Lab Manager Position – Language Learning Lab at Boston College

The Language Learning Laboratory at Boston College, directed by Dr. Joshua Hartshorne, invites applications for full-time research assistants. Our research sits at the intersection between linguistics, neuroscience, artificial intelligence, and psychology. Our strategy is to leverage new and emerging technologies to address previously unanswerable scientific questions. This includes massive crowdsourcing efforts (our website,, has been visited by over 2,000,000 volunteer researchers).
The only requirements for this position are a bachelor’s degree or equivalent (in hand by start date), diligence, and the ability to work in teams. However, valuable skills and experiences include: prior research experience, training in linguistics, knowledge of non-English languages, computer programming or statistical skills, and experience with science outreach and public engagement. RAs will be engaged primarily in research or in administration and project management, depending on interests and abilities.
You can learn more about this position here  Interested applicants should use this form to apply. Review will begin on 11/15/2017 and continue until the position is filled. All questions can be directed to

PhD studentships in Education Research, Language, Discourse and Communication, and Interdisciplinary Policy Studies

The School of Education, Communication and Society (ECS) at King’s College London is a leading home of interdisciplinary social science.

With competitive funding opportunities through the ESRC London Interdisciplinary Social Sciences Doctoral Training Programme (LISS-DTP), we invite applications to our doctoral programmes in:

Studying at ECS, a home of world-class research

“Being surrounded by such supportive and inspirational professionals with such a wide range of expertise has made my experience at King’s an enjoyable, fulfilling and unique one. Feeling fully integrated into the wider King’s network has really helped me towards reaching my potential.”

Emma Browning, current PhD student

ECS was ranked 2nd in the UK for education research quality in the 2014 Research Excellence Framework (REF), and we have a proud history of contributing to public policy debates and engaging with professional communities of practice across multiple sectors. You will work within one or more of our leading Research Centres:

Examples of current/ recent PhD topics at ECS: ‘The co-construction of ageing identities: a linguistic ethnography of older women’s talk and practices in a hair salon’; ‘Passion and Resistance in Youth Work’; ‘Surgeons as Brokers? Exploring the professional identity of surgical educators’; ‘Exploring the role of race/ethnicity, class and gender in young people’s engagement with science through an intervention programme’; ‘The Development of Metaphor Comprehension in Arabic-Speaking Children’.

The LISS-DTP studentships

Studentships through the LISS-DTP will fund either a Masters plus PhD (1 + 3) or PhD route (+3), including the full cost of Home/EU fees plus a stipend (valued at £16,533 in September 2017). This is potentially relevant for third year high-achieving undergraduate students, Masters students AND current PhD students who are still in their first year of study (first or second year if they are part-time).

How to apply

You must simultaneously apply through both King’s College London and ESRC LISS-DTP. Applications must be submitted by 31 January 2018 at 17:00.

Apply via King’s

  1. Identify a potential supervisor who will be able to support the application, by searching our Research Centre pages – links above.
  2. Complete the case for support for a research project
  3. Complete an application for the relevant Masters or Doctoral programme – via the links above.

Apply for the LISS-DTP studentship

  1. Read the guidelines and complete the application via this link.

For further advice and information contact

For information on other doctoral funding opportunities please go to We also welcome applications from self- or independently funded students.

PhD at Teacher’s College

Subject: Dr. Kimberly Noble is Recruiting a Doctoral Student
Dr. Kimberly Noble is recruiting a doctoral student for Fall 2018 in the Developmental Psychology program at Teachers College, Columbia University. Research in our lab focuses on understanding socioeconomic disparities in children’s cognitive and brain development. Ongoing research projects examine the role of inequality in neural and cognitive development across infancy and childhood. We are particularly interested in understanding the modifiable environmental differences that account for these disparities, including the home language environment and family stress (both perceived and physiological). We are also actively involved in projects to harness this research to inform the design of interventions. Experience with MRI and/or EEG analysis is highly desired.

