Dr. Greg Strauss' lab part of 27 site, $52 million dollar NIH funded study! Dr. Greg Strauss and his lab are among 27 international institutions collaborating to further understand phenotypes associated with the clinical high risk or prodrome state of schizophrenia in adolescents and young adults. This is the largest multisite collaborative psychosis risk study conducted in the world to date! Read more about Dr. Greg Strauss' lab part of 27 site, $52 million dollar NIH funded study!
Drew Abney Associate Professor, Associate Head, Behavioral and Brain Sciences Program My research focuses on how behaviors and social interactions impact developmental trajectories throughout infancy and into toddlerhood. Studies conducted in my lab use various techniques: from conducting controlled laboratory experiments to free-flowing toy play sessions to collecting daylong multimodal (e.g., vocalizations, body movements, etc.) behavioral data. I’m motivated to apply existing techniques from applied computational social science and dynamical systems theory and also develop new computational and analytic methods to understand the dynamics of development during infancy and early childhood. *I am not recruiting graduate students during the 2025-26 application cycle* Education Education: Postdoctoral Scholar in Developmental Psychology at Indiana University (2016-2019) Ph.D. in Cognitive and Information Sciences at the University of California, Merced (2016) Research Research Interests: sensorimotor development; human interaction; emotion regulation; perception/action; language development Selected Publications Selected Publications: Full list on my Google Scholar Profile Abney, D.H., Paxton, A., Dale, R., & Kello, C.T. (2021). Cooperation in sound and motion: Complexity matching in collaborative interaction. Journal of Experimental Psychology: General Abney, D.H., Suanda, S.H., Smith, L.B., Yu, C. (2020). What are the building blocks of parent-infant coordinated attention in free-flowing interaction? Infancy. Abney, D.H., Dale, R., Louwerse, M.M., & Kello, C.T. (2018). The Bursts and Lulls of Multimodal Interaction: Temporal Distributions of Behavior Reveal Differences Between Verbal and Non‐Verbal Communication. Cognitive Science, 42(4), 1297-1316. Borjon, J.I., Abney, D.H., Smith, L.B., & Yu, C. (2018). Developmentally changing attractor dynamics of manual actions with objects in late infancy. Complexity. Abney, D.H., Warlaumont, A. S., Oller, D.K., Wallot, S., & Kello, C.T. (2017). Multiple coordination patterns in infant and adult vocalizations. Infancy, 22(4), 514-539. Abney, D.H., Paxton, A., Dale, R., & Kello, C.T. (2014). Complexity matching in dyadic conversation. Journal of Experimental Psychology: General, 143(6), 2304. Abney, D.H., Warlaumont, A.S., Haussman, A., Ross, J.M., & Wallot, S. (2014). Using nonlinear methods to quantify changes in infant limb movements and vocalizations. Frontiers in Psychology, 5, 771.
Ryan Grant Graduate Student, Industrial-Organizational Program Education Education: B.A., Psychology with a minor in Neuroscience, North Central College.
Cassidy Gaddie Doctoral Candidate, Industrial-Organizational Program Education Education: M.S., Industrial/Organizational Psychology, University of Georgia (2024) Thesis: Why "pandemic work" hurts: An investigation of explanatory mechanisms between COVID-19 exposure and motivational outcomes B.A., Psychology with a Minor in Nonprofit Organizational Studies, University of Oklahoma (2020) Research Research Interests: Employee well-being; DEI; Employee life cycle; Selection and assessment
Brinkley Sharpe Graduate Student, Clinical Program Brinkley received her MS in Psychology from the University of Georgia in 2022. Her doctoral research focuses on perceptions of and self-identification with general and maladaptive personality traits, including endorsement of a "cardinal" or dominant trait. Brinkley is an enthusiastic advocate of open science approaches as forces for transparency, collaboration, inclusion, and self-correction in science. Brinkley's primary clinical interests are the treatment of trauma-related pathology, psychodiagnostic assessment and case formulation, and working with LGBTQ+ clients. Brinkley likes cats, board games, jigsaw puzzles, pinball, and yoga. Education Education: B.A., Psychology, University of Virginia, 2013 M.S., Psychology, University of Georgia, 2022 Research Research Interests: Broadly, I study antagonism, impulsivity, and other externalizing psychopathology. I am additionally interested the structure of psychopathology, ambulatory assessment methods, and dynamic models of personality.
Molly E. Hale Graduate Alumni, Clinical Program Education Education: 2020 - M.S. William & Mary (Experimental Psychology) 2017 - B.A. University of Washington (Community Psychology) Research Research Interests: I am interested in understanding inter- and intra-personal factors that help to buffer the development of internalizing symptoms (i.e., anxious, depressive, somatic). Within a biopsychosocial framework, I examine the role of self-regulation, close interpersonal relationships with parents an friends, and synchrony using biobehavioral markers to identify how best to support youth's psychological development. Dissertation/Thesis Title: Negative Parental Emotion Socialization Predicts Adolescent Internalizing Symptoms: A Moderated Mediation with Latent Variables (Thesis Title) The impact of Sociocultural Risk and Protective Factors on Trajectories of Adolescent Internalizing Symptoms using the ABCD Study (Dissertation Title)
