Psychology Faculty
Carl Barenboim
Courses: Child and Adolescent Development, Social Development, Bullies and Their Victims: Social and Physical Aggression in Childhood and Adolescence
B.A., Clark University. Ph.D., University of Rochester. Special interest in the child’s developing ability to reason about the social world, as well as the relation between children’s social thinking and social behavior; articles and chapters on children’s perspective-taking, person perception, interpersonal problem-solving, and the ability to infer carelessness in others; past member, Board of Consulting Editors, Developmental Psychology; principal investigator, grant from the National Institute of Child Health and Human Development. SLC, 1988-
Lorayne Carbon
Director, Early Childhood Center
B.A., State University of New York-Buffalo. M.S.Ed., Bank Street College of Education. Former early childhood teacher, director, Oak Lane Child Care Center, Chappaqua, N.Y., and education coordinator of the Virginia Marx Children’s Center of Westchester Community College. Adjunct professor, West-chester Community College; workshop leader at seminars and conferences on early childhood education. Special areas of interest include social justice issues in the early childhood classroom and creating aesthetic learning environments for young children. SLC, 2003-
Sarah Carney
B.A., Connecticut College. M.A., Wesleyan University. Ph.D., City University of New York Graduate Center. Special interests include legal narratives; the intersection of race, class, and gender in courtroom narratives about criminal responsibility; death penalty mitigation; and research methods. Consultant to the Connecticut Capital Defender’s Office. Articles and book chapters address the relationship between cultural “master narratives” about crime and offenders and the counterstories that look at criminal behavior through a less individually focused lens. SLC, 2005-
Charlotte L. Doyle
Courses: Perspectives on Child Development, Children’s Literature: Developmental and Literary Perspectives
B.A., Temple University. M.A., Ph.D., University of Michigan. A generalist in psychology with special interests in the creative process, psychological theory, and children’s literature. Written articles on the creative process in art, the fiction writing episode, facilitating creativity in children, and the definition of psychology. Books include Explorations in Psychology (a textbook) and seven picture books for children: Hello Baby, Freddie’s Spaghetti, Where’s Bunny’s Mommy?, You Can’t Catch Me, Twins!, Supermarket!, and The Bouncing Dancing Galloping ABC. SLC, 1966-
Jan Drucker
Director, Child Development Institute's Empowering Teachers Program
Courses: Telling One’s Story: Narratives of Development and Life Experience, Imagination and Learning in Early Childhood, Personality Development, Pathways of Development: Psychopathology and Other Challenges to the Developmental Process
B.A., Radcliffe College. Ph.D., New York University. Clinical and developmental psychologist with teaching and research interests in the areas of developmental and educational theory; child development; parent guidance; clinical assessment and therapy with children and adolescents; and the development of imaginative play and other symbolic processes in early childhood and their impact on later development. Professional writings have centered on various forms of early symbolization in development and in clinical work with children. SLC, 1972-
Kim Ferguson
Courses: A Blooming, Buzzing Confusion? Prenatal Development, Infancy, and Early Childhood in Cultural, Biological, and Ecological Perspective, Cognition, Language, and Consciousness: An Introduction to Developmental Cognitive Science, Poverty in America: Theory, Research, and Public Policy Implications, Cognition, Language, and Consciousness Research Seminar
B.A., Knox College. M.A., Ph.D., Cornell University. Special interests include cultural-ecological approaches to infant and child development; children at risk (children in poverty, HIV/AIDS orphans, children in foster care and institutionalized care); health and cognitive development; and development in African contexts. Areas of academic specialization include infant categorization development and the influences of the task, the stimuli used, and infants’ culture, language, and socioeconomic status on their performance; infant face processing in African and American contexts; and relationships between the quality of southern African orphan care contexts and child outcomes. SLC, 2007-
Marvin Frankel
Courses: The Talking Cure, Individualism Reconsidered
B.A., City College of New York. Ph.D., University of Chicago. Clinical internship in client-centered therapy, Counseling Center of the University of Chicago; postdoctoral fellowship at Educational Testing Service, Princeton, NJ. Contributed recent chapters and articles that deal with the changing nature of the psychotherapeutic relationship, the anatomy of an empathic understanding, we-centered psychotherapeutic relationships, and the clinical education of nondirective and directive psychotherapists. SLC, 1972-
Margery B. Franklin
B.A., Swarthmore College. M.A., Ph.D., Clark University. Special interest in developmental theory and the history of child psychology, language and representation, and the psychology of art; author of articles and book chapters on developmental theory, language and play, and artistic development; co-editor of Development and the Arts: Critical Perspectives, Developmental Processes: Heinz Werner’s Selected Writings, Symbolic Functioning in Childhood, and Child Language: A Reader; past president of the division of psychology and the arts of the American Psychological Association. SLC, 1965-
Jennifer Jipson
on leave 2005-2006
B.A., Smith College. M.S., Ph.D., University of California-Santa Cruz. Postdoctoral fellowship in developmental psychology, University of Michigan. Special interest in young children’s cognitive and language development in the context of everyday family activity (e.g., parent-child interaction, visits to museums, and other informal learning environments); published articles and book chapters on children’s conceptual development and early word learning. SLC, 2003-
Elizabeth Johnston
Courses: Investigating Minds, Narrative Neuropsychology, Art and Visual Perception
M.A., St. Andrew’s University, Scotland. D.Phil., Oxford University. Special interests in human perception of three-dimensional shape, binocular vision, and the perception of depth from motion; author of articles and book chapters on shape perception from stereopsis, sensorimotor integration, and combining depth information from different sources. SLC, 1992-
Linwood J. Lewis
on leave Spring Semester
B.A., Manhattanville College. M.A., Ph.D., City University of New York. M.S., Columbia University. Special interests in the effects of culture and social context on conceptualization of health and illness, multicultural aspects of genetic counseling, the negotiation of HIV within families, and the development of sexuality in ethnic minority adolescents and adults. Recipient of a MacArthur Postdoctoral fellowship and an NIH-NRSA research fellowship. SLC, 1997-
David Moore
B.A., Tufts University. M.A., Ph.D., Harvard University. Postgraduate study, City University of New York Graduate Center. Developmental psychologist/psychobiologist with interests in the development of perception and cognition in infants, neonates, and fetuses. Author of The Dependent Gene: The Fallacy of “Nature vs. Nurture,” currently nominated for the Cognitive Development Society Best Authored Volume (2002-2003). Published several articles and book chapters on infants’ categorization of infant-directed speech, infants’ putative mathematical abilities, and sensory integration in infancy. Has held teaching and/or research appointments at Pitzer College (one of the Claremont Colleges), Claremont Graduate University, Florida International University, Yeshiva University, and Sarah Lawrence College. SLC, 2005-
Ann Phillips
B.A., Binghamton University. Ph.D., New School for Social Research. Postdoctoral fellowship in developmental psychology, University of Michigan. Special interest in the development of social understanding and autism. Published articles and book chapters on infant’s understanding of intentionality, young children’s conceptual development, and treatments for autism. SLC, 2005-
Gina Philogene
Courses: First-Year Studies: The Realities of Groups, Social Cognition, Crossing Borders and Boundaries: The Social Psychology of Immigration
Ph.D., Ecole des Hautes Etudes en Sciences Sociales, Paris. Interests in social and cultural psychology, history of psychology, race and social identity, as well as social representations. Author of From Black to African American: A New Representation; The Representations of the Social: Bridging Theoretical Traditions (with Kay Deaux); Racial Identity in Context: The Legacy of Kenneth B. Clark; and the forthcoming How the Right Made It Wrong: Names in the Shadow of the Political Correctness. Recipient of several grants, including the National Science Foundation as well as the American Psychological Association. Published several articles in professional journals and is currently an associate editor of the Journal of Community and Applied Social Psychology. SLC, 1998-
Barbara Schecter
Director, Graduate Program in Child Development/Psychology; Roy E. Larsen Chair in Psychology
Courses: First-Year Studies: Children’s Lives in Cultural Context, Theories of Development
Program in Child Development/Psychology B.A., Sarah Lawrence College. M.A., Ph.D., Teachers College, Columbia University. Developmental psychologist with special interest in cultural psychology, developmental theories, and language and development; author and researcher on cultural issues in development and metaphoric thinking in children. SLC, 1985-
Sara Wilford
Director, Art of Teaching Graduate Program
Courses: Children’s Literature: Developmental and Literary Perspectives
Graduate Program/Psychology B.A., Sarah Lawrence College. M.S.Ed., Ed.M., Bank Street College of Education. Former early childhood and public elementary schoolteacher; keynote speaker and workshop leader for seminars and conferences on early childhood education; member, editorial advisory board, Child magazine; contributor to Scholastic, Inc. publications; author, Tough Topics: How to Use Books in Talking with Children About Life Issues and Problems and What You Need to Know When Your Child Is Learning to Read. Holder of the Roy E. Larsen Chair in Psychology (2001-2006). SLC, 1982-