Jack and Nora Walker Canadian Centre for Lifespan Development Research
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The Centre for Lifespan Development Research houses various faculty members across Brock University representing Social Sciences, Applied Health Sciences, Education, and Humanities, as well as over 40 community agencies, who collaborate to investigate psychological, social, health, neurophysiological and educational aspects of life from infancy to old age. For example, the Centre involves various faculty members from Brock's Psychology Department - if you are a student interested in learning more about psychology graduate studies in lifespan development please download our psychology information sheet here.
The Centre itself does not formally accept students, but there are lots of ways for students to become involved with the work of our members - for example undergraduates can volunteer with researchers, participate in research and work on their thesis projects with professors, while graduate students can also apply to work with professors on their Masters or PhD projects. Also, anyone can sign-up to receive updates from the Centre regarding new information, events and opportunities.
Looking for information on opportunities with Centre members?
Below we have a list of some of our current members, along with information on their research and whether or not they are currently accepting students. If you are interested in connecting further with a faculty member please email them directly (note that you can connect directly with their faculty pages using the links below).
|Professor name||Research interests||Accepting students or volunteers|
|Michael Ashton||My research focuses on the structure and measurement of personality characteristics and other individual differences (e.g., mental abilities, beliefs and attitudes, interests).||Currently accepting graduate student applications.|
|Sanda Bosacki||My research provides a unique window into children’s thinking – focusing on Theory of Mind (understanding thoughts and emotions in self and other) and social cognition.
||Currently accepting volunteers and graduate students.|
|Michael Busseri||One aspect of our research focuses on “subjective well-being”. Another aspect of our research focuses on how people evaluate their SWB as unfolding over time, that is, their beliefs concerning their past, current, and anticipated future well-being. We are interested in understanding these issues from a lifespan perspective, drawing on experiences and findings based on people of various ages, from adolescence through older adulthood.||Currently accepting volunteers and graduate students.|
|Kimberly Cote||We investigate the role of sleep in waking cognition and performance, including studies on the effects of varying levels of sleep deprivation on frontal lobe function and emotion regulation, and studies on sleep-dependent memory consolidation. We record EEG and event-related potentials from multiple scalp sites, and apply quantitative analysis techniques, to examine arousal and attention processes.||Currently accepting volunteers and graduate students.|
|Andrew Dane||My research focuses on aggression, antisocial behaviour, and bullying amongst children and adolescents. These studies have addressed the role of parenting, peer relations, social cognition (e.g., moral beliefs), and temperament in the development of behavioural difficulties. Recently, I have begun to examine how bullying may be adaptive for some children, with a view to understanding the challenges this presents for the development of anti-bullying interventions.||Currently accepting volunteers and graduate students.|
|Lynn Dempsey||I am interested in how children’s language develops, particularly in the preschool years. My research focuses on narrative language comprehension in both monolingual and bilingual children and in children with and without language and hearing impairments. I want to learn more about what children understand when stories are read aloud to them by others, how comprehension of story read-alouds develops, and what factors contribute to successful story comprehension in young children. I am also interested in the relationships between early comprehension of story read-alouds and later reading comprehension.||Currently accepting volunteers.|
|Stephen Emrich||I am interested in the cognitive neuroscience of visual attention, perception, and working memory. I am also interested in how these processes function in special populations (e.g., older adults, mild traumatic brain injury). I examine these questions with the use of behavioural methods, neuroimaging (fMRI), and electrophysiological methods (EEG,ERPs).||Currently accepting volunteers and graduate students.|
|Angela Evans||My research examines social and cognitive factors that influence children’s moral understanding honesty and their deceptive behaviour. I am also interested in issues related to child eyewitness testimony such as how to question children to obtain the most honest and accurate report, children’s competency, credibility, and our ability to detect their lies.||Currently accepting volunteers and graduate students.|
|Jan Frijters||My research currently focuses on the motivational characteristics and function of adult struggling readers. Two other projects focus on the genetic and neurophysiological predictors of dyslexic children's response to intensive remediation.||Currently accepting volunteers and graduate students.|
|Carolyn Hafer||I am interested in questions related to the psychology of social justice--what people perceive to be fair or unfair, how they respond to perceived injustice, and why people are motivated by justice concerns.||Currently accepting volunteers.|
