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:

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale

NSF-REU Site: Comparative and Developmental Origins of Social Cognition at Yale
Dates: June 4- August 10, 2018
The Canine Cognition Center and Social Cognitive Development Lab are seeking applicants for a summer 2018 NSF-REU program. The REU program is supported by an award from the U.S. National Science Foundation (Award #1659085) to Yale University as part of the Research Experiences for Undergraduates Program.  The broad goal of the Comparative and Developmental Origins of Social Cognition REU Site is to provide students from under-represented backgrounds with joint training in developmental and comparative psychology research. Students will gain experience investigating the origins of human social cognition from two different but related perspectives: developmental studies testing human children’s social understanding and comparative studies examining social cognition in domesticated dogs. The REU is coordinated by Psychology professors Dr. Laurie Santos and Dr. Yarrow Dunham.
REU students will have a rare opportunity to participate in all aspects of the research process: research design, subject recruitment, stimulus generation, data collection, data entry, coding, and statistical analysis. In addition, students will have the opportunity to interact as colleagues: participating in weekly lab meetings, reading current literature, contributing to theoretical discussions regarding the comparative and developmental origins of social cognition, and attending a professional development series focusing on topics such as applying to graduate school, getting the most out of your undergraduate career, etc. Students will meet weekly with a graduate student mentor, and the PI and co-PI will attend bi-monthly social events. The REU Fellowship includes a $500/week stipend and can cover limited travel costs.
To be eligible for the Yale REU program, applicants must:
  • be a U.S. citizen or permanent resident
  • be a full-time student
  • have experience or be comfortable working around dogs
  • commit to the full 40 hr/ week 9-week internship, which will include at least some weekends
Women and members of underrepresented groups are especially encouraged to apply. NSF defines underrepresented groups as Alaska Natives, Native Americans, Blacks or African Americans, Hispanics, Native Hawaiians, and other Pacific Islanders, and Persons with Disabilities. Applicants who are first generation college-going (neither of their parents graduated from college) and/or geographically isolated (separated by geographic barriers or distance) are also of special interest.
For more information and for our application, visit For any specific questions, feel free to email
CCC@Yale and Social Cognitive Development Lab at Yale

Seeking Graduate Students at the BOLD Lab, University of Delaware

The Brain Organization for Language and Literacy Development (BOLD) Lab at the University of Delaware, Department of Linguistics and Cognitive Science, is seeking graduate students with interests in language, literacy, and cognitive development. The BOLD Lab uses MRI and functional Near Infrared Spectroscopy (fNIRS) neuroimaging technology in combination with genetic and behavioral analyses, including field neuroimaging in rural sub-Saharan Africa. Research focuses on children’s development including language (bilingualism, signed languages), reading, and cognition.


Potential graduate students can apply to the PhD program in Linguistics or Psychological and Brain Sciences. Interested students from linguistics, psychology, cognitive science, and/or related fields should contact the laboratory director, Dr. Kaja Jasinska (, at Please also review application procedures and requirements in the following departmental links:

Internship + PhD position Food concepts in preschoolers France

Call for candidate: research internship/ PhD position

(1st semester 2018: January-June / Sept. 2018- Sept. 2021):


The Center for Food and Hospitality Research at Institut Paul Bocuse (IPR) and The Laboratory for Research on Learning and Development (LEAD) invite applicants for a 6 month internship position whose aim is to lay the groundwork for a 36 month PhD position already funded by the European Union (EDULIA Project, H2020-MSCA-ITN-2017, Marie Skłodowska-Curie Innovative Training Networks). This position would thus suit undergraduate students looking for a master project and willing to pursue as a PhD candidate. Indeed, the successful candidate will thus be in a privileged position to apply for the doctoral offer. We offer a competitive salary, an excellent interdisciplinary research network, high quality supervision, and modern laboratory facilities (special assistance for the accommodation in Lyon is also possible).