PhD in Psychology at the University of Toronto

The Department of Psychology at the University of Toronto (St. George campus) welcomes applications from talented and motivated individuals to join our Ph.D. program in Fall 2018. Both the Department of Psychology and the University of Toronto enjoy a worldwide reputation for excellence in research and graduate education, with the Department recently ranked 2nd in the world according to the Academic Ranking of World Universities. The Department guarantees financial support to all graduate students for the M.A. year and for the four year Ph.D. program (5 years total). This support is in the form of scholarships, fellowships, research assistantships, and teaching assistantships. The St. George campus is located in the heart of downtown Toronto.
The following members of the Developmental area faculty are recruiting graduate students this year:
  • Daphna Buchsbaum ( uses both computational and experimental approaches to understand how children, as well as adults and non-human animals (such as dogs) develop a sophisticated understanding of both the physical and social world from relatively sparse and ambiguous information. Current projects include exploring species differences in higher level cognition, and looking at how children integrate social information with personal experience and observation.
  • Amy Finn ( investigates how maturational changes in cognitive and neural function influence learning. She is looking for students interested in asking questions such as “why are children better than adults at learning certain types of information (especially language),” “how does brain development modulate learning outcomes,” and “how do environmental factors shape brain development and learning?”
  • Charles Helwig ( examines children’s judgments and reasoning about rights, democratic concepts, and parenting. Current research includes a large, longitudinal study examining children’s perceptions of autonomy support, democratic family climate and psychological control and their relations with psychological well-being and academic achievement in urban and rural China.
  • Meg Schlichting ( studies how the brain supports the formation, modification, and use of knowledge from a developmental perspective. Her research employs cognitive neuroscience techniques (functional and structural MRI) to understand how neural maturation gives rise to developmental differences in the ability to remember and reason.
  • Christina Starmans ( investigates the origins of human social and moral cognition, and my lab does experimental work with toddlers, preschoolers, young children, and adults. The questions we are most interested in lie at the intersection of social, cognitive, and developmental psychology, as well as philosophy. Recent projects have looked at how children and adults naturally think about minds and selves, how children judge others who struggle with moral decisions, how children and adults decide which living things can be owned by others, how children and adults explain inequality, and how we decide whether someone knows something, or just believes it.
Key resources available to trainees in the Department include:
  • A collaborative research environment with particular strengths in cognitive modelling, cognitive neuroscience, and neuropsychology
  • Strong relationships with Toronto-area museums for onsite recruitment of child participants
  • New, state of the art brain imaging centre ( with a Siemens Prisma 3T MRI scanner, conveniently located next door to the Psychology Department
  • Eyetracking and EEG capabilities
  • Near-infrared spectroscopy system (coming soon!)
In addition, there is a strong cross-departmental and cross-campus developmental science community at the University of Toronto, including researchers at the Ontario Institute for Studies in Education (OISE) and University of Toronto Mississauga and Scarborough campuses.
For more information about applying to the Psychology graduate program, please visit:
Applications are due December 1st, supporting documents due December 5th.

Vanderbilt University Educational Neuroscience PhD Program

Vanderbilt Educational Neuroscience

Vanderbilt University invites applications for its PhD concentration in Educational Neuroscience, which is housed within the well-regarded Vanderbilt Neuroscience Graduate Program in the Vanderbilt Brain Institute. Our program offers an unparalleled platform from which students can become expert in neuroscience research methods ranging from animal models to functional magnetic resonance imaging in children. World class neuroimaging facilities at the Vanderbilt University Institute for Imaging Sciences are combined with an array of the world’s leading neuroscientists, making Vanderbilt an international hub for cutting-edge neuroscience research. Vanderbilt also boasts one of the most prestigious education schools in the country. Students in the program have the opportunity to work closely with dedicated faculty, gaining experience in research techniques ranging from classroom studies, through intervention studies, to working with atypically developing children in a range of settings.


This program merges psychological investigations, in a broad framework including developmental, cognitive, and affective processes, with neuroscience research spanning multiple levels from genetics to systems in order to better understand core educational areas such as reading, math, science and socio-emotional development. From these collaborative questions a better understanding of how the brain learns, more precise methods for identifying difficulties in atypical learners, and more effective ways of teaching emerges.


