415M Milbank; email: email@example.com
Professor Colin Wayne Leach is a social and personality psychologist who studies status and morality in identity, emotion, and motivation. He is also interested in protest & resistance; Prejudice, stereotypes, ...isms; Meta-theory, methods, and statistics; and transdisciplinary approaches (especially Africana Studies and Data Science). His latest research examines sentiment regarding violence and protest, using micro (physiology, neuroscience, self-report) and macro (Twitter, news media, iconography) methods.
Office: 276 Lefrak; email: firstname.lastname@example.org
Professor Ken Light’s general area of research is in behavioral neuroscience, with an emphasis on individual differences in intelligence in mice. He has also conducted studies on visual illusions in humans and the genetic and molecular bases of learned fear in mice.
Office: 415M Milbank; email: email@example.com
Professor Koleen McCrink’s research focuses on the development of numerical cognition from infancy through adulthood. Specifically, she is interested in how we are able to not only represent different amounts, but also perform operations over these representations. By studying why and how infants, children, and adults perform mathematical operations, we can learn about the cognitive architecture of the mind – and how this changes as a function of experience, maturation, and culture.
Office: 415K Milbank; email: firstname.lastname@example.org
Professor Robert Remez studies healthy human adults, in particular, the way individuals of this exotic species communicate with one another. His experiments usually examine a psychological aspect of speaking and listening to speech, and sometimes incorporate sounds produced by computers, musicians, twins, and Brooklynites.
Office: 415C Milbank; email: email@example.com
Professor Mariel Roberts is an experimental psychologist who studies visual perception in humans. She uses the power of behavioral psychophysics to investigate how spatial attention affects the earliest stages of our vision, including our eye movements, and to explore the limits of adult neuroplasticity. She has conducted studies with neurotypical children and adults, as well as adults with ADHD and amblyopia, a neurodevelopmental visual disorder characterized by weaker vision in one eye.
Office: 415N Milbank; email: firstname.lastname@example.org
Professor Russell Romeo's research interests are primarily in developmental behavioral neuroscience. Using animal models, his work focuses on how gonadal sex hormones and adrenal stress hormones influence the pubertal maturation of the nervous system and behavior. He is also interested in how adverse experiences early in development may lead to negative behavioral, emotional and physiological outcomes in adulthood.
Office: 415B; email: email@example.com *Department Chair
Professor Ann Senghas’ area of specialty is language development. Her research investigates the manner in which young children learn to understand and to produce language. Her current research follows a developing language that is taking its form from the innovations of young learners, a sign language produced by a community of deaf children in Nicaragua.
Office: 415G Milbank; email: firstname.lastname@example.org
Professor Lisa Son investigates human learning and memory, with a special interest in metacognition. She has recently focused on the type of study strategies that can enhance long-term retention, such as spacing strategies, or the distribution of study across relatively long periods of time. In addition, she has examined metacognitive illusions such as over- and under-confidence, and thus, has begun to test how it is that people know that they do not know. Her investigations have been conducted on various populations, including those of adults, young children, and monkeys.
Office: 415F Milbank; email: email@example.com
Professor Danielle Sussan investigates cognitive studies applied to education, with a special interest in metacognition. She has recently focused on the type of metacognitive strategies that can influence study strategies. She is especially interested in improving learning and study strategies in the high school setting.
Office: 415L Milbank; email: firstname.lastname@example.org
Professor Kathleen Taylor is now a clinical psychologist after a 20+ year career in neuroscience research. In addition to teaching she is part of a cognitive-behavioral therapy practice in New York City where she specializes in the treatment of trauma, and often works with individuals with borderline personality disorder. Professor Taylor is the Preclinical Adviser in the Psychology Department.
Office: 415O Milbank; email: email@example.com
Professor Katherine Thorson's research area is social psychology, and, broadly, her research investigates how people communicate with and influence each other. Some of her current research examines how people become synchronized in their physiological responses when interacting with one another, how people from different social groups work together, and how peers interact with each other in learning environments. Her research utilizes psychophysiological and advanced quantitative methods to understand how people's psychological and physiological experiences are affected by others.
Office: 415D Milbank; email: firstname.lastname@example.org
Professor Kate Turetsky studies social psychological processes within and between social groups. Her research broadly examines the role of the social environment -- including friends, teachers, classrooms, and the media -- in intergroup relations, inequality, stress, and education. Recent projects examine how friendships affect persistence and performance, how disparities in social connection advantage some groups over others, and how teachers contribute to educational inequality. She uses methods such as social network analysis, randomized field experiments, and analysis of naturalistic data sources, with the ultimate goal of identifying novel avenues for social psychological interventions that promote greater equity, wellbeing, and success.
Office: 415A Milbank; email: email@example.com
Professor Tara Well is currently writing a book called “The Power of Self-Reflection” which presents a technique that demonstrates the power of gazing at one’s own reflection in the mirror. As a motivational psychologist, she has been using the technique with individuals and in research studies at Barnard College and Columbia University. Her research finds that gazing at one’s reflection in the mirror without an agenda actually reduces stress, anxiety and depression and increases self-compassion. Professor Well is a motivational psychologist with expertise in the areas of nonverbal communication, meditation, and emotional regulation.
Office: 415E Milbank; email: firstname.lastname@example.org
Professor Michael Wheaton's research focuses on the nature and treatment of obsessive-compulsive disorder (OCD) and related conditions. As a clinical psychologist, Dr. Wheaton is most interested in improving psychotherapy for these conditions, particularly cognitive-behavioral interventions. He is also interested in the cognitive mechanisms that underlie these disorders.
Office 415J Milbank; email: email@example.com; *Department Vice Chair for Student Advising