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Proceedings

of the

18th Annual Meeting

of the

Northeast Conference

for Teachers of Psychology

Worcester Polytechnic Institute

Worcester, Massachusetts

Friday, October 12, 2012

SessionTime

Campus CenterThird FloorOdeum A

Campus CenterThird FloorOdeum B

Campus CenterThird FloorOdeum C

7:30 AM to 5:00 PM Registration will be aill be ave available in the Campus Cententer Third Floor Lobby

7:45 AM to 8:45 AM Light breakfast will bill be aill be available in the Campus Cenenter Third Floor Lobby

9:00 AM to 10:00 AMKeynote Address:

Bryan Saville

10:15 AM to 11:15 AMConcurrent Presen

Presentation 1 Pentat

Ptation Session 1

Presentation 2

11:30 AM to 12:30 PMConcurrent Present


Ptation Session 2

Presentation 2

12:45 PM to 1:45 PM Lunch will be served in th the the Campus Center Forkey Din Dining Commons, First Floor

2:00 PM to 3:00 PMKeynote Address:

Beth Morling

3:15 PM to 4:15 PMConcurrent Present


Ptation Session 3

Presentation 2

4:30 PM to 5:30 PM Poster Session

4:30 PM to 5:00 PM Participant Idea Exchange I

5:00 PM to 5:30 PM Participant Idea Exchange II

5:00 PM to 6:00 PMJoint NECTOP

and NEPA Reception

The New England Psychological Association and the Northeast Conference for Teachers of Psychology would like to thank Worcester Polytechnic Institute for hosting their joint 2012 Annual Meetings, and recognize the following organizations, grants, and individuals for contributing to the success of the 2012 NECTOP meeting:

Dennis Berkey, Ph.D., President, Worcester Polytechnic Institute

Eric Overstrom, Ph.D., Provost, Worcester Polytechnic Institute

Karen Oates, Ph.D., Dean, Arts & Sciences, Worcester Polytechnic InstituteJames Doyle, Ph.D., Professor and Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies

Jeanine Skorinko, Ph.D., Local Arrangements Chair, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies

Jean Siequist, Worcester Polytechnic Institute, Administrative AssistantWorcester Polytechnic Institute Events Office

Worcester Polytechnic Institute Facilities

Worcester Polytechnic Institute Department of Social Sciences and Policy StudiesPsychology Society, Worcester Polytechnic Institute Department of Social Sciences and Policy Studies

Northeast Conference For Teachers of Psychology Steering Committee

American Psychological Association Education Directorate’s Board of Educational Affairs

Society for the Teaching of Psychology

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CAMPUS STRUCTURES

1 Air Force and Aerospace Studies

2 Alden Memorial

3 Alumni Gym

4 Atwater Kent Laboratories

5 Bartlett Center

6 Boynton Hall

7 Campus Center

8 Campus Police

9 Collegiate Religious Ctr

10 20 Trowbridge Road

11 Fuller Laboratories

12 Gateway Phase II

13 Goddard Hall

14 Gordon Library

15 Harrington Auditorium

16 Health Center

17 Higgins House

18 Higgins Laboratories

19 Hughes House

20 International House

21 Jeppson House (One Drury Lane)

22 Kaven Hall

23 OASIS

24 Olin Hall

25 37 Lee Street

26 Power House

27 Project Center

28 Salisbury Laboratories

29 Skull Tomb

30 Sports & Recreation Center

31 Stratton Hall

32 Student Development and Counseling Center

33 Washburn Shops and Stoddard Laboratories

34 WPI Life Sciences and Bioengineering Center

35 85 Prescott Street

Campus Map

STUDENT RESIDENCES

A Daniels Hall

B 16 Elbridge

C Ellsworth Apartments

D Founders Hall

E Fuller Apartments

F Unity House

G Institute Hall

H Morgan Hall

J Sanford Riley Hall

K 22 Schussler

L Stoddard Complex

M 25 Trowbridge

N East Hall

O Salisbury Estates

GREEK HOUSES

G1 Alpha Chi Rho

G2 Alpha Gamma Delta

G3 Alpha Tau Omega

G4 Alpha XI Delta

G5 Lambda Chi Alpha

G6 Phi Gamma Delta

G7 Phi Kappa Theta

G8 Phi Sigma Kappa

G9 Phi Sigma Sigma

G10 Sigma Alpha Epsilon

G11 Sigma Phi Epsilon

G12 Sigma Pi

G13 Tau Kappa Epsilon

G14 Theta Chi

G15 Zeta Psi

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Campus Structures

Student Residences

Greek Houses

Parking

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ALUMNI

FIELDQUAD

Friday Evening Dinner

will be held in Adlen

Memorial (#2)

NECTOP

will be held in the

Campus Center (#7)

Recommended

ParkingRecommended

Parking

Friday Evening Speaker

8:00 PM

Campus Center (#7)

Third Floor Odeum A

Odeum Rooms

A B C

RegistrationExhibits

Participant Idea Exchanges, Posters,

and NECTOP-NEPA Reception

Light

Breakfast

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9:00 AM - 10:00 AM

Theodore N. Bosack Keynote Address

Campus Center: Odeum A

Bryan K. Saville(James Madison University)

Interteaching: From the Psychology of Learning to the Learning of Psychology

In recent years, educators have bemoaned the state of American education, citing several reasons for its purported decline. One potential contributor to this negative state of affairs is the continued use of teaching methods that fail to capitalize on how people learn. In this presentation, I will discuss interteaching, a teaching method that has its conceptual roots in the psychology of learning. Specifically, I will explain how to implement interteaching in the classroom, show how it is grounded in well-established psychological principles, and discuss the growing body of research that has found interteaching to be an effective way to promote student learning.

Odeum A: Presentation 1

Robin Musselman(Lehigh Carbon Community College)

Student Engagement and Increased Learning:Implementing Interteaching Into Introductory Psychology

Today’s students live in a fast-paced world and few traditional-age students have ever been without a means of communicating with peers. Studies have shown that lecture alone is less effective in terms of student performance (Saville & Zinn, 2005). As a result, many professors have moved away from simple lecture format to include more hands-on learning, more relevant material and more student interaction. This may be easier to do at the upper levels where students have been trained to think more critically about material and have an expectation that they will be tasked with more responsibility for their learning. Introductory Psychology provides a platform for bringing students into the field provided we capture their interest. It is crucial that we implement creative teaching techniques in these courses. Interteaching was introduced into sections of the Introduction to Psychology course at Lehigh Carbon Community College in Spring 2011. Interteaching has been shown to be a successful tool towards engagement by creating more discussion and shorter lectures targeted to student interest. This presentation will include an overview of interteaching as implemented at LCCC, sample preparation guides and probes and will demonstrate the efficacy of the method through a comparison of student outcomes using both interteaching and non-interteaching. This interactive session will give participants an opportunity to explore the decision-making process to implement interteaching as well as the successes and failures of various components. There will also be an opportunity to see the extent of outcome assessment that is available on the individual student level as well as the course level throughout the semester.

Odeum B: Presentation 2

Tom Heinzen(William Patterson University)

Clever Hans:The Horse That Won’t Go Away

Psychology’s backstory is a rich resource for demonstrating the value of scientific thinking. For example, the story of Clever Hans creates opportunities to teach our students about the failures of social cognition such as confirmation bias and hindsight bias. But the lesser known details of the Clever Hans affair describe classic conflicts within psychology: ESP versus science, everyday observations versus careful experimentation, popular beliefs versus evidence-driven thinking, generalizing from non-human animals to humans, and the importance of testing competing theories. In addition, the personal dramas surrounding Clever Hans demonstrate the raw choices we face when confronted with cognitive dissonance while the public drama mirrors the challenges we face every day as teachers of psychology. Finally, the striking parallel between the Clever Hans affair and unfounded faith in Facilitated Communication as an intervention for autism makes Clever Hans a voice that our psychology majors need to hear as they make critical career decisions.

Concurrent Session 1: 10:15 AM- 11:15 AM


Greg Privitera(St. Bonaventure University)

Teaching Statistics in the Classroom by Combining Technologywith Interpretation: Preparing Students to Be Lab Ready

This session presents a unique approach to using technologies in the classroom. It describes how Excel® and IBM SPSS® can be incorporated in the classroom to better prepare students for careers in science—all while adding only about two to three classes worth of instruction time. Sample exercises are provided to illustrate how useful these technologies can be and how students can benefit from the inclusion of these technologies in the classroom. The talk describes how students acquire valuable skills in the classroom that are needed in a research lab, including the ability to think critically about statistical outcomes displayed in Excel® files and IBM SPSS® output tables. Additional strategies are illustrated in the talk to demonstrate how to introduce statistics in a way that fits well with the fundamentals of research methods and science. The aim of this talk is to introduce a teaching strategy that can immediately prepare students to actively participate in a research setting, such that students can: (1) use Excel® and IBM SPSS® software to enter and analyze data, (2) interpret statistical outcomes and identify the outcomes in IBM SPSS® output tables, (3) apply their knowledge of statistics to understand research design, and (4) think critically about why they are using a statistic, how it can be interpreted, and what it says about the hypothesis being tested. In all, the talk is organized using the acronym LAB READY: Link problems sets to Excel® and IBM SPSS® data files; Allot some time to introduce how to use the technologies you use in the classroom; Breakdown the barriers between statistics and science; Redefine how students think about science; Emphasize interpretation over calculation; Adapt problem sets to published research; Delineate the use of statistics and research design by applying the decision tree; Yield to a pace that is realistic and conducive to student learning.


Kathryn Wiezbicki-Stevens(Bay Path College)

Community Partnerships: Fostering Goodwill and Creating Experiential Learning Opportunities for Students

Establishing Community Partnerships is a unique way to provide experiential learning opportunities that are also sustainable. The Psychology Program at Bay Path College has established a number of partnerships with local organizations with good success. These organizations sponsor our students and in exchange, Bay Path provides a package of “benefits” to these organizations, such as a free course, to compensate for their involvement. In this way, students are provided with valuable professional skill development and networking, and organizations receive much-needed help on a continuous basis and fostering goodwill with the community.

Concurrent Session 2: 11:30 AM - 12:30 PM

12:45 PM - 1:45 PMLunch for all registered NECTOP participants

will be served in the Campus CenterForkey Dining Commons, First Floor

2:00 PM - 3:00 PM

Keynote Address: Odeum A

Beth Morling(University of Delaware)

"That Sample's Too Small," "That Sample's Not Random," and Other Tall Tales

Once upon a time, there was a psychology student who thought every study needed a large, random sample that could generalize to the population of the world.....

Does this story sound familiar to you? As teachers of psychology, we share stories about the wonders and power of the scientific method. But our students don't always appreciate the narrative. They get distracted by the long-lived misconceptions that seep into our classrooms—tall tales about the need for large samples, the supreme standards of random selection, and the "problem" of individual differences. I have been listening to their tired tales for lo! these many years, and I've got some tricks for encouraging better thinking. I'll share suggestions for helping students become systematic, appropriately critical readers of our research stories.

The moral? Students can learn to let go of random and recognize the good stuff, too.


Victor Benassi(University of New Hampshire)

Applying the Science of Learning in Psychology Curricula:Design, Implementation, and Assessment

This session provides an overview of some powerful science of learning principles—based on research in the area of cognitive psychology—that have been applied in psychology courses and that have been demonstrated to have educationally significant impact. I focus on the design and implementation of instructional interventions as well as on the assessment of their impact on student learning outcomes. Results from two representative projects completed through a Davis Educational Foundation sponsored Cognition Toolbox Project are described: (1) Use of low-stakes in-class and online quizzes in an effort to promote long-term retention and application of academic material (Test-Enhanced Learning, Retention, and Transfer); (2) Use of distributed practice and repetition (interleaving) to enhance students’ success at identifying appropriate statistical tests for research designs. The objectives of this session are to:

1. Inform participants of the scholarship on how the science of learning can improve educational outcomes in higher education in general, and in psychology courses in particular.

2. Describe the Cognition Toolbox Project, using illustrations from instructional interventions done in psychology courses.

3. Involve participants in identifying a learning issue in a psychology course and then in designing a cognitively-based intervention that includes a sound experimental design to assess the impact of the intervention on the identified learning outcome.


Joann M. Montepare & Loredana Padurean(Lasell College)

The Contemporary Classroom:Older Students and Intergenerational Formats

Dramatic demographic shifts are compelling institutions of higher education to consider curricular opportunities and approaches which engage older learners along with traditional-aged students. And, increasing numbers of older adults are relocating to living environments which provide new educational opportunities. In this session, we discuss intergenerational formats used in Lasell College classes which bring together undergraduate students and older Lasell Village residents. We also explore how teaching older students challenges instructors in unique ways, and offer an opportunity for instructors to generate intergenerational teaching ideas for their classes.

Concurrent Session 3: 3:15 PM - 4:15 PM

4:30 PM – 5:30 PM / Odeum C

Bernard C. Beins Teaching Poster Session

Poster 1 Simple Video Recording Procedures For Teaching Behavior Observation and Coding. Gary M. Brosvic, Ph.D. (Rider University).

Poster 2 Teaching Behavior Collection With Mice With An Open Field Paradigm. Gary Brosvic, Ph.D. (Rider University) & Eric Balboa, B.S. (Rider University).

Poster 3 Educational Psychology Goes Back to School: Videoconferencing Between Undergraduates and Fifth

Graders. Allison G. Butler, Ph.D. (Bryant University), Jenifer Perez (Bryant University) & Sandra Lenore, M.A.T. (Anna McCabe Elementary School).

Poster 4 The Teaching of Systems and Theories. Albert Wakin, C.A.S. (Sacred Heart University).

Poster 5 Creating an Active Learning Environment in Psychology Statistics Using a Hybrid Course Design. Heather D Hussey, Ph.D. (Northcentral University) & Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver).

Poster 6 Using Social Media to Enhance Instruction in Higher Education. Bethany K.B. Fleck, Ph.D. (Metropolitan State College of Denver), Heather D. Hussey, Ph.D. (Northcentral

University) & Aaron S. Richmond (Metropolitan State College of Denver).

Poster 7 Coming in Contact: The Power of Experiential Learning to Shape Student Perceptions of Mental Illness. Tracy A. Prout, Ph.D. (College of Mount Saint Vincent).

Poster 8 Using Undergraduate Teaching Assistants to Facilitate Peer Mentorship. Jennifer L. Weiner, Ph.D. (Fisher College).

Poster 9 Enhancing Communication Skills in a Psychology of Women Course. Tara Broccoli, Ph.D. (Mitchell College).

Poster 10 Assessing Attitudinal Change After Taking an Undergraduate Gender Course. Jennifer Pickard Leszczynski, Ph.D. (Eastern Connecticut State University).

Poster 11 Study Of Student Life: Using Group And Individual Research To Enhance Students’ Professional

Development. Christina Hardway, Ph.D. (Merrimack College) & Michael Stroud, Ph.D. (Merrimack College)

Poster 12 Integrating Sport And Exercise Psychology Into Introductory Psychology Lessons. Andrew Vincent, B.A. (Springfield College) & Julia Rizzo, B.A. (Springfield College)

Poster 13 Using Online Tutorials to Assist Students in a Research Methods Course. Lyndsey K. Lanagan-Leitzel, Madeleine A. Fugère & Alita J. Cousins (Eastern Connecticut State University)

Poster 14 Flipping Intro Psych: Use Of An Inverted Classroom Approach In Introduction To Psychology. Brandi Silver, Ph.D. (Worcester State University)

Poster 15 From Psychoanalysis to Cognitive Therapy: Evolution of Endorsement by the American Mental Health

Foundation. William Van Ornum, Ph.D., FAPA (Director of Research, American Mental Health Foundation) & Evander Lomke (CEO, American Mental Health Foundation)

Poster 16 Intersecting Venn Diagrams: Anxiety Disorders, Temperament, and Highly Sensitive Persons. Kathryn Roberson (Marist College), Amanda Torres (Marist College) & William Van Ornum, Ph.D. (Marist College)

Poster 17 The Use of Technology in Psychotherapy Training. Laura A. Noblet, M.A. (Massachusetts School of Professional Psychology)

Poster 18 Disability Studies in Psychology Graduate Programs. Nicole M. Rosa, M.S.W., M.A. (Brandeis University)

Poster 19 Attachment Anxiety And Teamwork In The Classroom. Katherine Alexander, M.A. (Rutgers University, Newark) & Harold Siegel, Ph.D. (Rutgers University, Newark)

Poster 20 Student Perceptions of the Research Experience: Expectations and Outcomes. Bernard C. Beins, Ph.D. (Ithaca College), Kendra Doychak (Ithaca College), Pamela Ferrante (Ithaca College), Carly Herschman (Ithaca College), Daniel Leibel (Ithaca College), Natalie Mendes (Ithaca College) & Samantha Sherry (Ithaca College)

Poster 21 Psychology Fieldwork and the Undergraduate Thesis: An Integrative Approach. Sarah Martin, Ph.D. (Simmons College)

Poster 22 Errors in Performance Estimations: Lower Performers Consistently Overestimate Their Exam Scores. Catherine E. Overson, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire) & Victor A. Benassi, Ph.D. (Center for Excellence in Teaching and Learning, University of New Hampshire)

Poster 23 Enhancing Teaching and Learning in a Multi-Section Research Methods and Statistics Course Sequence. Teresa M. Lyons, Ph.D. (Salem State University), Darlene E. Crone-Todd, Ph.D. (Salem State University), Sophia R. Evett, Ph.D. (Salem State University), Benjamin O. Miller, Ph.D. (Salem State University) & Patrice M. Miller, Ed.D. (Salem State University)

4:30 PM – 5:00 PM / Odeum C

Joint Participant Idea Exchange Session I

Idea Exchange 1

Log Cards: Personnel Communications With Unintended Effects

William Sharp, PsyaD.(Wheelock College & Boston Graduate School of Psychoanalysis)

Large classes, demands of a curriculum and outside distractions can make connections with students difficult to maintain; yet we teach a very “person oriented” field. By using log cards (5 x 8 index cards turned in weekly) as a structure to allow personal communications between teacher and student, this author found (1) a way to evaluate his teaching week to week as opposed to waiting for formal testing and (2) interests and future lesson ideas. An unintended effect however was (3) the discovery of a parallel process going on between the course material and students’ development in the course.

Idea Exchange 2

How Should Instructors Intervene When StudentsSelf-Disclose Mental Health Concerns In Class?

Benjamin T. Wood, Ph.D. (Massachusetts College of Liberal Arts Postdoctoral Fellow - Williams College Counseling Center)

How should instructors intervene when students self-disclose mental health concerns in the classroom? When teaching undergraduates about abnormal psychology and counseling, instructors may find that students share personal narratives about struggles with mental health. Self-disclosure in classrooms can promote active-learning and engagement. However, students who self-disclose may also experience negative judgments from their peers. How can instructors promote a learning environment in which students feel safe enough to explore psychological topics that are personally relevant without incurring prejudice? This participant idea exchange will offer instructors the opportunity to discuss ways of intervening when students self-disclose mental health concerns.

Idea Exchange 3

Unlocking the Potential of Undergraduate Teaching Assistantsof Introduction to Clinical Psychology: Nuts and Bolts

Jasmine Mena, Ph.D. (University of Rhode Island),Kathryn Martin (University of Rhode Island) &

Amanda Meunier, B.A. (University of Rhode Island)

Undergraduate teaching assistants (UTAs) are increasingly becoming involved in university classrooms. The role of a UTA has the potential to enrich the experiences of students, professors and the UTAs themselves. This exchange will present information about the experiences of two undergraduate students and a professor of an introduction to clinical psychology undergraduate class. The audience will be able to discuss the history of UTAs; common duties and responsibilities of UTAs and professors; gains, costs, and conflicts experienced by UTAs and professors; ethical considerations; and recommendations for UTAs and professors.

Idea Exchange 4

Interteaching: Applications of Evidence-Based Teaching Methodsin Psychology Education: Tools and Tips For Success

James L. Soldner, Ph.D., CRC, BCBA-D (Assumption College) &Diane M. Myers, Ph.D. (Assumption College)

In recent years there has been a significant movement towards the concepts of evidence-based practice in psychology, including psychology education. Recently, interteaching, referred to as a “mutually probing, mutually informing conversation between two people” has been introduced as a user-friendly alternative to traditional teaching practices. A growing body of empirical support has found interteaching to positively impact student learning and satisfaction. This data-based presentation will provide an overview of interteaching and its key components and a description of past and present interteaching research. A discussion of the benefits of interteaching methods for both instructors and students will also be provided.

Idea Exchange 5

Creating a Program for the Helping Professions: Beyond the Senior Thesis

Jennifer L. Weiner, Ph.D.(Fisher College)

Capstone courses in traditional undergraduate psychology programs tend to require an extensive literature review, commonly termed a Senior Thesis. While that is a very valuable tool, this presentation offers a different approach to the Senior Thesis and details a unique project which encompasses several components of a student-created program that would theoretically help the communities being served. Sample projects will be presented.

5:00 PM – 5:30 PM / Odeum CJoint Participant Idea Exchange Session II

Idea Exchange 1

Bridging Psychology and Education:Making Psychology Relevant to Pre-Service Teachers

Elida V. Laski, Ph.D(Boston College Lynch School of Education,

Applied Developmental and Educational Psychology)

Many teacher education programs require their students to take psychology courses, such as Child Development and Psychology of Learning. The purpose of this idea exchange is to discuss ways of making the research presented in these courses relevant and meaningful to pre-service teachers, so that it is likely to influence their future instruction. A number of questions will be posed for discussion, including: Which topics might be most important for this student population? What approaches can be used to make the implications of the research apparent? Ideas and a sample syllabus from a Psychology of Learning course will be shared.

Idea Exchange 2

Developing and Assessing Communication Across the Curriculum

Tara Broccoli, Ph.D. (Mitchell College),Jennifer Mauro, M.S. (Mitchell College) &Catherine Wright, Ph.D. (Mitchell College)

Student success is a multidimensional construct that includes the development of skills/abilities (e.g., communication). However, while the development of skills is valued, faculty members may rely on general education courses to increase these abilities in students. Ability-based education (ABE) is an approach to teaching and learning that emphasizes utilizing course content to develop key institutional abilities. As such, students and faculty may focus on the enhancement of skills in a developmental fashion. This participant idea exchange will introduce techniques to develop and assess communication skills interdependently with course content across the curriculum.

Idea Exchange 3

What Instructors Should Know About Public Speaking Anxiety

Toni-Ann Mastando, B.A. (Marist College) &Peter DelRosario, Ph.D. (Marist College)

Public speaking anxiety (PSA) is the number one fear of Americans. Many students experience this issue as their coursework may require oral presentation assignments. Students with PSA tend to avoid these public speaking situations and, in extreme cases, drop out of courses with this requirement. Research has yielded positive results for PSA reduction techniques, and has recognized multicultural issues with regards to PSA among diverse students. Students may benefit from their instructors’ awareness of these issues and their application of PSA reduction techniques. Students may be better prepared to enter the workplace that requires public speaking.

Idea Exchange 4

How to Survive as a New Instructor: Discussing Challenges in the Early Years of Teaching

Ariana F. Young, M.A. (University at Buffalo, SUNY), Shannon P. Lupien, M.A. (University at Buffalo, SUNY)& Jordan D. Troisi, Ph.D. (Widener University)

Drawing from an informal national survey of new psychology instructors, participants in this idea exchange will have the opportunity to discuss the challenges they have encountered in their first few years of teaching. Topics will include effective time management, maintaining confidence, managing student (mis)behavior, handling mistakes, and any other topics of participants’ choosing. The overall goal of this idea exchange is to have participants share their questions, concerns, and experiences, as well as use the collective wisdom of the group to come up with methods through which they can become more effective instructors.

Idea Exchange 5

Bringing Service Into Action: Community Based Research as anAlternative to Traditional Research Courses

Diane Mello-Goldner,Ph.D. (Pine Manor College)

For the past 10 years, Pine Manor College has adopted an Action Research Model which is based on a Community Based Research approach. Our Community Based Research two-course sequence involves research that is conducted by, for, or with the participation of local community members in the Boston area. This session will involve a discussion of the successes and problems associated with this type of model to teach statistics and research design at the college level. Ideas and a sample syllabus will be provided.

Friday Evening

Joint NECTOP and NEPASocial Hour, Odeum C

5:00 PM - 6:00 PM

Please join us for a brief reception that concludes the 18th Annual Meeting of the Northeast Conference For Teachers of Psychology and opens the 52nd Annual Meeting of the New England Psychological Association that continues through Saturday, October 13.

Friday Evening Dinner6:15 PM - 7:45 PM

The Friday Evening Dinner is by prior reservation (Alden Memorial, #2 on campus map) and is not included in either general NECTOP or NEPA registration fees.

Friday Night Keynote Speaker8:00 PM – 9:00 PM

The Friday Evening Speaker (Dr. Thomas Gilovich, Cornell University) will begin at 8:00 PM in Salisbury Laboratories Room 115 (#28 on campus map). The Friday Evening Speaker is open to NECTOP and NEPA participants and to all members of the Worcester Polytechnic Institute community.

Friday Night Keynote Speaker

Salisbury Laboratories Room 115

Opening Comments:

Karen Oates, Ph.D.Dean, Arts & Sciences, Worcester Polytechnic Institute

Featured Presenter:

Thomas Gilovich, Ph.D.(Cornell University)

Getting the Most For Your Money:

The Hedonic Return on Experiential and Material Purchases

Introduced by Jeanine Skorinko, Ph.D. (Worcester Polytechnic Institute)

Thomas Gilovich is Professor of Psychology at Cornell University and co-director of the Cornell Center for Behavioral Economics and Decision Research. He received his B.A. in Psychology from the University of California and his Ph.D. in Psychology from Stanford University. His research focuses on how people evaluate information in their everyday and professional lives, and how they use that information to draw conclusions, form beliefs, and embark on courses of action. His research has been funded by the National Science Foundation and the National Institute of Mental Health. His books include How We Know What Isn’t So (1991), Why Smart People Make Big Money Mistakes (1999, with Gary Belsky), Heuristics and Biases: The Psychology of Intuitive Judgment (2002, with Dale Griffin and Daniel Kahneman), and Social Psychology (2004, with Dacher Keltner and Richard Nisbett). He is a member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, the Society of Experimental Social Psychology, and the Society for Personality and Social Psychology.

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on

if it

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tten

dee

s, p

rese

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rs, an

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ues

ts a

re r

equir

ed t

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egis

ter

for

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NE

CT

OP

mee

tin

g.

Pro

po

sals

will b

e ac

cep

ted

or

reje

cted

on

th

e b

asis

of

pee

r re

vie

w.

Pri

ori

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ill

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to

Po

ste

rs a

nd

Part

icip

an

t Id

ea E

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an

ges s

ub

mit

ted

betw

een

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ruary

1,

2013 a

nd

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ne 8

, 2013

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EC

TO

P w

ill

co

nti

nu

e t

o r

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e a

nd

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oste

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fter

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e 8

, 2013 t

hro

ug

h S

ep

tem

ber

21,

2013 o

n a

sp

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oste

rs

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r th

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form

ati

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ing o

f

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ch

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gy, in

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din

g b

ut

no

t lim

ited

to

rese

arc

h o

n t

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ess

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on

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each

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ech

niq

ue, co

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era

tive a

nd

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r in

terd

iscip

lin

ary

pro

jects

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NE

CT

OP

will al

so c

on

sid

er p

rop

osa

ls f

or

on

e-h

ou

r in

tera

cti

ve s

ess

ion

s/w

ork

sho

ps

dea

lin

g w

ith

inst

ruct

ion

al m

eth

od

s o

r st

rate

gies

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th

e te

ach

ing

of

psy

cho

logy

. E

xam

ple

s o

f th

e so

rts

of

sess

ion

s th

at w

ill

be

con

sid

ered

may

be

foun

d in

th

e 2011 a

nd

2012 N

EC

TO

P p

rogr

ams

that

are

avai

lab

le f

or

on

lin

e re

vie

w

at N

EP

sych

olo

gica

l.org

. T

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e f

or

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po

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ne-h

ou

r in

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ps

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h 1

, 2013

. D

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s ab

out

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th

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vem

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th

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pro

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rd

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f p

sych

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gy,

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mit

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ro

ug

h t

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EC

TO

P S

ub

mis

sion

s P

orta

l at

NE

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ch

olo

gic

al.

org, an

d i

nclu

de:

NE

CT

OP

Th

e N

ort

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st C

on

fere

nce

fo

r T

each

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Psy

cho

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tten

d a

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tici

pat

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th

e

2013

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nual

Mee

tin

g

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No

rth

east

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nfe

ren

ce f

or

Tea

cher

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f P

sych

olo

gy

Fri

day,

Oct

ob

er 1

8, 2

013

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usa

ton

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nit

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dg

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nn

ecti

cut

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om

ww

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EP

sych

olo

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Th

e N

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r T

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ers

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ffilia

ted

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h t

he

New

En

gla

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sych

olo

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sso

ciat

ion

53rd

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En

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nd

Psy

ch

olo

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al A

sso

cia

tio

n M

eeti

ng

Satu

rday,

Octo

ber

19,

2013

Call

fo

r S

ub

mis

sio

ns

Th

e su

bm

issi

on

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rop

osa

l im

plie

s a

com

mit

men

t to

att

end

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mee

tin

g an

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liver

th

e p

rese

nta

tio

n if

it

is a

ccep

ted.

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atte

nde

es, p

rese

nte

rs, a

nd

gues

ts a

re r

equi

red

to r

egis

ter

for

the

mee

tin

g. P

rop

osa

ls w

ill b

e

acce

pte

d o

r re

ject

ed o

n t

he

bas

is o

f p

eer

revi

ew.

NE

PA

Pri

ori

ty S

ub

mis

sio

n D

ead

lin

e:

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ruary

1 t

hro

ug

h J

un

e 8

, 2013

fo

r sy

mp

osi

a,

pap

ers

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d p

ost

ers

rep

rese

nti

ng

all ar

eas

of

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psy

cho

logi

cal sc

ien

ces.

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PA

wil

l co

nti

nu

e

to r

eceiv

e a

nd

revie

w p

ost

ers

th

rou

gh

Sep

tem

ber

21,

2013

on

a s

pace-a

vail

ab

le b

asi

s.

NE

Psy

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ogic

al@

Gm

ail.

com

ww

w.N

EP

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usa

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dg

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on

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invi

tes

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tio

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plic

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resu

lts.

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tera

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sio

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will

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sid

ered

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pap

ers

pro

vid

ed t

hat

th

ey p

rese

nt

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idea

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od

els,

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for

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ers

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ster

s m

ay b

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itat

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crip

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f d

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luat

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s, a

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sub

stan

tiat

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on

clusi

on

s is

pro

vid

ed. N

EP

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lso

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sub

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n o

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mp

osi

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ud

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on

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sues

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iffe

ren

t p

ersp

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ves.

Dat

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llect

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nal

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clud

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ub

mis

sio

ns

judge

d t

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pro

gres

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tom

atic

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ecte

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e N

EP

A p

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ram

co

mm

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rves

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pap

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fo

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c

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ion

s are

no

t ava

ilab

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e p

rese

nte

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s p

ost

ers

.

In o

rder

to

be

revie

wed

pap

er

an

d p

ost

er

sub

mis

sio

ns

must

in

clude

the

follo

win

g co

nte

nt:

th

e m

ain

fin

din

gs.

e

mb

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wit

hin

exp

lan

atio

ns,

wh

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app

rop

riat

e.

A S

ym

po

siu

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ub

mis

sio

n s

ho

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clude

the

follo

win

g co

nte

nt:

an

d t

he

audie

nce

fo

r w

hic

h t

he

sym

po

sium

is

inte

nded

.

s

ub

mis

sio

n a

nd e

xp

erti

se t

o p

arti

cip

ate

in t

he

sym

po

sium

.

A

ll p

rop

osa

ls m

ust

be

sub

mit

ted u

sin

g th

e N

EP

A S

ub

mis

sio

n P

ort

al a

t N

EP

sych

olo

gica

l.org

.

NE

PA

W. W

. No

rto

n &

Co

mp

any,

In

c.In

dep

end

ent

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plo

yee-

ow

ned

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ntac

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ome

stud

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will

go

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ndu

ct p

sych

olog

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arch

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d de

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of t

hei

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maj

orit

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ursu

e ca

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cho

log

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earc

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ey w

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o, w

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clus

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producers

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hol

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esea

rch

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h M

orlin

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elps

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dent

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p cr

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tive

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skill

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ey b

ecom

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stem

atic

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rrog

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. By

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ogat

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r fu

ture

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sear

ch, M

orlin

g h

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s re

mai

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uild

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ders

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earc

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eth

odol

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s “T

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proceedings of the 18th annual meeting of the northeast … · g1 alpha chi rho g2 alpha gamma...

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