![]() ![]() early markers of autism and developmental disorders.family, peer, and neurobiological factors in the development and prevention of childhood and adolescent social and behavior problems, including aggression, antisocial behavior, anxiety, depression, risk-taking, including early or risky sexual behavior and drug/alcohol abuse, as well as the development and promotion of resilience.personological, interpersonal, and sociocultural contexts of normative and atypical development in adolescence and emerging adulthood, including emotionality, empathy and callous-unemotional behavior, peer, family and romantic relationships, gender and sexual orientation, social media use, sexual behavior development, and body image.roles of race, ethnicity, culture, and socioeconomic status in social, emotional, and cognitive development, including the development of achievement motivation, academic skills, and school achievement.effects of early experience, especially socioemotional deprivation, on children’s cognitive and affective development, including neural development.origins, development, and social-cognitive correlates of prosocial behavior in young children.cognitive and perceptual development, especially basic number perception and concepts, early social perception, and mathematical cognition and achievement.motor, communicative, and language abilities and their interrelationships from infancy through preschool age.Advanced quantitative training is encouraged and pursued by most students. Developmental faculty utilize, and graduate students acquire multiple, converging methodological approaches, including experimental, correlational, observational, interview and remote assessments, psychophysiological, and neuroscience research methods in both cross-sectional and longitudinal designs. The program has particular strengths in both early development and adolescence, with emphases in socioemotional, communicative, and cognitive development family, peer, and romantic relationships atypical development, including autism spectrum disorder and childhood psychopathology and prevention/intervention and policy-related research. Graduates of the program typically are hired into academic or research settings, with some students pursuing applied careers in social policy institutes, government, or health agencies. Students become productive scholars by the time they earn the PhD, with multiple presentations and publications. At the same time, they acquire broad exposure to the multiple psychological processes underlying development through courses, seminars, colloquia, and attendance at national and international meetings. Collaborative research and cross-disciplinary training is strongly encouraged. ![]() Through close interaction with a faculty mentor, students achieve expertise in a particular area of inquiry within developmental psychology. The goal of the program is to train productive developmental scientists for careers in academic settings, who are also prepared for non-academic careers that require an in-depth knowledge of child development theory and research. Students master the current and historical theoretical issues that drive inquiry in developmental psychology and the research methods needed to address both basic and applied research questions. The Developmental Psychology Program trains students at the doctoral level in the major areas of development, including socio-emotional development cognitive and perceptual development motor development language and communicative development and social perception and social-cognitive development. ![]()
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