The Center for Food and Hospitality Research at Institut Paul Bocuse (IPBR) is a non-profit research unit dedicated to the scientific investigation of the various factors (social, economic, cognitive and physiological) that underlie and influence human eating behaviors. The Center stands out for its strong roots in societal and industrial contemporarily challenges. The Food Cognition axis to which the selected candidate will be attached focuses on the study of flavor perception as well as on the development, the structure and the content of food concepts/categories. The knowledge generated is intended to contribute to the resolution of public health problems by designing evidence-based interventions aiming at fostering healthy food acceptance in young children.

The Laboratory for Research on Learning and Development (LEAD) is a cognitive psychology laboratory that studies changes in information processing processes resulting from learning (implicit, didactic and professional) and development. The theoretical originality of the unit is to defend a parsimonious approach to cognition that stands out from the dominant theoretical models. Basic research is complemented by research with direct implications in the health field and, to a lesser extent, education and enterprise.


 Prof. Jean-Pierre Thibaut, Developmental psychology at Université de Bourgogne (Laboratoire CNRS – LEAD – UMR 5022)

 Dr. Jérémie Lafraire, Research Group Leader in Cognitive Science (IPBR), research associate at Institut Jean Nicod (CNRS-EHESS-ENS, Paris, Ulm)


Main missions


Familiarization with i) the literature on the development of concepts in children and

ii) the literature on food neophobia and pickiness

Experimental approach:

To design and conduct a pilot experiment on inductive reasoning (generalization of properties) in the food domain with children from 4 to 6 years of age.

NB: similar/complementary experiments are also planned in parallel in the United States by american undergraduates under the supervision of Dr. Simone Nguyen, Director of the CDL and Professor of Psychology at UNCW, and Dr. Helana Girgis, Visiting Assistant Professor, Dept. Of Psychology. St. Lawrence University. Interactions with US teams are therefore planned during the internship, and subsequent joint papers are likely.


Induction tasks on conflicting triads (Gelman and Markmann, 1986)

Signal Detection Theory applied to Categorization, psychophysical indices (discriminability and bias)

Possibility to pursue as a PhD student

A call for application for a PhD position on a similar topic will be officially opened in May for a start in September 2018. The funding is already secured, this PhD project will be realized within the framework of the Edulia project: BRINGING DOWN BARRIERS TO CHILDREN’S HEALTHY EATING, H2020-MSCA -ITN-2017 (Marie Skłodowska-Curie Innovative Training Networks) under the supervision of J. Lafraire and JP. Thibaut. The recruited undergraduate student for the intership position will thus have the opportunity to pursue the project as a PhD candidate if he / she satisfies the mobility criterion decreed by the EU and described below:

3.3. Eligible Researchers

All researchers recruited in an ITN must be Early-Stage Researchers (ESRs) and undertake transnational mobility (see point 3.4 below). For all recruitments, the eligibility of the researcher will be determined at the date of their first recruitment in the action. The status of the researcher will not evolve over the life-time of the action, even if they are re-recruited at another beneficiary.

3.4 Conditions of Mobility of Researchers

Researchers can be of any nationality. They are required to undertake physical, transnational mobility (i.e. move from one country to another) when taking up their appointment (see mobility rule in Definitions).

Nationality is therefore not a criterion. But the location of the researcher’s residence or main activity during the 3 years prior to their recruitment is determining.

Example: French nationals can be eligible for recruitment at a beneficiary located in France if they have resided or carried out their main activity outside of France for more than 24 months in the 3 years immediately prior to their recruitment.

Deliverables :

Contribution to a scientific publication in english.

Occasional assistance (10% maximum) for the ongoing projects of the IPBR when relevant for the training of the successful candidate.


Intellectual curiosity, taste for both theoretical and empirical contemporary debates in developmental psychology and cognitive science in general, basic skills in statistics, keen to conduct experiments with French preschoolers.