Our program is unique in its unparalleled environment, which includes:

  • Premier neuroscience training environment
  • Nationally recognized school of education
  • World class research facilities, including exceptional neuroimaging resources
  • Highly collegial and collaborative environment
  • Flexible program allowing for individual learning path


More detailed information about our program can be found here:


In addition to many affiliate faculty, core faculty include:


James R. Booth, Brain Development Laboratory, Department of Psychology & Human Development


Laurie E. Cutting, Education & Brain Sciences Research Laboratory, Department of Special Education


Gavin R. Price, Numerical Brain Laboratory, Department of Psychology & Human Development


Mark T. Wallace, Multisensory Research Laboratory, Department of Hearing and Speech Sciences


Interested students should apply here, and highlight their interest in Educational Neuroscience in their statement of interest.


Relevant links


Vanderbilt Brain Institute:

Peabody College of Education:

Vanderbilt University Institute for Imaging Science:

Vanderbilt Kennedy Center:

Advanced Computing Center for Research and Education:

New PhD Program in Clinical Psychology, Montclair State University (Montclair, NJ)

The PhD Program in Clinical Psychology at Montclair State University is currently recruiting students for its second cohort to begin in Fall 2018. Montclair State is a public doctoral research university located 30 minutes outside New York City.


Based on the scientist-practitioner training model, the program provides students with extensive training in evidence-based approaches to assessment and intervention, along with thorough grounding in the research process and skills needed to develop, critically evaluate, synthesize, and apply scientific knowledge. The program also features a focus on working with children, adolescents, and families.


Students in the program train at the university’s Center for Clinical Services, a state-of-the-art facility with over 20 treatment rooms equipped with technology for live supervision. Students can also specialize in school or forensic psychology to receive training in evidence-based services for school or legal settings, respectively. Students receive research mentorship from faculty members with active research programs in such topics as child/adolescent anxiety, depression, and posttraumatic stress, autism spectrum disorder, mental health service efficacy and access, school mental health, academic assessment and intervention, neuropsychology, child maltreatment, juvenile justice issues, and forensic assessment and rehabilitation. The program also has a strong commitment to social justice and multiculturalism.


In addition, several faculty members study cognitive processes in developmental disorders, specifically how language and spatial cognition may be affected in children with Autism Spectrum Disorder, Down Syndrome, and Williams syndrome, among other disorders. Prospective students with interests in these areas are especially encouraged to apply and may contact Dr. Laura Lakusta ( and/or Dr. Jennifer Yang ( with any questions.


The program offers opportunities for full funding, including stipends and tuition waivers, through research fellowships, teaching assistantships, grants, and clinical placements.


Applications for the Fall 2018 class must be submitted to The Graduate School by December 15, 2017. All applicants for Fall 2018 may request an application fee waiver.


Please feel free to forward this announcement to any prospective students seeking admission to doctoral programs for Fall 2018.For more information, please visit the program website. Any questions should be directed to Dr. Jeremy Fox, Director of Clinical Training, at or (973) 655-7379.

University of Pennsylvania’s Certificate Program in Language and Communication Sciences

The University of Pennsylvania encourages PhD applications for those interested in the interdisciplinary scientific study of language and communication.

Information on the PhD Certificate program in Language and Communication Sciences (LCS) can be found by clicking here.
LCS is an interdisciplinary graduate training program available to any student interested in language and communication who is already accepted to a PhD program at Penn (including especially the PhD programs of Computer and Information SciencesLinguisticsNeuroscience, and Psychology).  Information about applying to these PhD programs can be found at each department’s website.
The LCS program is designed to supplement a student’s training in their core discipline. It ensures that the student’s experience at Penn includes making the most of its vibrant language research community.  Penn has one of the best interdisciplinary language groups in the world and there are many opportunities to interact and collaborate across the Penn departments through LCS.

