Part-time Parent-Child Specialist Position in NYC (NYU School of Medicine)

Part-time Position: Project Assistant / Parent-Child Specialist (Harlem, New York, NY)


NYU School of Medicine Department of Pediatrics – Video Interaction Project


We are seeking a part-time Spanish-English bilingual parent-child specialist to work for a parent intervention program and related behavioral research projects in the Department of Pediatrics at New York University School of Medicine. This program is designed to improve child development outcomes in at-risk populations and is being administered in the context of a randomized controlled trial at NYC Health+Hospitals/Bellevue (Kips Bay, New York, NY) and a clinical program at NYC H+H/Woodhull (Brooklyn, NY), Children’s Aid Society (Harlem, New York, NY), and other sites in NYC to be determined.  The current position will likely be primarily based at the Children’s Aid Society Dunlevy Milbank Center.


About the position:

The parent-child specialist will administer a behavioral parenting program designed to improve child development outcomes in at-risk populations.  The program is a relationship-based intervention with parents and their children (birth-5) that takes place in the pediatric clinic, is offered for free to low-income parents, and at some sites is being studied as part of a research program.


Primary tasks:

  • Providing the parenting intervention program (Video Interaction Project) to parents of infants and young children, which involves:
    • Meeting with parents and children & providing structured guidance about child development
    • Providing structured tips to parents about reading, playing, and interacting with their child
    • Videotaping the parent and child playing together, then providing feedback and positive reinforcement to the parent about this video
    • Maintaining records of family participation in the program
    • Building rapport with families, including coordinating with parents and tracking/scheduling upcoming program visits
  • Overseeing operational aspects of the parenting program
  • Assistance with tasks related to the research study, including recruiting families, consenting families, and collecting participant data
  • Collaboration with multidisciplinary team of research and clinical staff

Secondary tasks:

  • Assistance with other operational aspects of the parenting program



  • Fluency in both English and Spanish
  • Bachelor’s Degree in child development, child life, infancy, special education, family processes, maternal and child health, or related field
  • Previous experience working with children and parents in educational, hospital or mental health settings
  • Previous research experience
  • Previous experience using databases; proficiency with Microsoft Excel, SPSS, REDCap, or other similar programs

Schedule and location: 

  • Tentative schedule will be 9 – 2pm on Mondays and Wednesdays (subject to change). Must have full availability during those times.
  • Position will primarily be based at the Children’s Aid Society Dunlevy Milbank Center in Harlem, NY, with some travel required to other sites within NYC


This is a full time position with benefits. A verbal 1- to 2-year commitment is required. Applications will be reviewed on a rolling basis. If you are interested, please submit a CV/resume and cover letter to Yuliya Gurevich ( Please write “Part-Time Parent-Child Specialist” in the subject line and indicate your level of Spanish fluency in the cover letter.


Two RA positions at Boston Children’s Hospital/Harvard Medical School

The Gaab Lab at Boston Children’s Hospital is looking for two full-time Research Assistants for a study that aims to validate a tablet-based early literacy screener. This includes subject recruitment which will include close interaction with pediatricians and public and private schools in the Boston area, scheduling of pediatric research subjects, administration of standardized assessments, scoring and interpretation of standardized assessments, database maintenance, implementation and maintenance of analysis software; data analyses and administrative work (e.g., preparation of internal review board proposals). We are in particular looking for candidates who have experience with the administration of standardized (literacy) tests in young children (preschool/kindergarten age).

The position is ideal for anyone considering future graduate study in cognitive (developmental) science, developmental psychology, education, computer science, cognitive science or neuroscience. Bachelor’s Degree in computer science, psychology, cognitive science, neuroscience, math, or related field required. Comfort with a heterogeneous computing environment (Linux/Unix, Mac, and Windows) preferred; knowledge of psychological experiment software (E Prime, Presentation, etc.) helpful. Prior experience with working in a school environment would be very helpful. Demonstrable pre-existing interest in developmental psychology, (special) education, speech and language pathology desired. Must be self-motivated and able to work in a fast-paced, changing environment and must like working with infants, children and families. Start date ASAP. Please note that the position is limited to 12 months. Please first apply to with a cover letter and CV.