|Gordon Hodson||Dr. Hodson is a social psychologist who examines intergroup relations, with an emphasis on stereotyping, prejudice, and discrimination. He focuses particularly on how individual differences and personality relate to social exclusion. His research typically explores the multifarious precursors of prejudice, including both cognitive (e.g., group representations) and emotional (e.g., anxiety, disgust, empathy) factors. Recent research has focused on methods to improve intergroup attitudes and relations.||Currently accepting volunteers and graduate students.|
|Caitlin Mahy||Have you ever noticed how young children often forget to do things or have trouble imagining the future? My research focuses on the development of future-oriented thinking in early childhood and in old age. We examine how two important abilities, prospective memory and episodic foresight, change with age and how they relate to self-regulation and social understanding.||Currently accepting volunteers and graduate students.|
|Antonia Mantonakis||My research centers on understanding psychological factors that affect consumer behaviour. For example, some recent findings show that:
||Currently accepting volunteers.|
|Zopito Marini||My research focuses on the dynamics of peer aggression, bullying and victimization, addressing issues related to bullying subtypes, the role of temperament, parenting practices, quality of peer relationships, and social cognition factors such as antisocial beliefs and moral disengagement. Currently, we are focusing our research efforts on understanding the precursors, motivation and the adaptive and maladaptive conditions that can sustain bullying behaviours, with a view of developing more targeted intervention strategies.||Currently accepting volunteers and graduate students.|
|Tanya Martini||Most undergraduates make time for part-time work, volunteering, and extracurricular activities on top of their coursework. My research is aimed at improving what we know about the career-related skills that university students develop during these types of learning experiences.||Currently accepting volunteers.|
|Hedy McGarrell||My research investigates linguistic features of texts created by or for learners of ESL and how these features relate to language learning and teaching. Current work focuses on two areas: how the use of cohesive devices in graduate and undergraduate ESL student writing differs from that in native speakers, both student and expert writers, and how the use of lexical strings in ESL and native speaker writing compares||Currently accepting volunteers and graduate students.|
|John McNamara||Our research team studies the most effective approaches to supporting children with reading disabilities. We partner with the Learning Disabilities Association of Niagara to implement and study reading intervention programs to support children throughout the Niagara region.||Currently accepting volunteers and graduate students.|
|Rebecca Raby||My research concentrates on examining and theorizing agency and participation in the lives of young people. Specific projects include school rules, gender and smartness in school, and children and work.||Not accepting volunteers or graduate students.|
|Lynn Rempel||My current research is focused on the effect of father involvement as a member of the breastfeeding and parenting team on infant health and development.||Currently accepting graduate students.|
|Linda Rose-Krasnor||In our lab, we do research in the domains of both social competence and youth engagement, as well as assessing the impact of youth programs designed to promote positive development.||Currently accepting volunteers.|
|Sid Segalowitz||I use EEG/ERP methods to study brain responses from prefrontal cortex and from visual sensory regions to examine their role in personality and cognitive traits related to self-regulation. Of special interest is whether it is the amplitude or the consistency of the ERP responses that relate most, and account for good performance on tasks.||Currently accepting volunteers and graduate students.|
|Elizabeth Shulman||Everyone takes risks at some point, but research suggests that risk-taking is particularly common during adolescence and early adulthood. In my work I investigate why risk-taking increases in adolescence and decreases in adulthood, focusing particularly on decisions based on intuition. I also consider how research in this area should inform societal responses to adolescent risk-taking (e.g., crime). My work helps to educate individuals on why adolescents engage in risky behaviour.||Currently accepting volunteers and graduate students.|
|Tony Volk||My lab does a range of interesting evolutionary and developmental psychology research. We primarily study bullying and aggression, but also study parenting, infant faces, personality/psychopathy, and the evolution of childhood.||Currently accepting volunteers and graduate students.|
|Teena Willoughby||My major research interests are in adolescent and emerging adult development. I focus on two main questions: (a) What predicts the individual differences found among adolescents and emerging adults with regard to risk taking, mental health, and academic achievement, particularly in terms of different developmental pathways over time, and how are these pathways related to psychosocial adjustment?, and (b) Is adolescence and emerging adulthood a sensitive period for development, resulting in unique vulnerabilities and opportunities for both negative (e.g., risk taking, nonsuicidal self-injury) as well as positive behaviors (e.g., engagement in structured activities)?||Currently accepting volunteers and graduate students.|
|Barbra Zupan||My research focuses on how people interpret and combine facial and vocal cues of emotion. In my lab, we investigate factors that influence this (e.g., verbal language, music) for typically developing people. I have also worked with an international research team to develop emotion recognition treatment programs for people with TBI. I have also done research with children with hearing loss investigating how their hearing loss and communication style affect speech perception and literacy.||Currently accepting volunteers|