PhD Program at UC Riverside

The following labs at the University of California, Riverside are recruiting graduate students interested in pursuing a PhD in Psychology: the Kids Interaction and Neuro Development Lab (Dr. Kalina Michalska), the CALLA Lab (Dr. Rachel Wu), the Perception, Action, and Development Lab (Dr. John Franchak), the Culture and Child Development Lab (Dr. Cecilia Cheung), the Emotion Regulation Lab (Dr. Elizabeth Davis), the Adversity and Adaptation Lab (Dr. Tuppett Yates), the Childhood Cognition Lab (Dr. Rebekah Richert), the Cognitive Development Lab (Dr. Mary Gauvain), and the Biobehavioral Research Lab (Dr. Chandra Reynolds). The UCR Department of Psychology offers specializations in Developmental, Cognitive, Social/Personality Psychology, and in Systems Neuroscience. The Developmental program at UCR is regarded for its strengths in contextual and cultural influences on child socialization (Cheung, Davis, Gauvain, Michalska, Natsuaki, Richert, Yates), cognitive and perceptual development across the lifespan (Franchak, Gauvain, Reynolds, Richert, Wu), and biological substrates of adjustment (Davis, Michalska, Natsuaki, Reynolds, Yates).
The diversity of the UCR campus and of the surrounding community make UCR an ideal campus for graduate students interested in studying the ways in which developmental processes are influenced by and interact with variations in environment, especially cultural practices and socioeconomic status. The program of study requires approximately four or five years to complete. Typically, graduate students receive financial support for up to five years. Interested applicants are encouraged to visit the department admissions page for more information: More information about each of the recruiting labs is provided below:
The Kids Interaction and Neuro Development Lab (KIND Lab), directed by Dr. Kalina Michalska, conducts research on individual differences in the development of empathy and social competence. Particular emphasis is placed on characterizing how dispositional traits interact with social learning to modulate basic mechanisms of emotional responsiveness and emotional memory. We employ complementary methodologies including functional and structural brain imaging, autonomic responses and behavior observations in typically developing children, as well as in youth with disruptive behavior problems and those with social anxiety.
The CALLA Lab (, directed by Dr. Rachel Wu) conducts research on cognitive development across the lifespan, from infancy to older adulthood. We use neural (EEG) and behavioral (eye-tracking, accuracy/reaction time) responses to investigate how previously acquired knowledge helps and hinders new learning, and how to induce cognitive development in older adults. The lab is particularly interested in recruiting a graduate student for EEG studies.
The Perception, Action, and Development Lab ( investigates how people use visual information to guide actions and engage in social interactions. Through our research, we hope to understand 1) how perceptual-motor systems adapt to changes in the body and environment, 2) developmental changes in infants’ everyday visual experiences, and 3) factors that influence infants’ looking behavior. We employ mobile eye tracking and naturalistic observation to examine the natural visual experiences of infants, children, and adults in everyday tasks.
Research in the Culture and Child Development Lab ( focuses on how the environment influences children’s motivation and achievement across cultural contexts. The lab is seeking Ph.D. students who have strong interest in the role of parents, teachers, and peers in children’s school adjustment. We employ diverse methodologies in our research, including naturalistic and controlled observations, surveys, and measures of physiological reactivity. Recent lines of work involves: (1) an investigation on the role of teacher-student relationships in children’s achievement in 50+ countries; (2) a longitudinal study on parenting and children’s creativity; and (3) a study on the effects of parents’ expectations and children’s performance in the academic arena.
Research in the Emotion Regulation Lab (directed by Dr. Elizabeth Davis) focuses on understanding how developing emotion and emotion regulation processes relate to adaptive and maladaptive outcomes in childhood. We use a multi-method biopsychosocial approach to characterizing affective processes across levels of analysis (e.g., psychophysiology, cognitive, social, and emotional behavior). The goals of the research in our lab are to identify regulatory strategies that children can use to effectively alleviate negative emotion, and to identify individual differences in children’s biology and social experiences that determine whether and when they can regulate emotion effectively. We also identify mechanisms responsible for effective emotion regulation (e.g., attentional focus) to explain why certain emotion regulation strategies attenuate negative emotion and distress better than others.
The Adversity and Adaptation Lab (, directed by Dr. Tuppett Yates, is committed to the study of how children are affected by, and in many cases successfully negotiate, adverse life experiences, such as poverty, community and family violence, loss and illness. We endeavor to understand how and why the development of some children is undermined by negative life experience, whereas others are relatively less affected (i.e., resilience). Our research employs multiple methods, including direct observation, physiological recordings, quantitative measures, and qualitative interviews, to examine key relationships that influence the effects of adverse experience on development, including those within the family and community, as well as those among physical, emotional, and behavioral response systems of children and adolescents. Dr. Yates oversees two ongoing longitudinal investigations of high-risk children and youth to clarify processes underlying risk and resilience in an effort to inform the development and implementation of effective prevention, intervention, and policy efforts to help children, their families, and the communities in which they live.
The research in the Childhood Cognition Lab ( explores the influence of religion, fantastical thinking, and media exposure on cognitive development. Current funding in the lab supports a longitudinal study of children’s developing religious concepts (funded by the John Templeton Foundation) and a series of studies examining how children’s social cognition influences STEM learning from different media platforms (funded by NSF REESE).
The Biobehavioral Research Lab led by Dr Chandra Reynolds investigates how and why individuals differ from one another in cognition and health across the lifespan (  Lab projects address the following general questions: Why do some individuals show rapid decline in cognitive functioning with age while others remain stable or decline relatively less?  What early life and life-course factors are important to cognitive aging and health?  And,  How do environmental features and environmental selection shape cognitive functioning and health? With emphases in lifespan development and behavioral genetics, we apply longitudinal and quantitative genetic models to understand variations in cognitive aging, health and longevity.

Ph.D. in Psychological Sciences at the University of Texas at Dallas

Dear Prospective Doctoral Students:

Interested in exploring the bridge between basic and applied research in cognitive development? Consider applying to the Ph.D. program in Psychological Sciences at the University of Texas at Dallas.

The following researchers with interests focused on cognitive development are recruiting new doctoral students for the upcoming academic year:

Shayla Holub ( Dr. Holub leads the Healthy Development Project—a lab that focuses on how families socialize healthy eating habits and healthy body size attitudes in young children. Her research examines various self-related cognitions, including perceived competence and body esteem. Ongoing research examines the development of prejudice, specifically the preconceptions children hold because of others’ weight, and how to lessen weight bias.

Mandy Maguire ( Dr. Maguire leads the Developmental Neurolinguistics lab, which uses EEG to study how the brain supports typical language development. Her current research, funded by NSF, is related to how a childhood in poverty impacts brain and language development, specifically vocabulary growth, in grade schoolers (ages 8-15).

Candice Mills ( Dr. Mills leads the Think Lab, which examines different aspects of how children learn from others, including how they make decisions about when and how to go to others to gather new information as well as how they evaluate explanations varying in quality. An ongoing NSF grant examines how elementary school-aged children learn about science through explanations from others.

Margaret Owen (; Dr. Owen’s Children and Families Lab is examining the development of children’s self-regulation and executive function skills, school readiness and later achievement in low-income African American and Hispanic children followed longitudinally beginning at age 2½ years. With a new 5-year NIH grant, the children are now being followed as they transition to middle school, tracing their developmental trajectories in these domains in contexts of their family relationships, cultural socialization and identities, and school experiences.

Melanie Spence ( Dr. Spence studies the development of young infants’ perception of communicative signals. Her research includes studying young infants’ discrimination of infant-directed speech (IDS) signals that communicate different emotions and intent, as well as how facial motion and emotion affect infants’ attention to speech and faces. Opportunities exist within the lab, the Infant Learning Project, to collaborate with other faculty and students who have expertise in speech sciences.

