Maame Adomako is PhD student in the Human Development area. She received a B.A. from Central Michigan University, where she double majored in Psychology and Sociology with a Youth Studies Concentration. Her professional and research experiences are aimed toward enhancing leadership and diversity among adolescents in education. Her skills include multicultural programming, tutoring and mentoring high and middle school students.
Maame is former scholar of the Summer Education Research Program at UW-Madison during which her research focused on the racial and ethnic differences in student satisfaction of college on a predominantly white campus and the implications of social and academic adjustment for students’ satisfaction with college. Currently advised by Dr. Brad Brown her research interests include examining the transition processes among underrepresented students in higher education. Specifically, she explores the impact of social and academic experiences on identity development and achievement.
- Acevedo-Polakovich, I.D., Cousineau, J. M., Quirk, K.M., Gerhart, J.I., & Adomako, M.S.(2013). Toward an asset orientation in the study of U.S. Latina/o youth: Biculturalism, ethnic identity, and positive youth development. The Counseling Psychologist (4) 41
- Adomako, M.S., Brown, B.B., & Yang, C. (April, 2013). What Explains Ethnic Differences in Satisfaction Among Students on a Predominantly White Campus. Poster presented at the 2013 Society for Research in Child Development Conference. Seattle, WA.
- Adomako, M.S., Smith, J., & Garrison, A. (November, 2012). Breaking the Silence: LGBTQ Allies on Campus. Poster presented at the 2012 American Association of Criminology Conference. Chicago, IL.
Joe Anistranski is a third-year graduate student in the Human Development area. He received a B.A. in History from the University of Colorado Boulder and an M.A. in Educational Psychology from the University of Colorado Denver. Joe is a Project Assistant for Dr. Percival Matthew’s MELD lab, and he is a member of B. Bradford Brown’s Peer Relations Study Group. He has a variety of experience working with adolescents, including leading outdoor trips, tutoring a high-school student with dyslexia, coaching soccer and ultimate frisbee, teaching snowboarding, and running a summer day camp.
- A. Educational Psychology, University of Colorado Denver, Denver, CO
- A. History, University of Colorado Boulder, Boulder, CO
Joe researches college student development with a particular interest in social development. He is interested in how students develop a sense of belonging in college, especially in the first-year transition to college. Joe prefers qualitative research methodology, and his long-term goal is to amass practical research findings on college students’ social development to facilitate positive college experiences for future students.
John Binzak is a Ph.D. student in the Educational Psychology department studying the cognitive and neural development of math abilities in children. He previously attended the University of Wisconsin – Madison as an undergraduate student completing his Bachelor of Science in Psychology and Neurobiology. After Graduating in 2010, he decided to focus on how the field of neuroscience could inform and learn from the practice of education. While completing his M.Ed. in Mind, Brain, & Education at the Harvard Graduate School of Education, he studied child cognitive development and worked at CAST (Center for Applied Special Technology) on teams developing digital media for Education. Before returning to UW he worked at Northwestern University managing fMRI research studies on the neural development of dyscalculia and dyslexia in children.
M.Ed. Mind, Brain, & Education, Harvard Graduate School of Education, 2012
B.S. Psychology & Neurobiology, University of Wisconsin – Madison, 2010
Angie Calvin is a doctoral student in the Human Development area of the Educational Psychology department. She received her BA in psychology from Southern Illinois University and her MS in Developmental Psychology from Illinois State University. Her research broadly focuses on peer relationships during adolescence.
- BA, Psychology, Southern Illinois University, Carbondale, IL
- MS, Developmental Psychology, Illinois State University, Normal, IL
Currently, Angie is collaborating with Dr. Brad Brown’s Peer Relations Study Group on a project investigating how parents’ behaviors and peer management strategies impact adolescents’ behavior with peers. In addition to an interest in parenting behavior, she is also strongly interested in the study of adolescents who are victimized. She presently assists Dr. Amy Bellmore on a research project examining mentions of bullying events on Twitter. Both these projects help accomplish her overarching goal in understanding how relations with parents and peers influence adolescents’ psychosocial adjustment.
Hsun-yu Chan is now a doctoral candidate of the Human Development area in the Dept. of Educational Psychology. Hsun-yu received his BE from National Changua University of Education in Taiwan (major: guidance and counseling), EdM from Harvard Graduate School of Education (Human Development and Psychology), and MS from University of Wisconsin-Madison. His research interest includes peer relation, peer influence, and parent-child conversation. Hsun-yu also works in an NSF-funded project focusing on improving technical college student learning and academic success.
- MS, Dept. of Educational Psychology, University of Wisconsin-Madison, 2012
- EdM, Human Development and Psychology, Harvard Graduate School of Education, 2009
- BE, Dept. of Guidance and Counseling, National Changhua University of Education, Taiwan, 2007
My research focuses on the dynamics between adolescents and their peers as well as between adolescents and their parents. Through the lens of adolescent voluntary disclosure of peer information to parents, my work investigates how developing youth toggle between relationships with parents and peers. In particular, I ask how adolescents strike a balance between relationships with their peers and their parents in order to decide the type of information and the manner in which they would like to share it with their parents. I am also interested in understanding how the strategies that adolescents use to reach a balance change over time.
- Wang, X., Chan, H.-Y., Phelps, L. A., & Washbon, J. (accepted). The influences of dual enrollment and other early academic experiences on two-year technical college student success. Community College Review.
- Chan, H.-Y. (2011). Victimization and sexual orientation in adolescence: Bystander effect and school atmosphere in the United States. Gender Equality Quarterly, 52,65-67 (In Chinese).
- Chan, H.-Y., & Seyfert, J. (2015, April). The academic achievement of veteran students in public two-year colleges. Paper presented at the 2015 American Educational Research Association Annual Meeting. Chicago, IL, USA.
- Phelps, L. A., & Chan, H.-Y.(2015, April). Exploring the influence of career and technical education dual-credit course completion on college success. Paper presented at the 2015 American Educational Research Association Annual Meeting. Chicago, IL, USA.
- Chan, H.-Y., Wang, X. (2014, April). Relationship between interaction and academic achievement among students in manufacturing programs in two-year technical colleges. Paper presented at the 2014 American Educational Research Association Annual Meeting. Philadelphia, PA, USA.
- Brown, B. B.,&Chan, H.-Y. (2014, March). Peer influences on teen drivers: New insights on influence processes and new lessons for driver education. Paper presented in R. Laird (Chair), Adolescents and automobiles: Developmental considerations and prevention opportunities. 2014 Society for Research on Adolescence Biennial Meeting. Austin, TX, USA.
- Chan, H.-Y., Brown, B.B. (2013, April). Should I snoop, observe, or just ask? Relationship quality, adolescent behavior, and parents’ information seeking about peers. Poster presented at the 2013 Society of Research on Child Development Biennial Meeting, Seattle, WA, USA.
- Phelps, L. A., Chan, H.-Y., Washbon, J., & Wang, X. (2013, April). Prospects and possibilities for enhancing two-year college student success: Factors affecting first-year GPA. Paper presented at the 2013 American Educational Research Association Annual Meeting, San Francisco, CA, USA.
- Chan, H.-Y., & Wang, X. (2013, April). The role of interaction with faculty and peers in the academic achievement of two-year technical college students in manufacturing. Paper presented at the 55thAnnual Conference of the Council for the Study of Community Colleges, San Francisco, CA, USA.
- Chan, H.-Y., Brown, B. B. (2012, March). Factors influencing adolescent disclosure of information about peers: The mediating role of perceptions of parents’ right to know. Poster presented at the 2012 Society for Research on Adolescence Biennial Meeting, Vancouver, BC, Canada.
- Chan, H.-Y., & Brown, B. B. (2011, March). Adolescence disclosure of information about peers to parents: Is mom the key?Poster presented at the 2011 Society of Research on Child Development Biennial Meeting, Montréal, QC, Canada.
