PhD - The University of Chicago
5500 North St. Louis Avenue
Chicago, IL 60625
United States
PhD The University of Chicago, Chicago, IL
BA Coe College, Cedar rapids, IA
Church, R.B. (2012).
It’s Not Just about Drawing and Language …It’s Really about Reconceptualizing the Roles of Nature and Nurture: Commentary on Cohn. Human Development: 199–204.
Alibali, M.A., Nathan, M.J., Wolfgram, M.S., Kim, S., Church, R. B. and Knuth, E.(2013).
Teachers’ gesture and speech in early algebra lessons: Forging common ground and resolving trouble spots. ZDM Journal of Education: Special Issue on "Classroom-based interventions in mathematics education.”
Alibali, M.W., Nathan, M.J., Wolfgram, M.S., Church, R.B., Jacobs, S.A., Johnson, C.V.,Knuth, E.J. (2013).
How Teachers Link Representations in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis. Cognition and Instruction.
Church, R.B., Kelly, S.D. and Holcomb, D. (2013).
Temporal Synchrony between Speech, Action and Gesture during Language Production. Language and Cognitive Processes.
Alibali, M.W., Young, A.G., Crooks, N., Yeo, A., Wolfgram, M.S., Nathan, M., Church,R.B., Knuth, E. (2013).
Students Learn More when their Teacher has Learned to Gesture Effectively. Gesture.
Carlson, C., Church, R.B., Perry, M. and Jacobs, S. (2014).
The Effect of Gestured Instruction on the Learning of Physical Causality Problems. Submitted to Gesture.
Alibali, M., Church, R.B., Kita, S. and Hotstetter, A. (In Press).
Embodied Knowledge in the development of conservation of quantity: Evidence from gesture. Chapter to appear in International Perspectives on Mathematics Education – Cognition, Equity &Society, Information Age Press
Church, R.B., Kelly, S.D., Wakefield, E. (In Press).
Measuring gesture. APA Handbook of Nonverbal Communication. Matsumoto, D. Hwang, H.C., and Frank, M.G. (Eds). APA Press.
Teaching. Dr. Church has been teaching courses every semester in child and adolescent development, childhood psychopathology, research methods in child development and senior seminars in child development. Dr. Church has mentored many students during her time at Northeastern including non-traditional degree students and McNair scholars with as many as 60 matriculating to graduate programs. These students publish papers, present at national conferences and attend premier graduate schools. She spearheaded, organized and trained faculty to conduct the “Capstone Research Project” requirement for Psychology majors as a way to ensure that the practice of carrying out an above standard research project would be experienced by every Psychology major. This newly created activity has resulted in nearly 1/3 of Psychology majors in the past 2 years being accepted to premier graduate programs related to mental health.
Research program. Dr. Church has also maintained an active research program studying mechanisms of normal cognitive development. Her research has bearing on what types of factors can disrupt normal cognitive development. Dr. Church examines the role of non-verbal behavior as an index of cognitive transition and instability in mathematical and science understanding. In addition, her research examines the role of nonverbal communication as input that influences the child’s cognitive changes with respect to a variety of mathematical and science concepts across the life span. She has created a very healthy network with colleagues from the University of Chicago, University of Wisconsin, Carnegie Mellon, University of Illinois, to name a few, in the field of development and cognition that has resulted in a number of symposium presentations at national conferences such as Society for research in Child Development, Jean Piaget Society and Cognitive Development Society. She has published in a number of highly respected journals such as Child Development, Cognitive Development, Cognition, Journal of Experimental Psychology, Journal of Cognition and Instruction, Journal of Bilingualism and Bilingual Education. Her primary focus has been to include undergraduate minority students in her research programs in an effort to promote their entrance into fields that have traditionally underrepresented minorities.
Administration. Dr. R.B. Church (Psychology) will serve as the Program Co-principal Investigator with Dr. David Rutschman (Mathematics) and Emina Stojkovitch (Biology). Dr. Church is a faculty member at Northeastern Illinois University, which serves an extremely diverse student population comprised largely of minorities and first generation college students, and is a Hispanic Serving institution. She has been an active faculty member in the Department of Psychology since 1990. She received tenure and has been promoted to full professor. Dr. Church has demonstrated continued commitment to the development and implementation of programs that address the needs of underrepresented minorities throughout her academic career. She has been very active in a number of University committees that focused on academic curriculum, student life and University academic assessment. She is currently on the Non-traditional Degree advisory committee, the steering committee of the General Education task Force and on the advisory committee for the Student Center of Scientific Engagement. She also served as a faculty mentor for the Title I grant designed to address the academic needs of Hispanic students. In addition, she has been a PI for a CDC funded grant that implemented and examined the effects of high risk behavior interventions for children of one of the most impoverished housing projects in Chicago and a PI for a number of Spencer Foundation Small grants evaluating the effects of math instruction in middle school-aged children in both public and private schools in the city of Chicago. She has also conducted seminars in “The Development of Talent” at a largely minority public high school in Chicago as part of her commitment to begin reaching out to underrepresented youth early in their academic careers. For the past 6 years, she has been a Co-PI on two grants (IES and NSF) that examine the role of gesture in mathematics education. She is also a representative to the Illinois Partners for Diversity, a consortium of administrative leaders and distinguished faculty from six institutions of higher education in Illinois with the aim to enhance opportunities particularly for students of underrepresented backgrounds to enter graduate education in Illinois.
BBH 313 D
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.A. University of Chicago, 2009
B.A. Northeastern Illinois University, 2006
BBH 313B
5500 North St. Louis Avenue
Chicago, IL 60625-4699
United States
MA and Ph.D. Loyola University, Chicago
BS Grand Valley State University
Tindale, R.S., Smith, C.M., Dykema-Engblade, A., Kluwe, K. (2012). Good and bad group performance: Same process - different outcomes. Submitted to Group Processes and Intergroup Relations (GPIR): Special Issue in Tribute to Jim Davis.
Stawiski, S., Dykema-Engblade, A., Tindale, R.S. (2012). The roles of shared stereotypes and shared processing goals on mock jury decision making. Basic and Applied Social Psychology.
BBH 313 E
5500 North St. Louis Avenue
Chicago, IL 60625
United States
M.A. and Ph.D. University of North Carolina at Greensboro
B.A. University of Hawaii
Erber, M.W. & Erber, R. (2001). The role of motivated social cognition in the regulation of affective states. In J.P. Forgas, Handbook of Affect and Social Cognition. Mahwah, N.J.: Erlbaum.
Erber, R. & Erber, M.W. (2010). Intimate Relationships: Issues, theories, and research, 2nd ed. Boston: Allyn & Bacon.
BBH 313 C
5500 North St. Louis Avenue
Chicago, IL 60625
United States
PhD
Child and Family Clinical Psychologist
BBH 307 H
5500 North St. Louis Avenue
Chicago, IL 60625
United States
University of Chicago
5500 North St. Louis Avenue
Chicago, IL 60625
United States
The University of Akron, Akron OH
Hollis-Sawyer, L. (2018). Dyadic filial research study recruitment and retention: Lessons learned. In SAGE Research Methods Cases. New York: Sage.
Hollis-Sawyer, L. (2017). Age discrimination in the workplace: Learning from Google’s experience. In SAGE Business Cases. New York: Sage.
Hollis-Sawyer, L. (2016). Sex therapy. In Goldberg, A. (Editor), The SAGE encyclopedia of LGBTQ studies. New York: Sage Publications.
Hollis-Sawyer, L. (2016). Nonbiological, nongestational mother. In Goldberg, A. (Editor),The SAGE encyclopedia of LGBTQ studies. New York: Sage.
Hollis-Sawyer, L. A., & Dykema-Engblade, A. (2016). Women and positive aging: An international perspective. New York: Academic Press.
Hollis-Sawyer, L. A., & Sawyer, T. P. (2014). “By the numbers:” Language-based and competency enhancing math instruction to alleviate older women’s math stereotype threat reactions. International Journal of Education, 6(3), 157-174.
Hollis-Sawyer, L., & Cuevas, L. (2013). “Mirror, mirror on the wall:” Ageist and sexist “double jeopardy” portrayals in children’s picture books. Educational Gerontology, 39(12), 902-914.
Hollis-Sawyer, L. A. (2011). A math-related decrement stereotype threat reaction among older “non-traditional” college learners. Educational Gerontology, 37(4), 292-306.
Hollis-Sawyer, L. A., Thornton, G. C., III., Hurd, B., & Condon, M. E. (October 2008). Exercises in psychological testing laboratory manual (2nd edition). New York: Allyn & Bacon.
Hollis-Sawyer, L. A. (2008). Exercises in psychological testing laboratory manual instructor’s guide (2nd edition). New York: Allyn & Bacon.
Hollis-Sawyer, L. A., & Sawyer, T. P. (2008). Potential stereotype threat and face validity effects on cognitive-based test performance in the classroom. Educational Psychology, 28(3), 291-304.
Hollis-Sawyer, Lisa (2014, October). Paradigm shift” in assessing older learners: Toward a positive aging model and testing practice. Paper to be presented at the 2014 Clute Institute international conference, Las Vegas, NV.
Sterns, Harvey, Hollis-Sawyer, Lisa, Smile, Maureen Pierce, Moody, Harry, Taylor, Jill, & Woods-Scott, Urrikka (2014, February). Finding the “Silver Lining”: Promoting Service Careers in Aging. Co-Chair of a symposium presented at the 2014 Association for Gerontology in Higher Education conference, Denver, CO.
Hollis-Sawyer, Lisa (2014, February). Understanding aging through the "eyes" of social media. Poster presented at the 2014 Association for Gerontology in Higher Education conference, Denver, CO.
Hollis-Sawyer, Lisa (2013, November). “Positive aging” assessments of older adults. Poster presented at the 2013 Aging and Society interdisciplinary conference in Chicago, IL.
Hollis-Sawyer, Lisa (2013, March). Older learners in an e-course environment. Poster presented at the 2013 American Society on Aging, Chicago, IL.
BBH 307E
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D. from University of Michigan; B.S. in Psychology from Morehouse College
Bernard Brommel Hall 307 D
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D. in I/O Psychology from IIT expected, 2015
M.S. In Industrial/Organizational Psychology from Illinois Institute of Technology, 2008
B.S. in Psychology from Loyola University Chicago, 2005
BBH 303
5500 North St. Louis Avenue
Chicago, IL 60625
United States
University of Chicago
Rueckert, L., Branch, B., & Doan, T. (2011). Are gender differences in empathy due to differences in emotional reactivity? Psychology, 2, 574-578.
Rueckert, L. (2011). Gender differences in empathy. In D. J. Scapaletti (Ed.) Psychology of Empathy, Hauppauge, NY:Nova Science Publishers.
Rueckert, L., & Naybar, N. (2008). Gender differences in empathy: The role of the right hemisphere. Brain and Cognition, 67, 162-167.
Rueckert, L. (2008). Tools for the Assessment of Undergraduate Research Outcomes. In R. L. Miller & R. F. Rycek (Eds.) Developing, Promoting and Sustaining the Undergraduate Research Experience in Psychology, Washington, DC:Society for the Teaching of Psychology. Pp.272-275. (http://homepages.neiu.edu/~
BBH 307 C
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
PhD
Bernard Brommel Hall 307 B
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph. D. in Psychology
5500 North St. Louis Avenue
Chicago, IL 60625
United States
Ph.D., Spring 1999 Developmental Psychology. Temple University, Philadelphia, PA
M.S., Summer 1990 Psychology. University of Houston-Clear Lake, Houston, TX
B.A., Spring 1988 Psychology. University of Houston-Clear Lake, Houston, TX
Takahashi, M. (2014). Koureika to shukyo no rounen/sinrigakuteki kousatsu [Aging and Religion in contemporary society: The dark side of ego integration and meaning of life]. Contemporary Religion. Tokyo, Japan: International Religious Research Institute.
Takahashi, M. (2013). Wisdom of the East and West: A relational developmental systems perspective. In M. Ferrari & N. Westrate (Eds.), The scientific study of personal wisdom. New York: Springer.
Takahashi, M. (Producer/Director). (2006). Last Kamikaze: Testimonials from the WWII suicide pilots. [Motion picture]. United States: phi phenom production (Available from Documentary Educational Resources, Inc., 101 Morse St., Watertown, MA 02472-2554)
Takahashi, M., & Overton, W. F. (2005). Cultural foundations of wisdom: An integrated developmental approach. In R. J. Sternberg & J. Jordan (Eds.), A Handbook of wisdom (pp. 32-60). New York: Cambridge University Press.
Takahashi, M. (December 1, 2007). Last Kamikaze: Testimonials from WWII suicide pilots. Film, Video, and Interactive Media Screening Program, Film presented at the 115th American Anthropological Association, Washington DC.
Takahashi, M., Willcox, B. J. & Willcox, D. C. (November 21, 2006) Champuru: The Okinwan recipe forhealthy aging. In the Okinawan secret of longevity: How to live to be 100. An interactive session at the Northeastern Illinois Universtiy Generativity Club lecture series, Chicago, IL.
BBH 307 A
5500 North St. Louis Avenue
Chicago, IL 60625
United States
PhD in Psychology, University of Wisconsin-Madison (2016)
BS in Psychology & BS in Statistics, Carnegie Mellon University (2006)
Room BBH 313F
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