Good oral and written English, some notions in French would be appreciated (but not determining). Indeed, it would make the field work easier (e.g. being able to describe properly the task to the French children, managing the recruitment, etc.).


Paid internship of a duration of six months. Start 3rd January 2018 or 1st of February 2018 depending on the candidate availability.

Salary 650 € gross/month (for the research internship)

To apply please send a cover letter, a CV, and the last marks received to:

Thank you for putting as subject of your email: food cognition internship IPBR LEAD


The student will be based by default at IPBR (Lyon, France) but the LEAD could also serve as the host laboratory if more convenient for the successful candidate


 Rioux, C., Lafraire, J., Picard, D. Rioux, C., Lafraire, J., & Picard, D. (2018). Visual exposure and categorization performance positively influence 3-to 6-year-old children’s willingness to taste unfamiliar vegetables. Appetite, 120, 32-42.

 Rioux, C., Lafraire, J., & Picard, D. (2017). Food rejection and the development of food category-based induction in 2–6 years old children. Journal of Cognitive Psychology, 1-13.

 Rioux, C., Picard, D., Lafraire, J. (2016) Food rejection and the development of food categorization in young children, Cognitive Development, 40, 163-177.

 Rioux, C., Lafraire, J., Picard, D. (2017) Development and validation of a new scale to assess food neophobia and pickiness among 2- to 6-years old French children, European Review of Applied Psychology, 67:2, 67-77.

 Lafraire, J. ; Rioux, C.; Giboreau, A. ; Picard, D. (2016) Food rejections in children: Cognitive and social/environmental factors involved in food neophobia and picky/fussy eating behavior, Appetite 96, 1-11.

 Lafraire, J. ; Rioux, C.; Roque, J.; Giboreau, A. ; Picard, D. (2016) Rapid Categorization of Food and Nonfood Items by 3- to 4-Year-Old Children , Food Quality and Preference49, 87-91.

 Thibaut, J. P., Nguyen, S. P., & Murphy, G. L. (2016). Body and soul: Do children distinguish between foods when generalizing biological and psychological properties?. Early Education and Development, 27(8), 1250-1262.

New Research Assistant opportunity on the BRIGHT Gambia project

We are pleased to announce a new opportunity for a Research Assistant post on the BRIGHT project to be based in the UK with opportunities to travel to, and work in, the Gambia over the course of the funding.
Please see below the link to the advert:
Research Assistant
Purpose and Main Duties

In collaboration with University College London, Kings College London and the MRC Unit The Gambia, we have been funded by the Bill and Melinda Gates Foundation to conduct The Brain Imaging for Global Health (BRIGHT, project. This prospective longitudinal study that aims to examine the link between early life risk factors, such as undernutrition and poverty, on infant neural and cognitive development. This is a multi-site project with researchers based in London (Birkbeck and UCL), Cambridge and the MRC unit in Keneba (in the Gambia). Infants in the Gambia and UK are tested on a range of measures including fNIRS, EEG, eye-tracking, and behavioural assessments from birth to the age of 24 months with the aim of developing “brain function for age reference curves” of development, exploring individual differences in infancy and investigating how these relate to early life risk factors.

Candidate Requirements


The research assistant will be responsible for the implementation and day to day management of new language measures in the Gambia and UK. This will include visiting participants’ homes to fit them with the recording devices, conducting interviews with caregivers, and general data management. The post holder will also be expected to contribute to the general testing, quality control checks and analysis procedures that are conducted within the BRIGHT study.
The main site for the UK study is Cambridge, and so the post-holder will primarily be based at the University of Cambridge where Dr Sarah Lloyd-Fox is an Affiliated Lecturer. The post-holder will also be expected to regularly travel to the Gambia to oversee training and data collection at our second site.

Lab Manager, Project on Child Development (Waxman Lab), Northwestern University

We seek a full-time research study coordinator to manage a very active research program at the Project on Child Development ( Our research examines early language and conceptual development in infants from 3 months to 3 years, and this position involves a healthy mix of research and administrative duties. The coordinator will work in close collaboration with a dynamic, interactive lab team that includes Professor Waxman, students (both undergraduate and PhD level), and postdocs in the lab.