PhD position in Developmental Cognitive Neuroscience

Applications are invited for a funded full-time PhD Studentship based in the Psychology Division at the University of Stirling. The studentship holder will join a research team, led by Dr Eva Rafetseder, Professor Yee Lee Shing (external supervisor) and Dr Sobanawartiny Wijeakumar, funded by the University of Stirling and co-funded by the Jacobs Foundation.

The studentship will examine effects of early schooling on children’s cognitive control and its related changes in the brain. Our recent work showed that, due to increased demands on sustained attention, one year of being in the first-grade leads to specific changes in children, namely improved cognitive control, and an increase in the activation of right posterior parietal cortex, a brain region important for sustained attention. This studentship aims to tackle the following research questions:

1) To what extent do schooling-specific neurocognitive changes predict academic outcomes over time?

2) Are there predictors of schooling-specific neurocognitive changes, stemming from individual characteristics to socioeconomic background of the child?

3) Do late schoolers, due to being older when entering school, show larger schooling-specific neural changes compared to early schoolers?

More information and the link to apply can be found here:

We would be grateful if you could bring this to your students’ attention. If you have any questions do not hesitate to contact us (

UC Davis Human Development Graduate Program

The UC Davis Human Development Graduate Group (HDGG) offers two graduate programs, one which leads to a Doctorate degree (PhD) in Human Development and one which leads to a Master’s degree (MS) in Child Development.  Applications are due December 15, 2017.  For admissions information and degree requirements please visit:

Located in Davis, California, just northeast of the San Francisco Bay area, UC Davis supports a diverse and international community of individuals from many backgrounds, perspectives and identities.  Our unique graduate group system takes an interdisciplinary approach, allowing students to study biological, cognitive and socio-emotional development across the lifespan from infancy through late adulthood and aging.

The benefits of our graduate group structure are that students can take coursework within various departments, work with faculty in departments and labs on and off campus, and focus on human development issues from a variety of perspectives. Our current students work with faculty members in some of the following departments/schools/centers: Human Development, Community Development, Psychology, Anthropology, Sociology, Economics, Nutrition, the School of Education, the Center for Poverty Research, the Center for Mind and Brain (CMB), the UCD Medical Center, and the Medical Investigation of Neurological Disorders (MIND) Institute.

With over 50 faculty members from a variety of backgrounds taking part in the Human Development Graduate Group, our students have the opportunity to engage in study and innovative research on topic areas within social, educational, developmental, mental health, and basic sciences with some of the key professionals in their fields. Topic areas include but are not limited to: family functioning, stress, culture, neighborhoods, cognition, brain development, genetics, mental health problems, prevention and intervention, and research methodology. For a list of our faculty and their professional and research interests, visit:

For more information about the Human Development Graduate Group and about UC Davis and the surrounding university community, visit:  and

PhD in Ed Psych and Research at Virginia Commonwealth University

At Virginia Commonwealth University (VCU) School of Education, we are seeking outstanding candidates for our Education PhD program, with specialty in Educational Psychology (EDPS) and Research and Evaluation (RE) within the Department of Foundations of Education. Faculty in EDPS and RE programs are committed to innovative and impactful work that will prepare scholars and educators for critical and reflective work in a variety of educational settings. We welcome students  from diverse backgrounds who are interested in interdisciplinary opportunities for research and scholarly achievement.

Application deadline: December 15, 2017

The Educational Psychology program (Bachelor or Masters degree required) is for research-oriented students who are interested in scholarship that bridges the study of teaching and learning with cognitive science, motivation, self-regulation, and social processes in K12 and higher education settings. Doctoral students will work closely with faculty and peers on classroom-based and laboratory research on interdisciplinary projects such as longitudinal and mixed methods investigations of literacy motivation and self-regulation, experimental studies of cognition, learning strategies and problem-solving in higher education, and teaching and learning in STEM.

Please visit our Ed Psych webpage and the recording of our recent Ed Psych webinar for more information.

