Developmental Training Area

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The program in Developmental Psychology emerges from the strong developmental interests of many faculty in the existing areas and will consist of at least 6 core-faculty and a large number of affiliated faculty from Psychological Sciences and other departments. At this time, the program is directed by Dr. Amanda Rose.

The major emphasis of our program is research training. Graduate students engage in research with their primary advisor beginning in their first semester in the program and take supporting coursework. They gain a strong background in statistics and research methodology, in addition to social and cognitive development. The department provides financial support to students (tuition waiver plus a monthly stipend) through research, teaching assistantships or fellowships. Students are supported for at least four years and, generally, throughout their graduate training if they are in the program longer than four years. Questions should be directed to

  • Dr. Amanda Rose, Director, Developmental Psychology Program
    212E McAlester Hall
    573-884-4669
    email: RoseA@missouri.edu

Dual Emphasis Degree Program in Child Clinical and Developmental Training

Students who wish to pursue a graduate degree with training in both clinical (child track) and developmental psychology may do so through the pursuit of the Dual Emphasis option. Students in this program will be involved in training that bridges the two areas of developmental psychology and child-clinical psychology. This program will be the equivalent of training in the area of developmental psychopathology with the added benefits of training and practice in child-clinical psychology. To pursue the joint program, students must be officially admitted into both the clinical and developmental training areas within the Department of Psychological Sciences and notification must be made to the Graduate School.

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Training Area Policies -- Developmental 2009.pdf61.1 KB

Faculty and Labs

Nicole Campione-Barr
Family Relationships & Adolescent Development Lab
David C. Geary
Evolution and Cognitive Development
We are in the fifth year of a ten-year, NIH funded, longitudinal study of children's mathematical learning and learning disability. Our studies in evolution include mate choices and men's hormonal responses to competition.
Yuyan Luo
Infant Cognition Lab
Infants’ understanding about self-propelled objects and agents; infants’ knowledge of physical objects and substances
Amanda Rose
Peer Relations Lab
The research conducted by the peer relations lab is aimed at learning about the friendships and other peer relationships of children and adolescence. There is a particular focus on gender differences in these relationships and on how these relationships impact psychological adjustment.
Kristy vanMarle
Developmental Cognition Lab
Our lab investigates infants' and young children's early understanding of number, time, and space. We are interested in learning what infants know about the world around them and how their knowledge changes over time.