The research coordinator will be responsible for conducting and helping to oversee experimental procedures, coding behavioral data, managing data files, and conducting analyses. The coordinator will be responsible for interacting with families and infants who visit the lab, conducting informed consent and debriefing procedures, and maintaining the laboratory’s established human subject procedures.

Basic Qualifications: Candidates must have a background in cognitive psychology, developmental psychology and/or linguistics (with a specific interest in development), confidence with technology, confidence with writing, and experience with infants or toddlers. Also required are excellent organizational abilities, excellent social skills, and a friendly, team-leading personality.

Additional Qualifications: One year or more of psychology research work, ability to interact with infants and their parents, and familiarity with programming software (e.g., MATLAB, R) are all very relevant skills, but most can be learned on the job. Experience with eye tracking and EEG is strongly preferred. Strong writing skills are important, as the coordinator collaborates on publications and grant reports. Attention to detail and an ability to multi-task are also essential.

Additional Information: This is a one-year, grant-funded position with the possibility of renewal. The university offers excellent benefits and a dynamic working environment. To apply, please submit your cover letter, CV, and a list of 2-3 professional references (with email addresses and phone numbers) to j-woodring@northwestern.eduWe will begin reviewing applications immediately and will continue until the position is filled.

Ph.D. in Speech-Language-Hearing Sc at the Graduate Center, CUNY

The Ph.D. Program in Speech-Language-Hearing Sciences at the Graduate School and University Center of the City University of New York invites students to apply for the 2018-2019 year. The application deadline is January 1st, 2018. We offer our students various 5-year fellowship packages.The doctoral program is designed to prepare scholars and researchers to contribute to the field of human communication and its disorders. Program requirements include coursework, laboratory experience, and research activities under the supervision of internationally recognized faculty (Loraine Obler, Valerie Shafer, Richard Schwartz, Doug Whalen, Mira Goral, Klara Marton). More information is available on our website:

Dr. Obradovic (Stanford GSE) recruiting Ph.D. students

Dr. Jelena Obradović is recruiting a doctoral student to matriculate in Fall of 2018 in the Developmental and Psychological Sciences (DAPS) Program at Stanford University. Dr. Obradović directs the Stanford Project on Adaptation and Resilience in Kids — the SPARK Lab — which focuses on examining the role of children’s physiological responses and behavioral self-regulation processes for their adaptation and resilience. Ongoing projects investigate how family context, parenting practices, classroom climate, and teaching practices are related to children’s executive function skills in domestic and international settings. We are developing novel assessment approaches for measuring executive functions, emotion regulation, and intrinsic motivation at scale in educational settings.  Our work also aims to advance conceptualization and analysis of stress physiology as a dynamic process, consisting of reactivity and recovery, and investigate children’s biological sensitivity to various environmental challenges. Ph.D. Application Deadline is December 1.

Half-Time Research Coordinator Position in Georgetown Psychology Lab

The Georgetown Laboratory for Relational Cognition, directed by Dr. Adam Green, anticipates hiring a half-time research coordinator for an NSF-funded study of concept development and reasoning in real-world high school STEM education. Primary responsibilities will include interfacing with students and families as well as teachers and school administrators. Depending on level of interest, the research coordinator will have substantial opportunity to engage with all aspects of the project, including collection and analysis of behavioral and brain-imaging data. This project seeks to contribute to bridging the gap between the real-world classroom and the cognitive neuroscience laboratory.

The preferred start range is mid-January through mid-February 2018.

For more information on the lab, see

To apply: 

Applicants should send a cover letter describing relevant experiences and career goals, a current resume/CV, a college transcript, and names and contact information of two people who can comment on the applicant’s skills relevant to this position to

Please send any questions to me at