Other faculty members in Psychological Sciences have current research interests connected to developmental psychology, including Jackie Nelson (parenting and emotional development, family stress), Noah Sasson (social cognition in autism in adulthood), and Marion Underwood (children’s anger and aggression, peer relations, digital communication, and developmental psychopathology).


Tell me more about UT Dallas

Some people haven’t heard much of the University of Texas at Dallas before. After all, we don’t have a football team. Instead, though, we have world-class teams in chess and debate. What else is there to know about our university?


So why else should I come to Dallas?

  • The Psychological Sciences program is a part of the School of Behavioral and Brain Sciences, a highly interdisciplinary school with interests across psychology, neuroscience, and communication sciences.
  • Faculty members within the school are affiliated with several active research centers that also include a significant outreach component, including the Center for Children and Families ( and the Callier Center for Communication Disorders (
  • Graduate students typically receive funding for five years of study, including tuition waivers and stipends. Additional funds and scholarships are available to support travel to conferences, research funds, and other professional development needs.
  • Dallas is a richly diverse American city ‐ a melting pot of cultures and lifestyles. The Dallas‐ Worth metropolitan area is the 4th largest in the country. The Dallas area boasts 50,000 acres of public park land, the nation’s largest urban arts district with excellent symphony, opera, and art museums, 5 major sports franchises, multiple entertainment districts, and a thriving culinary scene. The area offers a reasonable cost of living and an abundance of sunshine.


Prospective students are encouraged to contact faculty members of interest. But for more general information about the program, please go to:

Or contact Jasmin Stubblefield, Academic Support Coordinator at

Applications are due December 1st.

UNC Chapel Hill Developmental Psych Program

University of North Carolina at Chapel Hill

Department of Psychology and Neuroscience

Developmental Psychology Doctoral Student Recruitment for Fall 2018


The Developmental Psychology faculty at UNC are excited to announce that we are actively recruiting graduate students for the 2018-2019 academic year!


The Department of Psychology and Neuroscience at UNC as well as our Developmental Psychology Program are among the top in the nation. Our program provides comprehensive training in developmental theory, methods, and empirical study of the mechanisms that underlie social, emotional, cognitive and biological development in infancy, childhood, adolescence, and adulthood. We are committed to fully funding our graduate students, providing opportunities through research, teaching, and fellowships.


The deadline for Fall 2018 Admissions is December 5, 2017


The following faculty are accepting students for Fall 2018:


Dr. Carol Cheatham, Associate Professor

Dr. Cheatham studies the individual differences in cognitive and social behavior as they relate to nutrition and nutrigenomics, utilizing both electrophysiological and behavioral methodology.


Dr. Shauna M. Cooper, Associate Professor

Dr. Cooper studies cultural and contextual factors that contribute to positive youth development, with a specific focus on African-American adolescents and families. Her work emphasizes the individual and concerted influence of family, school, and community contexts.


Dr. Jean-Louis Gariepy, Associate Professor

Dr. Gariepy studies the development and evolution of social behavior and the biological and behavioral aspects of social adaptation.


Dr. Beth Kurtz-Costes, Zachary Taylor Smith Distinguished Term Professor and Developmental Psychology Program Director

Dr. Kurtz-Costes studies the development of children’s achievement-related beliefs and behaviors with particular attention to ways that race, ethnicity, and gender shape those processes.


Dr. Cathi Propper, Senior Scientist, Center for Developmental Science; Adjunct Associate Professor, Developmental Program

Dr. Propper’s research focuses on the development of infant and child self-regulation. She investigates child behavioral, emotional, and cognitive outcomes as the result of associations across levels (behavioral, physiological, genetic, environmental) and over time, from the prenatal period to early childhood.


Dr. Eva Telzer, Assistant Professor

Dr. Telzer’s research examines how social and cultural processes shape adolescent brain development, with a focus on both prosocial and antisocial behaviors, family and peer relationships, and long-term psychological well-being.


Other Developmental Faculty can be found here:


Pertinent Websites


Developmental Psychology Page:

Developmental Psychology Application Process:

Center for Developmental Science: