Psychology and Human Development
Apr. 19, 2016—Vanderbilt professor Douglas Perkins has been named among the Society for Community Research and Action’s 2015-16 award recipients.
Jan. 6, 2016—Early motor training in infants may result in positive long-term effects in other areas of development.
Vanderbilt researcher speaks to White House on ending segregation for people with intellectual disabilities
Nov. 24, 2015—Erik Carter spoke about ending segregation in education and beyond during an invited presentation at a gathering of the President’s Committee for People with Intellectual Disabilities.
Oct. 28, 2015—Two faculty members at Vanderbilt’s Peabody College have received prestigious honors from the Society of Multivariate Experimental Psychology.
Oct. 28, 2015—The National Association for Gifted Children has honored Tamra Stambaugh with its Early Leader Award, given to a person who has made significant contributions in leadership and service to the field of gifted education and who is in the first 10 years of his or her career.
Oct. 13, 2015—A new study finds that a cognitive-behavioral prevention program yielded sustained positive effects for youth at risk for depression.
Sep. 30, 2015—A Vanderbilt study is showing that early intervention may be the key to stopping the depression cycle in families.
Jul. 17, 2015—David Lubinski co-directs the Study of Mathematically Precocious Youth, a 50-year longitudinal study of more than 5,000 highly talented individuals.
May. 8, 2015—Twenty-eight retiring faculty members were recognized during Vanderbilt’s Commencement ceremony May 8, when the university honored their years of service and bestowed on them the title of emeritus or emerita faculty.
May. 5, 2015—Engineering senior Nolan Michael Smith never expected to be sitting in a laboratory waiting for a toddler to sign off on an app he designed. But that’s what happened when the computer science major agreed to collaborate with researchers at Peabody College.
Apr. 27, 2015—Vanderbilt's Richard Lehrer and Leona Schauble, frequent research collaborators, analyze the responsiveness of teaching practices to students’ ways of thinking.