The Research and Evaluation program (Masters degree required) is for research-oriented students who are interested in learning how to use research and evaluation methods to improve K12 and higher education programs and outcomes. Doctoral students will work closely with faculty and peers to develop proficiency in quantitative, qualitative, and mixed methods approaches to study educational issues in diverse contexts.

Please visit our Research and Evaluation webpage and the recording of our recent Research and Evaluation webinar for more information.

Both programs are designed to prepare graduates to teach at the university level, pursue future careers in higher education, as well as to take leadership positions in regional and state educational institutions and agencies.


Museum Researcher @ Brown

The Causality and Mind Lab at Brown University (P.I. David Sobel) and Providence Children’s Museum (PCM) are seeking a Museum Researcher for a National Science Foundation-funded project investigating belief revision in early childhood and children’s learning processes. The Museum Researcher will engage in research related to the project as well as serve as a liaison between the Causality and Mind Lab and PCM. The Researcher will also contribute to other Museum-based research projects at PCM.

This is a full-time position at 37.5 hours/week, split between PCM and Brown University; 10 hours/week for PCM and 27.5 hours/week for Brown University.  Benefits are available through Brown University.

The Researcher will manage recruitment, administration and treatment of research participants in accordance with IRB protocols, organize recruiting efforts, research and prepare appropriate experimental materials, collaborate with P.I.s to create coding schemes, and coordinate implementation of coding schemes with project partners.  The Researcher will also liaise between PCM and Brown and communicate project goals and findings.  At PCM, the Museum Researcher will support the Museum’s research agenda, lead evaluation efforts in exhibits and programs, lend expertise to interdepartmental research projects, document research and assist in dissemination.

Qualifications: Bachelor’s degree (required)/Advanced degree (preferred) or equivalent experience in developmental psychology, museum visitor studies, education, cognitive/learning sciences, or related field. Minimum of two years professional experience in informal learning institutions, preferably including children’s museums. Proven ability to apply research to practice. Experience working with statistical and coding software, such as SPSS and datavyu.

Applicants will be required to and are responsible for having a BCI check at the attorney general’s office and NSOPW background check online upon offer of a position. Brown University and Providence Children’s Museum are Equal Opportunity Employers.

The position is funded for two years with an anticipated start date in January 2018. A third year is contingent on funding.

To apply: All applicants must apply through the Brown University employment portal at: Please submit a cover letter, CV, and the names of three references as part of your application. Review of applications will begin immediately.

Please Note: The job description on the Brown University employment page does not include the 10 hours worked at PCM. We recognize that this may be confusing. Please contact David Sobel at with questions about this position.

Summer Internship at Language Learning Lab

Undergraduate Summer Internship Program

The Language Learning Lab at Boston College (L3@BC), directed by Dr. Joshua Hartshorne, is seeking undergraduate research assistants for Summer 2018. Students who desire more research experience and seek opportunities to contribute to various stages of the scientific process are encouraged to apply here. Application deadlines is February 1, 2018.

Internship details:

  • The program will last 10 weeks (tentatively June 11 – August 17).
  • The position is full-time (up to a 40 hour work week).
  • The lab is located on the main campus of Boston College, which allows full access to the many opportunities in the city of Boston.
  • This is a paid position. Each intern will receive a stipend for the summer ($11/hour).


  • Students should be current undergraduate students with a major in Psychology, Computer Science, or a related field.
  • Preference will be given to applicants with previous research experience and experience with children.

You can find more information about the position here. Please contact the lab manager with any questions.

PhD in Developmental Psychology at the University of Tennessee

The Child Development Research Group (CDRG) at the University of Tennessee, Knoxville is inviting applications from students interested in pursuing a PhD in Experimental Psychology (Developmental). CDRG is comprised of five active research labs that conduct basic research on human development in infancy and early childhood. Specifically, our research interests focus on understanding the early development of action, perception, cognition, and language.

In addition to enhancing our current knowledge of developmental processes, another goal of our program is to encourage cross-fertilization of ideas, theories, and methodologies for faculty and graduate students alike. In particular, the core developmental faculty offer varied research environments using distinct methodologies (EEG/ERP, fNIRS, eye-tracking, kinematics, preferential looking) and cover a broad range of theoretical approaches (dynamic/developmental systems, statistical learning, information processing, developmental cognitive neuroscience) while promoting a collaborative and interdisciplinary study of early development at multiple levels of analysis.

Please see below for more information about each lab. Students are invited to contact any of the lab directors directly.

The Infant Language and Perceptual Learning Lab, directed by Dr. Jessica F. Hay (, studies language acquisition, speech perception, and statistical learning. We test both infants and adults using behavioural methodologies (habituation, preferential looking, eye-tracking) to discover how perceptual and experiential factors impact language learning within a developmental framework. We have an ongoing 5-year grant from the NIH – Infant statistical learning: Resilience, longevity, and specificity. Applicants from historically under-represented populations may be eligible for additional funding through an NIH Diversity Supplement. To learn more about our lab please visit our website (

The Developmental Cognitive Neuroscience (DCN) Lab, directed by Dr. Greg D. Reynolds (, is currently conducting research on: brain-behavior relations in infancy, infant visual attention and recognition memory, neural correlates of categorization in infancy, and intersensory processing of audiovisual speech in infancy. Behavioral, psychophysiological (heart rate, EOG, eye-tracking), and neural (event-related potentials) measures are integrated across studies following a Developmental Systems Theory approach. To learn more about the DCN lab please visit our website (

Attention, Brain, and Cognition (ABC) Lab, directed by Dr. Aaron T. Buss (, studies executive function in early childhood and adulthood. The ABC lab uses various methodologies including behavioral measures, neural measures including functional near-infrared spectroscopy (fNIRS) and functional magnetic resonance imaging (fMRI), and neurocomputational modeling using dynamic field theory. The lab currently has multiple research projects ongoing that examine flexible rule-use, the dynamics of action selection, selective attention, and the interaction of label learning and attention development. To learn more about the ABC lab please visit our website (

The Infant Perception-Action Lab (IPAL), directed by Dr. Daniela Corbetta ( investigates the perceptual-motor development of infants in their first year of life. The IPAL lab uses eye-tracking, motion analysis, and behavioral analysis to understand the perceptual, cognitive, attentional, and embodied reorganizational processes underlying the formation of actions.  Currently the lab examines the role of visual attention in the development of reaching, how patterns of spontaneous movement exploration (manual and locomotor) contribute to the formation of goal-directed movements. Many of these questions are explored through dense longitudinal studies. To learn more about IPAL visit

The Infant Visual Cognition (IVC) Lab, directed by Dr. Shannon Ross-Sheehy ( explores visual cognitive development in both typically developing, and at-risk infants. Particular areas of interest include visual attention, visual working memory, and perceptual development, and most studies include a combination of eye tracking and behavioral techniques. We are especially interested in the way infants use their eyes to learn about the world, and how these unique eye movement patterns predict later cognitive development. Check us out at


Candidates should hold a Bachelors or Masters in Psychology, Neuroscience, Linguistics, Cognitive Science, or related fields. Candidates with previous research experience (undergraduate or post-baccalaureate), knowledge of child development, computer programming and/or statistical analyses are especially encouraged to apply.

Our department is committed to diversity and inclusion. Thus, we especially welcome applicants from diverse and under-represented populations. The application deadline is December 1, 2017. For more information, visit the Department of Psychology website Apply today at this link:

Doctoral training in HD at the Human Development and Quantitative Methodology program, University of Maryland

The Family Involvement Lab (Dr. Natasha J. Cabrera) in the Human Development and Quantitative Methodology Department (HDQM) at the University of Maryland is recruiting doctoral students with interests in parenting and child development, Fall 2018.

The Family Involvement Lab, directed by Dr. Cabrera conducts research on the ways low-income, minority parents are involved in their young children’s lives, and the influence that mothers and fathers have on their children’s development. The first aim is to gather rigorous qualitative, observational, and quantitative data on the links between the quality of the relationship that parents have with each other, their caregiving and teaching behaviors, and young children’s cognitive and social development. The second aim is to disseminate this information to families, policy makers, and other researchers to encourage positive family involvement and child development.

