Alumni


Former Graduate Students


Kinnari Atit
kinnari.atit@northwestern.edu
Kinnari Atit received her PhD in Psychology at Temple University. She is a member of the Spatial Intelligence and Learning Center (SILC) and the Spatial Cognition and Action Perception Lab. Her graduate work focused on the role of gesture in science, technology, engineering, and math disciplines. Her dissertation investigated if and how gestures and models can be used to teach novice undergraduates to read and understand two-dimensional diagrams, specifically topographic maps. Currently, Kinnari is a Postdoctoral Fellow at Northwestern University. She investigates how to improve students’ performance in STEM disciplines by improving their spatial reasoning skills, skills for visualizing and mentally manipulating objects.

Shannon Fitzhugh
Graduated in 2011 from Temple University.  Her initial work focused on mental rotation and training spatial skills in undergraduate students pursuing S.T.E.M. careers.  She helped establish the eye tracking lab for the SILC.  She then transitioned to collaborative project with the College of Education under the direction of Jennifer G. Cromley, examining the efficacy of teaching diagrammatic reasoning skills to high school students.  Using eye tracking before and after intervention, the team was able to demonstrate a shift in how students visually parse diagrams.  Dissertation work focused on the use of signalling techniques to help students integrate text and diagram information to create more holistic understanding of the material.  Use of signals resulted in a leveling of the playing field such that those with high background knowledge and low background knowledge performed equally on comprehension measures.  She left academia post graduation for industry and currently works at LiquidHub, a Philadelphia based design customer engagement company that partners with businesses to improve customer experience and drive growth.

Nathan George 
Nate.R.George@gmail.com
Nathan George received his PhD in developmental psychology from Temple University in 2014. As a member of the Spatial Intelligence and Learning Center (SILC) and the Temple Infant and Child Lab (TICL), he researched children’s developing representations of force and motion both in their language and in their reasoning about the physical world. His dissertation examined how children learn to navigate hierarchies in event structure, progressing from the encoding of forces in isolation to the formation of representations that encompass patterns of forces, such as those reflected in the terms help and prevent. Currently, Nathan is an Assistant Professor of Psychology in the Derner Institute of Advanced Psychological Studies at Adelphi University. His research centers on infants’ and children’s developing understanding of events and how they are represented in language.

Justin Harris
jharris@mos.org
Justin received his Ph.D. in developmental psychology at Temple University in January 2014. Justin’s graduate work was done as a member of the Spatial Intelligence and Learning Center (SILC) and the Temple Infant and Child Lab (TICL). His research focused on spatial thinking in children. His dissertation investigated children’s and adult’s conceptions on events with multiple components of motion (i.e., how a ball will roll after two cartoon hedgehogs blow on it) and how performance on this introductory level physics task might be related to spatial thinking. Currently, Justin is the Program Manager of the Hall of Human Life® program at the Museum of Science, Boston. This program allows visitors to explore five environments: Communities, Time, Organisms, Food, and Physical Forces, to investigate how different factors influence the environment and the humans who inhabit it.  It’s also a great way for the public to learn about science by being part of it.

Mark Holden
mholden3@unl.edu
Dr. Holden received his Ph.D. in Psychology from Temple University, working under Dr. Thomas Shipley. After graduating in 2011 Mark worked as a postdoctoral fellow with Dr. Elizabeth Hampson at the University of Western Ontario. He is currently an Assistant Professor of Practice in the Department of Psychology at University of Nebraska-Lincoln.

Corinne Holmes
HOLMESCO@tcd.ie
Corinne was a graduate student in the Brain and Cognitive Sciences Department at Temple University, and earned her Ph.D. in 2017. Corinne examined the effect of object rotation versus perspective taking on the formation and retention of spatial representations. In February 2017, Corinne began working as a Post Doctoral Fellow with Dr. Fiona Newell and the Multisensory Cognition Group at Trinity College in Dublin.

Junko Kanero
jkanero@ku.edu.tr

Junko Kanero received her PhD in Developmental Psychology and Neuroscience at Temple University in 2016.  She is now working as a Post-Doctoral Researcher at Koç University in Istanbul, Turkey, on the L2TOR project. The L2TOR (pronounced “el tutor”) project aims to design a child-friendly tutor robot that can be used to support teaching preschool children a second language by interacting with children in their social and referential world.

Kristin Ratliff
krratliff@gmail.com
Kristin Ratliff graduated from Temple in 2007 with a PhD in Cognitive Psychology. Her dissertation examined evidence for an adaptive combination model of human spatial reorientation. After graduating in 2007, she stayed with SILC as a Postdoctoral fellow until 2008. She then went on to be Adjunct Faculty at Villanova University in 2007, and Director of Education Research with SILC at the University of Chicago from 2008 to 2010. She is now the Project Director for the Research & Development Department at WPS in Torrance, California.

Jessa Reed
Reed.1448@osu.edu
Jessa earned her Ph.D. in developmental psychology with a concentration in developmental psychopathology from Temple University in 2015. During her graduate training, Jessa investigated how rhythm fosters learning through two programs of research. The first explored how an arts-enriched pedagogical approach to early childhood education could support preschoolers’ emerging school readiness skills. The second examined the social contexts that best scaffold early verb learning. Her dissertation utilized interruptions to experimentally manipulate dyadic exchanges, in order to assess the role of adaptive contingency (defined as prompt and meaningful responses to socio-communicative bids). Currently, Jessa is a postdoctoral researcher in the Department of Otolaryngology – Head and Neck Surgery at Ohio State University College of Medicine. There, she is studying the language development of young children who are deaf or hard-of-hearing with cochlear implants or hearing aids.

 Ilyse Resnick
imr9@psu.edu
Ilyse Resnick received her Ph.D. in Psychology at Temple University in May 2013. She also had a specialization in neuroscience and received a Teaching in Higher Education Certificate. Ilyse is a member of the Spatial Intelligence and Learning Center (SILC). Her graduate work focused on spatial cognition, analogical reasoning, and magnitude representation. Her dissertation investigated how people reason about large temporal, spatial, and abstract magnitudes. Currently, Ilyse is an Assistant Professor in Psychology at Penn State Lehigh Valley.

Alexandra Twyman
atwyman2@unl.edu
Alexandra received her B.S. in Psychology and Biological Sciences from the University of Alberta in 2006 and her Ph.D. from Temple University in 2011 under the mentorship of Dr. Newcombe. As a postdoctoral fellow in the Centre for Brain and Mind at the University of Western Ontario, Alex focused on examing the neural foundations of spatial orentation to relate the findings from the adult brain to a better understanding of the timecourse of brain development during early childhood. She is currently an Assistant Professor in the Department of Educational Psychology at University of Nebraska-Lincoln.

Steve Weisberg
stweis@mail.med.upenn.edu

Steven Weisberg graduated from Temple’s BCS program in 2014 with a PhD in Cognitive Psychology. His dissertation examined the cognitive correlates of navigation ability, and the relationship between navigation strategy and navigation aptitude. Additional research he conducted has included understanding how people learn to use topographic maps, how people navigate using slope cues, and the relationship between gesture and spatial learning. He is now working with Anjan Chatterjee at the University of Pennsylvania’s Center for Cognitive Neuroscience, where is studying how the brain processes spatial directions in images and language.


Former Post-Docs


Andrea Frick
andrea.frick@psy.unibe.ch
SNFS Associate Professor of Developmental Psychology, University of Fribourg

Kristin Gagnier
kristin.gagnier@jhu.edu 
Outreach & Evaluation Specialist, Science of Learning Institute, Johns Hopkins University

Tilbe Goksun
tilbegoksun@gmail.com
Assistant Professor of Psychology at Koc University, Istanbul.

Jamie Jirout
Jirout@uva.edu
Assistant Professor in the Educational Psychology and Applied Developmental Sciences Program , University of Virginia

Wenke Mohring
wenke.moehring@unibas.ch
Senior Researcher, University of Basel

Daniele Nardi
nardi.dan@gmail.com
Assistant Professor of Psychology at Eastern Illinois University

Victor Schinazi
victor.schinazi@gess.ethz.ch
Chair of Cognitive Science, ETH Zürich

Xiaoang (Irene) Wan
wanxa@mail.tsinghua.edu.cn
Associate Professor of Psychology at Tsinghua University


Other


Alexander Boone
alexander.boone@psych.ucsb.edu
Graduate Student at University of California, Santa Barbara

Kelly Bower
kbower1209@gmail.com
HR Coordinator at BTG, plc

Raymond Crookes
rc2698@columbia.edu
Graduate Student at Columbia University

Kate Margulis
ksmargulis@gmail.com
Graduate Student at Vanderbilt University

Shana Ramsook
kar419@psu.edu
Graduate Student at Penn State University

Paula Yust
paula.yust@gmail.com
Graduate Student at Duke University

Mia Valezquez
miavelazquez@uchicago.edu
Graduate Student at University of Chicago