- Brown, B. B., & Chan, H.-Y. (2011, March). Parental privacy invasion during adolescence: Predictors, contexts, and consequences. Paper presented at the 2011 Society of Research on Child Development Biennial Meeting, Montréal, QC, Canada.
Yi-Ju “Eva” Chen
Eva Chen is a PhD student in Human Development program area. Prior to entering the program, Eva earned her master degree in Health Behavioral Science with a focus on studying how exposure to cigarette advertisement influences smoking initiation among adolescents.
Eva’s research interest centers on developmental issues in late adolescence and young adulthood. She pays special attention on how people overcome the transition challenges, including forming intimate unions, becoming parents and establishing early parenting, and balancing work and family. Her recent research project focuses on the influences of family union formation and the transition to parenthood on individuals’ sense of self development from adolescence to young adulthood. Through developing the line of research, Eva aims to understand how young people react to and thrive on new developmental challenges in contemporary society as marching into adulthood.
- Chen, C.C., Wang, W.S., Chang, H.Y., Liu, J.S., & Chen, Y. J. (2009). Heterogeneity of body mass index, waist circumference, and waist-to-hip ratio in predicting obesity-related metabolic disorders for Taiwanese aged 35–64 y. Clinical Nutrition, 28, 543-548.
- Liu, C.Y., Hung, Y.T., Chuang, Y.L., Chen, Y. J., Weng, W.S., Liu, J.S., & Liang, K.Y. (2006). Incorporating development stratification of Taiwan townships into sampling design of large scale health interview survey. Journal of Health Management, 4, 1-22.
- Lin, T.H., Chang, H.Y., Weng, W.S., Chen, Y. J., Cho, E.Y., Hsiung, C. A., & Liu, J.P. (2003). The national health interview survey information system: an overview. Taiwan Journal of Public Health, 22, 431-440.
- Chen, Y. J.(2001). The relationship between cigarette advertisement exposure and adolescent smoking in Taiwan. Unpublished mater’s thesis, National Taiwan University, Taipei, Taiwan.
- Chen, E. Y.-J., Enright, R. D., & Tung, E. Y.-L. (2014). The influence offamily unions and parenthood transitions onself-development. (Under Revision).
- Chen, E. Y.-J., & Enright, R. D. (2013, July). Influences of family union and parenthood status on individuals’ , self-development from age 15 to 38. Paper presented at the Poster session presented at the meeting of the American Psychological Association, Honolulu, Hawaii.
- Chen, E. Y.-J., & Enright, R. D. (2014, April). Positive marital interactions support positive parenting behaviors over the first 5 years after childbirth. Paper presented at the poster section at the meeting of the American Educational Research Association, Philadelphia, Pennsylvania.
- Chen, E. Y.-J., Tung, E. Y.-L., & Enright, R. D. (2013, October). Do parents and non-parents in emerging adulthood showdifferent developmental history in their self-view? Paper presented at the poster section at the meeting of the Conference on Emerging Adulthood, Chicago, Illinois.
- Chen, E. Y.-J., Tung, E. Y.-L., & Enright, R. D. (2014, November). Self-Esteem and Relationship Quality across theTransition to Parenthood. Paper presented at the poster section at the National Council on Family Relations 76th Annual Conference, Baltimore, Maryland (Accepted).
Catherine DeBrock is a first-year doctoral student in the Educational Psychology graduate studies program. Catherine earned her B.S. in Psychology from the University of Illinois at Urbana-Champaign in 2014, where she first became involved in educational research. After joining a cognitive neuroscience laboratory at the Beckman Institute, she began more hands-on work at a laboratory in the Educational Psychology department for research on bullying and peer victimization. Upon finishing the prerequisites for her psychology degree, she enrolled in courses geared toward teacher training, including courses on educational psychology, policy, and practice. Catherine now works in the Learning, Cognition, and Development laboratory with Haley Vlach studying Human Development.
Catherine’s research stems from her desire to contribute to the betterment of educational practice, both in the classroom and at home. Catherine studies the cognitive development of young children, and through this research she attempts to answer questions about how certain teaching and training methods influence a child’s memory, conceptualization, and performance in learning tasks, especially concerning early literacy.
Radhika Gosavi is a graduate student in the Human Development area. Over the past few years, she has done research on various topics including synesthesia, social neuroscience and cognition, dance cognition, and visual neuroscience. In 2008, she founded an educational non-profit organization, Beyond the Book, to spread holistic learning methods and motivate children to enjoy learning in the villages of India.
- Education B.S. in Cognitive Science with a specialization in Neuroscience and minor in Psychology, 2013, University of California, San Diego
Putting together her experiences, Radhika is passionate about doing research in the field of Educational Neuroscience. She is particularly interested in studying the relationship between learning and synesthesia.
- Rouw, R., Case, L., Gosavi, R., & Ramachandran, V. (2014). Color associations for days and letters across different languages. Frontiers in Psychology, 5.
- Case, L. K., Gosavi, R., & Ramachandran, V. S. (2013). Heightened motor and sensory (mirror-touch) referral induced by nerve block or topical anesthetic. Neuropsychologia, 51(10), 1823-1828.
- Gosavi R, Chang V, McGivern R, Pineda J. Embodied Cognition and Sex Differences in Singular versus Combined Tasks During Visual Tracking and Emotion Recognition. Society for Neuroscience 43rd Annual Meeting, San Diego, November 2013
Zachary P. Grulke
Zachary Grulke is a first-year Ph.D. student in the Human Development area. After high school, Zac joined the United States Marine Corps where, as an Infantryman, he learned the value of running water and electricity. Upon his End of Active Service, he studied Psychology at the University of Wisconsin-Stevens Point for a year, then transferred to Edgewood College. Once there, his research interests began to unfold as he conducted research regarding sound symbolism. After graduating, Zac was accepted into Ed Hubbard’s Educational Neuroscience lab where he is developing his research goals and skills
- S., Psychology, Edgewood College, Madison, WI
Zac’s research interests orbit learning in autism. Specifically, he is interested in how joint attention (paying attention to what others are focused on) can facilitate learning for a myriad of skills as well as what changes occur in the brain through successful interventions.
- Grulke, Z. & Spector, F. (2013, April). The Shape of Sounds. Poster presented at the Cognitive Neuroscience Society’s annual meeting in Boston, MA.
Matt Hirshberg is a graduate student in the Human Development area.
- Ed., Lesley University, Cambridge, MA
- A. in Religious Studies, University of Massachusetts at Amherst, Amherst, MA
His broad research interests include the development of pro-social behaviors and the cognitive and affective processes that undergird such behaviors, particularly in adolescents. More specifically, Matt is interested in the role that contemplative practices such as mindfulness may play in cultivating cognitive and affective competencies essential to healthy self-regulation, and the effect the development of these competencies has on school-based and real-world domains. Most immediately, he plans to try and differentiate the effects of the various meditation practices aggregated as “mindfulness practices,” attending most closely to changes in the subsystems of attention, working memory, emotion regulation and self-perception.
- Hirshberg, M. J. & Enright, R.D. (2014). Forgiveness and self-renewal. In R. Wicks & E. Maynard (Eds.). Clinician’s Guide to Self-Renewal. New Jersey: John Wiley and Sons, Inc
- Hirshberg, M.J., Hunt, J., Lee, Y-R., Litts, B., Shirmer, E., Irwin, A., & Enright, R.D. (2014, November). Examining Group Forgiveness: Creating a new measure with implications for peace. Paper to be presented to the Association for Moral Education, Pasadena, CA.
- Hirshberg, M.J. & Enright R. D. (2014, August). Cultivating positive qualities in late adolescents through mindfulness. In J. Froh & K. Cook (chairs), Fostering positive youth development through the lens of gratitude, hope, mindfulness, and attachment. Symposium presented to the American Psychological Association, Washington, DC.
- Hirshberg, M.J. (2014, January). Mindfulness 101. Talk given to Dane County Children’s Mental Health Collaborative Summit, Madison, WI.
- Hirshberg, M. J. (October, 2013). Teen mindfulness: A novel curriculumfor stress reduction and resiliency. Poster presented at Contemplative Practices to Promote Child and Family Well-Being Conference, Madison, WI.
Ron Hopkins is a first-year graduate student in the Human Development area of Educational Psychology. His academic background is primarily in the historical, theoretical, and philosophical foundations of human reasoning. Throughout his undergraduate and graduate career at the University of West Georgia he served as the Research Coordinator for the psychology department’s Research Laboratory. He trained undergraduates on research methods and provided in-class demonstrations of EEG equipment for psychology classes. While earning his Master’s degree in Psychology, he worked as a graduate assistant in the Distance and Distributed Education department, training and assisting faculty members in developing online courses.
- A. in Psychology, University of West Georgia, Carrollton, GA.
- A. in Psychology, University of West Georgia, Carrollton, GA.
Ron is interested in mathematical cognition, particularly how students come to associate meaning to the symbols and rules of symbol manipulation necessary for mathematics. He is especially interested in how these associations influence reasoning and how these associations change over time. This involves trying to understand the nature of processes underlying symbolic meaning and mathematical knowledge in the hopes of developing methods for identifying problems and designing effective interventions.
- “Situated Mathematical Cognition and Epistemology in Algebraic Reasoning: Implications for Young Learners” Student Psychology Annual Research Conference University of West Georgia, Carrollton, GA: April, 2014 “Ethical Epistemic Methodology in the Social Sciences” Midwinter ConferenceAPA Division 24, Atlanta, GA: March, 2014
- “What is the Cognitive Science of Mathematics?” Invited Presentation for Foundations of Neuroscience CourseUniversity of West Georgia, Carrollton, GA: November, 2013
- “Semiotics, Semantics, and The Linguistic Turn in Philosophy” Invited Presentation for Language and Culture CourseUniversity of West Georgia, Carrollton, GA: October, 2013
- “From Zero to Infinity: Paradoxical Cognitive Metaphors and Number Theory” Student Psychology Annual Research Conference University of West Georgia, Carrollton, GA: April, 2013
- “The Convenient Relativist: The Question of Plastic Epistemology” North Georgia Student Philosophy Conference Kennesaw State University, Kennesaw, GA: December, 2012
- “Thought and Identity: Cognition, Education, Society and Authenticity” Student Psychology Annual Research Conference University of West Georgia, Carrollton, GA: April, 2012
- “Learning Orientations: Changing Educational Perspectives” Student Psychology Annual Research Conference University of West Georgia, Carrollton, GA: April, 2011
Hsun-Chih Huang is a first year Ph.D. student in the Area of Human Development, Department of Educational Psychology. She had taught Counseling in a junior high school as a practice teacher and obtained Junior High School Counseling Teacher Certificate and Elementary School Teacher Certificate. She received an MS in Educational Psychology and Counseling from National Taiwan Normal University and a BA in Education from National University of Tainan. Now she is a member of Dr. Amy Bellmore’s lab.
- Master of Education: Educational Psychology, June 2010, Department of Educational Psychology and Counseling, National Taiwan Normal University, Taipei, Taiwan
- Bachelor of Education: Counseling, June 2008, Department of Education, National University of Tainan, Tainan, Taiwan
Hsun-Chih Huang’s main research interests are bullying and peer victimization, especially for cyberbullying issues. She would like to delve into the social context of bullying and the role social media plays in bullying. Recently, she has been working with Dr. Amy Bellmore to explore diverse features of bullying traces on Twitter and Weibo. She would like to examine the social online contexts of individual bullying episodes with quantitative methods and methods used in computer science.
- Chen, W. T., Huang, H. C., Breidel, H. & Bellmore, A. (2014, March). Fight Back or Do Nothing: Predicting Victim Behaviors From Their Motivation to Defend Themselves. Poster to be presented at the biennial meeting of the Society.for Research on Adolescence, Austin, TX.
Julie Johnson is a doctoral student in the Human Development area of the Educational Psychology program of UW-Madison. During her Educational Leadership and Policy Analysis Master’s program at Ohio State University, she examined service-learning as a catalyst for college student moral & cognitive development. She presented at the NASPA region IV-E conference in 2009 where she integrated service-learning research with development theory to examine and critique undergraduate service-learning courses and proposed better theory-to-practice programmmg.
Seeking hands-on leadership programming experience, Julie served as an AmeriCorps member working with a conservation program aimed at developing civic engagement among young adults. She also served as an instructor at Indiana University’s Outdoor Education Center facilitating leadership development, group development, and personal growth programs in outdoor challenge settings for children and adults of all ages.
A growing curiosity in non-violent conflict resolution and peace studies brought Julie to UW Madison’s Human Development program to work with Dr. Robert Enright – an academic leader in moral development and forgiveness education. Julie is currently working on various research projects aimed at understanding the developmental nature of forgiveness.
- Hunt, J.C., Kim, J. & Enright, R. (2013, November). Cross-cultural analysis: The Enright Forgiveness Inventory in Ukraine. Poster presented at the annual Association for Moral Education conference, Montreal, Quebec.
- Hunt, J. (2014, May). Because after all, a person is a person, no matter how small. Healthy Classroom Symposium.Lecture conducted from University of Wisconsin, Madison, WI.
Linghua Jiang is a graduate student in the Human Development program area.
- S. in Tourism Management, Sun Yat-Sen University, China
Her research interests include self-forgiveness, self-identity and self-regulation. Her current work involves justice and merciful community in school and the relationship of self-forgiveness and academic failure.
Yorel F. Lashley is a graduate student in Human Development. His career in youth development and educational instruction began as an undergraduate student at UW-Madison in 1990 with work at the South Madison and Wil-Mar Neighborhood Centers. His roles evolved from Camp Counselor/Youth Worker to Teen & Summer Camp Director over the course of 6 years.
In 1998, Yorel started working with youth and arts curriculum development in New York City schools, and in 2001 he founded Drum Power Inc., a youth leadership organization that uses learning West African, Afro-Cuban and Afro-Brazilian percussion to develop and practice life skills. He continues to direct Drum Power Inc. in both New York City and Madison, Wisconsin.
Yorel developed a classroom culture building and maintenance framework “Relationships First,” which he uses in his work as a classroom management and positive learning environment trainer. He provides professional development for teachers in the Madison Metropolitan School District as well as nationally through the “Relationships First” framework.
Yorel is interested in the impact of instructional curricula like Drum Power on the development of life skills, prosocial behavior and self-actualization in children and adolescents. His current work also focuses on assessing the degree to which these skills show evidence of cognitive transfer to other situations and tasks. Yorel’s research will yield useful inferences for improving teacher training and academic instructional design.
Yanzhuo “Amy” Niu
Amy Niu is a first year PhD student in Human Development Area in the Department of Educational Psychology. Prior to her attending to U.S., she was involved in a volunteer program and working as a middle school teacher in China. This experience helped to acquaint her with the social dynamics of adolescent peer relations. She was intrigued by how the clash between teacher or parent expectations and peer demands can undermine healthy adolescent development.
- A. Changchun University of Science & Technology
Working with Prof. Brad Brown and other members of the Peer Relations Study Group, her research interest currently centers on the association between the social networking sites (SNS) use and international students’ adjustment to college life in U.S. In her first year project, she will mainly examine (1) how international students build their identities in online settings (e.g. facebook) as a transition strategy (2) how they balance their relations with their old friends which are left behind in their home country and new connections which are established after they arrived on campus by participating in different social networking sites.
Nigel Noll is a first year PhD student in the Human Development program. Prior to pursuing a PhD, Nigel taught middle school and high school science in urban school settings.
- Ed., Educational Research, Cleveland State University, Cleveland, Ohio
- S., Biology, Cleveland State University, Cleveland, Ohio
Nigel’s research interest is category learning and human development. Specifically, he is interested in how categorization facilitates children’s abilities to perform various cognitive tasks. Nigel currently studies children’s pattern learning across instructional contexts with Dr. Chuck Kalish in the Study of Children’s Thinking Lab. In addition, he conducts research in the Learning, Cognition, & Development Lab with Dr. Haley Vlach.
Felice Resnik is a PhD student in Human Development in the Department of Educational Psychology. He is interested in researching school based peer relationships during adolescence, specifically bullying. Currently, she is collaborating with Dr. Amy Bellmore and the computer science department on a research project examining bullying on Twitter.
Elizabeth Toomarian is a PhD student in the Educational Neuroscience Lab. Her interest in bringing together cognitive neuroscience and education was sparked in large part by her involvement in a major reading remediation study in San Diego public schools. She administered auditory and visual reading interventions informed by neuroscience research to second grade students who exhibited normal or delayed/impaired reading abilities. She also conducted research full-time for two years in the Developmental Neuroimaging Lab at UC San Diego. Her projects there included studies of the neural correlates and developmental trajectories of emotional face processing, cognitive control, and non-symbolic math processing.
Liz is currently investigating the spatial representation of fractions on the mental number line. Her research employs both behavioral and functional neuroimaging methods.
- Toomarian, E., Han, J., Adamo, M., Haist, F. (2013). Evidence for the Development of the Extended Face Network, Executive Function, and Response Inhibition: An fMRI Study of the Emotional Go/No-Go Task. Journal of Vision, 13(9), 596-596. DOI: 10.1167/13.9.596
- Toomarian, E.& Hubbard, E.M. (under review) “Stimulus Characteristics and Strategic Variability Modulate Spatial Representations of Fractions.”
- Haist, F., Wazny, J.H., Toomarian, E., Adamo, M. (2015) “Development of brain systems for non-symbolic numerosity and the relationship to formal math academic achievement.” Human Brain Mapping, 36: 804–826
- NSF Graduate Research Fellowship, 2014-2017
Lai Wong is a graduate student under the tutelage of Professor Robert Enright. She received a B.S. in Business Administration, cum laude, at Northeastern University in Boston, Massachusetts. During the years of working in a government for developing, implementing and monitoring equal employment opportunity and affirmative action policies and programs, she has developed an interest in research in ethics education as well as evidenced based educational policies and programs. Her current research interest aims at applying theories of human development from philosophy* and psychology by using qual itative and quantitative research methodologies. She hopes to promote healthy and pro-social development in human beings by improving educational resources, curricu lums and policies. Her research topics include moral agency, moral motivation, moral identity and excellence in human development.
Lai is particularly interested in the philosophy of Aristotle, Dewey, William Damon, Buddhism and Confucianism.
In the upcoming year, I will focus on implementing the research project, “attributes of teachers in K-12” while I will continue working on the just and merciful community project. I also plan on continuing the exploration of moral agency in the Ph. D program· in the future.
- Aguinaga, A., Ben, A. G., Hamman, L. E., Lindemann, A., & Wong, L. (May 23, 2014). Crossroads of pink cobblestone around the ivory tower: female students reflect on their career journey. Presentation at the Tenth International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Illinois.
- Wong, L.(October 24, 2013). The sustaining power of moral agency in positive youth development. Presentation atAssociation of Moral Education Conference, Montreal, Canada.
- Enright, R., Wong, L., Hirshberg, M. & Jiang, L. (November 8, 2012). Just and merciful community. Poster presentation at Association of Moral Education Conference, San Antonio, Texas.
Manuscripts in Preparation:
- Enright, R., Wong, L., Hirshberg, M., & Jiang, L. (in prep.). Just and merciful community.
- Wong, L. (in prep.) Moral agency: the sustaining power of positive development.
Peiying Wu is a graduate student in Human Development area in the Department of Educational Psychology. She received her B.S. in Applied Psychology in East China Normal University. She also has a background interning in mental health hospital, counseling center and family guidance center. These experiences motivated her to study Educational Psychology in UW-Madison.
Peiying is interested in forgiveness education in families and group process of forgiveness. Currently, she is working on one research examining the validity of the Enright Group Forgiveness Inventory. And this measurement will be used in future studies to help scholars and peacemakers recognize the potential for future violence and address this issue through forgiveness education.