Current research conducted by Dr. Cabrera and her students examines the impact of a NIH-funded randomized intervention (BabyBooks2) to increase parents’ knowledge of child development on children’s development; the associations between father and mother play on children’s cognitive, including math and language, and regulatory skills; the impact of stress and social support on parenting and children’s development; and, the cultural and ethnic differences in parenting behaviors that have implications for children’s wellbeing.

Family Involvement Laboratory

About the Training Program at UMD:

The Department of Human Development and Quantitative Methodology houses both Developmental Science and Educational Psychology PhD specializations. We have a stellar set of 15 faculty members, many of whom are cross-listed in both Developmental Science and Educational Psychology specializations. We are ranked 4th place out of 48 test programs in Human Development. Graduate students receive comprehensive, interdisciplinary training, attending seminars and workshops across campus in areas such as developmental psychology, cognitive neuroscience, educational psychology, philosophy, and linguistics.

Developmental Science. Research covering topics on development from infancy to adolescence, including math and number development, prosocial behavior, cognitive development, moral development, motivation, play, temperament, origins of prejudice and bias, fatherhood, low-income families, head start, learning, and developmental neuroscience.

Educational Psychology. Research covering topics on cognitive development, as it relates to language, literacy, mathematics, and reading, social and academic aspects of motivation and self-regulation, and parent, teacher and peer relationships as they relate to school success.

University of Maryland’s proximity to Washington D.C. provides unparalleled opportunities to interact directly with a wide range of national science organizations. Organizations such as SRCD, NIH, NSF, AAAS, and the National Academies of Science regularly hold talks and workshops that provide our graduate students with opportunities to network. While the Human Development and Quantitative Methodology program prepares students for an academic career in research and teaching, we also provide students with excellent preparation for many alternative career paths in science policy, research administration, and other opportunities.

Our mentorship model requires that interested students contact individual faculty members with whom they would like to work with, visit the faculty lab web pages, and apply to the program by December 1, 2017.

Interdisciplinary Graduate Training Grant Opportunity at UW-Madison

I’m writing to spread the word about an exciting NSF-funded interdisciplinary graduate training program at UW-Madison, LUCID (Learning, Understanding, Cognition, Intelligence, and Data Science). We are beginning recruitment for our 4th year and are especially interested in attracting talented members of under-represented groups, including women and students of color, though of course we welcome applications from all interested potential students. We’ve included a bit more information about the program below. Please share this information with your colleagues as well as with the promising undergraduates in your program who might be interested in applying.
Many thanks!
Our goal at LUCID is to provide graduate students from Engineering, Computer Science, Psychology and Educational Psychology departments with hands-on cross disciplinary training and experience working on problems at the intersection of machine learning, human cognition, and education, and to prepare trainees for both academic and non-academic career paths.
What kinds of problems do we work on? Any problem, in either pure or applied research, in which people are learning from machines (educational software, intelligent tutoring, second-language learning, MOOCs, etc.), machines are learning from people (crowd sourcing, social network analysis, emotion recognition, natural language processing, etc), or both. The aim is to train scientists who can advance understanding within each core discipline by applying information and insights from the others, and who can bring the central ideas from each field to bear on real-world issues.
How does the training program work? Trainees can enter through any of the core departments and complete all the usual requirements of their department. The training program enhances this traditional training through several additional mechanisms that are designed to promote cross-disciplinary learning without increasing time to degree. In addition to career training, our graduate students receive full tuition remission, a competitive stipend and benefits.
Who would be great candidates? We are looking for exceptional undergraduate or master’s students interested in pursuing these type of questions in their doctoral graduate experience. We believe science advances best when all minds contribute and all voices are heard. LUCID seeks minds and voices that have been historically marginalized in STEM fields, including those of women and members of under-represented minority groups.
Please see and share the advertisement here for more information about our program:
For the LUCID website, see here: