Developmental Psychologist - See inside for Division 7 Award Details! - APA Divisions
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Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
See inside for Division 7
Award Details!
Developmental Psychologist
APA Division 7 Summer 2020
Presidential Column: Deborah Lowe Vandell...........................................................................2
G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology Award
Winner: Andrew Meltzoff ……………………………………………..........................................................3-4
Q & A with Boyd McCandless Award Winner: Haley Vlach .……………………………………………….…..5
Q & A with Boyd McCandless Award Winner: Eva Telzer …………………………………………………..…..6
Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the
Service of Science and Society Award Winner: Cynthia García Coll ………….............................7
In Memoriam: Duane Alexander, M.D. Former NICHD Director ………………..……....…………….8-9
Announcing 2021 Award Winners ……………………………………………………………………….……………….10-11
Announcing 2020 Award Winners …………………………………………………………………………………….…...12
Award Committees……………………………………………………………………………………….…..……….………….…13
Division 7 Awards in Detail—Apply!.………………………………………………………………………………….14-15
APA 2020 –Virtual ..………………………………………….……………………………………………………………………….16
Research Funding Opportunities ……………………...……………………………………………………………….....17
Upcoming Conferences …………………………………….………………………………………….………………………….18
Become a Division 7 Member .………….……………..………………………….………………………………………….19
Division-7 Election Results ..…..……………………………………………………………………………………….……..20
Executive Committee .……………………………………………………………………………………………..................21
PAGE 1
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Presidential Column
Deborah Lowe Vandell
University of California, Irvine
Dear Members of Division 7, and practice in developmental
science that can help us as a field
Many of us who are academic
to support human development.
psychologists live our lives on a
I will follow-up with you after
predictable schedule. Classes
the Executive Committee meet-
begin in the fall with new students
ing, using the Division 7 listserv
and the start of new research pro-
to talk about your ideas and pos-
jects in university labs, school
sible next steps. In the short-
classrooms, and participants’
run, we might think about using
homes. In December, there is a
developmental science to en-
rush to get grades in. Then, in Jan-
courage community efforts to
uary, we start the new semester
stay safe by wearing masks and
(or new quarter, if you are at the
social distancing, or we might
University of California) when the
draw on developmental science
process repeats. Then, come May
to support working parents and
or June, there is a rush to get
their children, or we might draw
grades in, attend dissertation and
stopped in-person classes and on work in developmental sci-
thesis defenses, and make plans
pivoted to online classes within a ence to help parents to talk with
for all of the work you are going to
matter of days. It is little wonder their children about racism and
get done in the summer. Inter-
that during 2020, all of us – chil- oppression. Down the road, re-
spersed across the year are efforts
dren, adolescents, young adults, search is going to be needed to
to find time to write and to travel
people at every age - have experi- understand the effects of this
to your favorite conferences where
enced a toxic mix of fear, stress, perfect storm of 2020 on well-
you present your latest work and
fatigue, and anxiety that is unlike- being, health, and education and
connect with colleagues.
ly to disappear any time soon. the kinds of ameliorative efforts
Well, Fall 2019 started like that will be needed. Can we help
In the midst of our own per-
that, but by March, our lives were one another as we navigate the
sonal challenges and efforts, I
completely up-ended by a highly new normal in higher educa-
hope that you will give some
contagious virus with no cure and tion? How can we advocate and
thought to the role our field of
limited effective treatments, cou- press for this research and edu-
developmental psychology can
pled with historic unemployment cation agenda? Please share
play as we try to move forward
and economic uncertainty, that your ideas with Division 7!
in this new developmental con-
were then combined with nearly
text? I hope that you will send And, in the meantime, I hope
daily evidence of rampant racism
your ideas and recommenda- that you and your loved ones are
and police brutality, followed by
tions to me (dvandell@uci.edu) safe and well and that you have
widespread public protests for
so that I can collate and present opportunities, in the days ahead,
police reform. And, on top of
your ideas to the Division 7 Ex- to experience both joy and peace.
that, childcare, K-12 schools, and
ecutive Committee at our July
afterschool programs closed leav- Deborah
virtual meeting. I also am asking
ing families to care for (and serve
Sue Hobbs, our Division 7 web- Deborah Lowe Vandell
as teachers) for their children
site coordinator, to create a link President, Division 7
while parents tried to work from
for you to submit your ideas on
home or navigate unemployment.
the Division 7 website. My hope
And, our colleges and universities
is to spark conversations, ideas,
sent students home in March. We
or actions related to research
PAGE 2
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
G. Stanley Hall Award for Distinguished Contribution to
Developmental Psychology Award
Andrew N. Meltzoff
Professor Psychology, Co-Director, Institute for Learning & Brain Sciences,
University of Washington
Social Learning as a Driver of Early Development
I am delighted to receive this of the same brain regions that
APA award and am especially respond to direct tactile stimula-
pleased to be on the same award tion of the infant’s body also are
list as Jerome Bruner (1975 activated when infants observe
awardee), who was my graduate another person being touched
advisor. (Meltzoff et al., 2018). These and
The launchpad for my work other experiments are beginning
was our 1977 paper in Science on to shed light on the neural pro-
neonatal imitation. Working cesses involved in the basic feel-
with neonates impressed upon ings of interpersonal connected-
me that babies are born socially ness between infants and adults
attuned to others. Newborns (Marshall & Meltzoff, 2015).
bring perceptual biases and so- The hyper-sociality of young
cial capacities to their first inter- children supports learning but it
actions with people. Most promi- comes at a cost. Children not on- sequently preferred, imitated,
nent and unexpected among ly observe and imitate our posi- and behaved more prosocially
these is the capacity to recognize tive behaviors, they also “catch” toward, the target of these posi-
the biological movements they our darker tendencies, our preju- tive nonverbal signals (Skinner,
see others make as like the dices and stereotypes. Using new Olson, & Meltzoff, 2019). Chil-
movements they feel themselves tools to measure implicit stereo- dren also generalized such biases
make (Meltzoff & Moore, 1997). types, we found that children toward others who looked like
This elementary linkage between absorb pervasive societal stereo- the target. We conclude that
action perception and produc- types at surprisingly young ages. generalized social group biases
tion provides infants with a con- As early as 2nd grade both boys can spread to children based on
nection to others. I have pro- and girls indicate that math is for their observations of how adults
posed that infants recognize the boys, despite girls doing just as treat others.
bodies and actions of other peo- well on math tests at school Forty years ago, psychologists
ple as being “Like-Me” (Meltzoff, (Cvencek, Meltzoff, & Green- chiefly studied infants’ thoughts
2007, 2013), and have theorized wald, 2011). Apparently, children about inanimate objects. Today
that the early detection of self- believe that societal stereotypes it is clear that infants are social,
other equivalences is a building that apply to other people “like- and captivated by people
block for later forms of social me” also apply to the self. (Meltzoff, Kuhl, Movellan, &
cognition (Barragan, Brooks, & We recently investigated how Sejnowski, 2009). It is thrilling to
Meltzoff, 2020; Meltzoff, 1995; children acquire racial biases and be a developmental psychologist
Meltzoff & Brooks, 2008). prejudices, and tested whether in the 21st century. Modern tech-
To further our study of self- preschoolers could “catch” novel niques allow us to investigate
other correspondence, my col- prejudices by observing the be- longstanding questions about the
leagues and I turned to neuroim- haviors of others. We found that development of the social mind.
aging techniques. We examined children who saw an adult dis- And our subjects never disap-
infants’ neural representation of playing nonverbal bias in favor of point.
the body and showed that some one individual over another sub-
PAGE 3
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
References 10, 126-134. tation: A theoretical model.
Barragan, R. C., Brooks, R., Melt- Meltzoff, A. N. (2013). Origins of Early Development and Par-
zoff, A. N. Altruistic food social cognition: Bidirection- enting, 6, 179-192.
sharing behavior by human al self-other mapping and the Meltzoff, A. N., Ramírez, R. R.,
infants after a hunger manip- “Like-Me” hypothesis. In M. Saby, J. N., Larson, E., & Tau-
ulation. Scientific Reports, R. Banaji & S. A. Gelman lu, S., & Marshall, P. J. (2018).
2020, 10, 1785. (Eds.), Navigating the social Infant brain responses to felt
Cvencek, D., Meltzoff, A. N., & world: What infants, chil- and observed touch of hands
Greenwald, A. G. (2011). Math dren, and other species can and feet: An MEG study. De-
–gender stereotypes in ele- teach us (pp. 139-144). New velopmental Science, 21,
mentary-school children. York, NY: Oxford University e12651.
Child Development, 82, 766- Press. Skinner, A. S., Olson, K. R., &
779. Meltzoff, A. N., & Brooks, R. Meltzoff, A. N. (2019). Ac-
Marshall, P. J., & Meltzoff, A. N. (2008). Self-experience as a quiring group bias: Observ-
(2015). Body maps in the in- mechanism for learning ing other people’s nonverbal
fant brain. Trends in Cogni- about others: A training signals can create social
tive Sciences, 19, 499-505. study in social cognition. De- group biases. Journal of Per-
Meltzoff, A. N. (1995). Under- velopmental Psychology, 44, sonality and Social Psycholo-
standing the intentions of 1257-1265. gy. Advance online publica-
others: Re-enactment of in- Meltzoff, A. N., Kuhl, P. K., tion. https://doi.org/10.1037/
tended acts by 18-month-old Movellan, J. & Sejnowski, T. J. pspi0000218
children. Developmental Psy- (2009). Foundations for a
chology, 31, 838-850. new science of learning. Sci-
Meltzoff, A. N. (2007). ‘Like me’: ence, 325, 284-288.
a foundation for social cogni- Meltzoff, A. N., & Moore, M. K.
tion. Developmental Science, (1997). Explaining facial imi-
PAGE 4
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Q & A with Boyd McCandless Award Winner
Haley Vlach, Ph.D.
Associate Professor, Department of Educational Psychology,
University of Wisconsin, Madison
On what projects/studies are you events online, all while playing with
currently working? In what ways, my toddler. During nap time and
have you needed to modify your post-bed time are when I answer
projects and research during the emails and work on writing pro-
pandemic? jects. I’ll be revisiting work-life bal-
My lab studies cognitive develop- ance once my daughter returns to
ment, with a focus on bridging daycare.
basic and applied developmental What do you wish you had more
science. We use a variety of meth- time to do during the pandemic?
ods to study children’s learning, I wish self-care activities were more
such as behavioral tasks, standard- feasible during the pandemic.
ized testing, longitudinal studies,
What activities do you do in your
eye-tracking, parent report apps,
spare time?
online studies, and more. The pan-
demic has made my lab pivot to- Pre-COVID-19: Spending time with
ward primarily online methods of friends and family; traveling; watch-
data collection. ing psychological thrillers; SCUBA
What advice would you give to diving; hiking; being in the presence
What advice would you give current graduate students? of nature
someone starting out an aca-
A Ph.D. takes a long time. Although What are the biggest problems/
demic position?
you may have started graduate challenges for society that psy-
I would encourage new faculty to school to pursue a career as a pro- chology should seek to solve right
think about how they want to han- fessor, your life, desires, and goals now?
dle various aspects of their job. might change by the end of gradu- Psychological science has the poten-
When I started my first tenure- ate school. Thus, I encourage grad- tial to improve the world, as our re-
track position, I read The Compleat uate students to acquire skills that search has implications for health,
Academic: A Career Guide, a book are marketable inside and outside education, and more. However, we
published by the APA, which made of academia. Examples include pro- need to focus energy our own diversi-
me realize that there is more to be- gramming, statistical analysis, pub- ty issues to have a stronger contribu-
ing a professor than teaching and lishing journal articles, writing tion to society; we need to diversify
research. As a faculty member, you grants, and public speaking. These who we are as scientists and the types
will have to do service, learn tenure skills will help your career path of science we value. For example, sev-
expectations and procedures, navi- flourish regardless of what you eral racial/ethnic groups are still un-
gate power structures and politics, choose to do at the end of graduate derrepresented in graduate school
budget funds, and more. Thus, you school. programs and, consequently, tenure-
will need to ask yourself questions
What are some ways that you track faculty lines. Moreover, basic
about these roles, such as: What
strive for work-life balance dur- science has historically been valued
kind of service is valuable to you?
ing the pandemic? over applied science, but applied sci-
How will you manage the interper-
ence is how we test and demonstrate
sonal dynamics of your depart- My work-life balance is currently
the value of basic science. My person-
ment? Generate answers to these unbalanced. The pandemic closed
al experience has been that I get
questions before beginning the po- daycares, and thus I have had to
praise for the theoretical contribu-
sition, and revisit the questions eve- navigate parenting and working at
tions of my work, but rarely for my
ry semester to make sure you are the same time. This has been the
more applied research or efforts to
satisfied with the trajectory of your ultimate test of my multi-tasking
diversify the academic pipeline. In-
career. skills. I have taught classes, attend-
deed, psychological science needs a
ed faculty meetings, and led lab
rebalancing in its value system.
PAGE 5
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Q & A with Boyd McCandless Award Winner
Eva Telzer, Ph.D.
Associate Professor, Department of Psychology and Neuroscience,
University of North Carolina at Chapel Hill
What advice would you give to free time is spent drawing bo-
current graduate students? tanical illustrations. A nearly 20-
Seek out mentors wherever you can year hiatus, and now you can
find them and keep them for life! find me in gardens obsessively
Mentors may be your primary advi- taking pictures of flowers and
sor, faculty in other labs, fellow bugs to draw.
graduate students, or peers outside
of academia. The most meaningful What are the biggest prob-
mentorship I have received is from lems/ challenges for society
my peers, many of whom I met in that psychology should seek
graduate school. For example, Ha- to solve right now?
ley Vlach, the co-recipient of this The biggest challenge facing socie-
year’s Boyd McCandless Award, ty surround race, inequality, and
and I were in grad school together discrimination. These challenges
– we shared an office, served on have come to the forefront recent-
committees together, and went ly, as we see race-related health
On what projects/studies are through the job market at the same disparities in rates of COVID-19,
you currently working? In time. Throughout graduate school, protests in response to losing
what ways, have you needed to and even more so once attaining Black lives, and significant race
modify your projects and re- our faculty jobs, we go to each oth- disparities in higher education. It
search during the pandemic? er for advice and support. is our duty as academics to sup-
Prior to the pandemic, we were port underrepresented minorities
starting the 4th wave of a 5-year What advice would you give (URM) students, to enhance di-
longitudinal neuroimaging study someone starting out an aca- versity at every level, to conduct
examining the role of parents and demic position? research with samples including
peers on adolescents’ developing people of color and other un-
Create a diverse lab of students
brain and risk for substance use. derrepresented populations, and
who bring knowledge, expertise,
We have had to shift our research to conduct antiracism research
and life experiences from all
focus, and wave 4 is now occur- and engage in outreach. For those
backgrounds – you may learn
ring virtually, where we are using of us who are from non-URM
more from your students than
ecological momentary assess- groups, it is essential that we com-
you did during your formal train-
ments to better understand how mit to creating safe and support-
ing as a student yourself!
family and peer relationships may ive spaces for URM scholars, en-
be shifting during these times of gage in self-reflection and learning
social distancing. While we were What activities do you do in
to better understand the barriers
disappointed our longitudinal your spare time?
for URM in academia, and to nev-
study was interrupted, we are do- I began college as an art major, er stop fighting for equality and
ing our best to continue research but as a freshman took a Psy- social justice. The field of Devel-
and refocus during these chal- chology course, The Mind and opmental Psychology is perfectly
lenging times. Brain, which took me on a suited to carry out these endeav-
different path (one I have never ors, and to conduct research to
left!), and I stopped doing art. A better understand how youth can
few years ago, I rediscovered my be the leaders in breaking down
love of art, and now most of my racial barriers.
PAGE 6
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Urie Bronfenbrenner Award for Lifetime Contribution to
Developmental Psychology in the Service of Science and Society
Cynthia García Coll
Adjunct Professor, Department of Pediatrics, University of Puerto Rico
Charles Pitts Robinson and John Palmer Barstow Professor Emerita, Brown University
Dr. Cynthia García Coll is the
Charles Pitts Robinson and John
Palmer Barstow Professor Emerita
at Brown University as well as an
Adjunct Professor in the Depart-
ment of Pediatrics at the Univer-
sity of Puerto Rico. For her, it is
an honor to receive the Urie Bron-
fenbrenner Award for Lifetime
Contribution to Developmental
Psychology in the Service of Sci-
ence and Society. Professor Gar-
cía Coll’s work has had far reach-
ing, research, policy and practice
relevant impacts, consistent with
the vision of Urie Bronfenbrenner.
At its essence, her career has
given life to a movement in the contexts such as racism, discrimi- García Coll is mobilizing efforts in
field of developmental psycholo- nation, oppression, migration, several countries to continue her
gy: the championing of ethnic and and public policy at the forefront work on behalf of disadvantaged
racial minority youth develop- of shaping minority children’s de- youth on a global stage to combat
ment, with an emphasis on de‐ velopment. In the area of cultural the deleterious effects of racism of
pathologizing children’s lives and studies, a third focus of her work native minority populations and
holding accountable the academy was on the well-being of immi- anti-immigrant biases for migra-
to understand their development grant youth, including scholar- tory youth. Recently with her stu-
in contextualized, resilient ways. ship on the immigrant paradox in dents, she has modified Bron-
In seminal works appearing in the the U.S. Now, more than ever, her fenbrenner’s Bioecological model
1990’s, Professor Garcia Coll intro- model placing discrimination and to bring cultural processes from
duced important theoretical piec- public policy at the forefront of the macro to the micro.
es to the field. The first was a his- shaping minority youth develop-
ment is extremely relevant and Aside from a stellar academic
torical review of how poorly the
life, Professor García Coll is enjoy-
field had attended to the experi- timely.
ing the development of her three
ences of minority youth in its re-
In addition to her scholarship, adult children, the emerging
search base. The second was a
developmental psychology has adulthood of her three step
theoretical piece introducing an
deeply benefited from Professor grandchildren and the return to
Integrative Model of minority
García Coll’s visionary leadership experiencing early childhood de-
youth development. This theoreti-
as the Editor of two major jour- velopment through her two
cal framework is used widely to-
nals in our field: Developmental granddaughters.
day and is recognized as the de-
Psychology and Child Develop-
fining perspective which places
ment. Looking forward, Professor
PAGE 7
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
In Memoriam: Duane Alexander, M.D.
Former NICHD Director
Duane Alexander, M.D., who directed
the Eunice Kennedy Shriver National
Institute of Child Health and Human
Development (NICHD) from 1986 to
2009, died at age 79 on February 16,
2020.
Dr. Duane Alexander in 2008.
Credit: NICHD/NIH
Dr. Alexander, a develop- the media about the potential scientific community at large.
mental pediatrician, was a negative effects of maternal em- Organizationally, financially and
champion for the health and ployment on young children, Dr. scientifically, this study was un-
wellbeing of women, children, Alexander invested NICHD re- precedented in the field of de-
and people with intellectual and sources in a study about nonma- velopmental psychology.
physical disabilities. As NICHD’s ternal care and child develop- This NICHD Study of Early
Director, he embraced the im- ment. Thanks to his vision and Child Care and Youth Develop-
portance of psychosocial and active involvement, the study ment, with more than 1,300 geo-
developmental factors as promi- was conducted by a network of graphically and ethnically diverse
nent topics in the research port- academic grantees and NICHD families, revealed that, overall,
folio of NICHD. His leadership staff, it grew to include 10 data the quality of the family environ-
style was open, inclusive, and collection sites and a data cen- ment, (defined in terms of sup-
empowering. He encouraged ter. Its scientific scope was ex- portive and cognitively stimulat-
NICHD extramural scientists to panded beyond the initial focus ing human interaction and cogni-
pursue their own initiatives and on the effects of the family and tively stimulating physical envi-
tasked some of them with addi- nonmaternal care on children’s ronment), predicts children’s
tional initiatives which he re- social-emotional development in functioning to a greater extent
mained involved with on an on- the first three years of life to in- than does nonmaternal care.
going basis. We admired his in- clude the school environment, Within the nonmaternal care as-
tegrity, original thinking, and measures of physiological stress pects that were studied (i.e., qual-
respect for science as a means and genetics and child function- ity, quantity and type of care), the
for promoting the welfare of ing measures of physical health, quality of care was the most con-
children. cognition and academic achieve- sistent predictor of children’s
Toward the end of the 1980s, ment through age 16. Investiga- functioning through age 16. As an
due to the increased participa- tors with age appropriate exper- added scientific bonus, the same
tion of mothers of infants in the tise were added to the network study was also the basis for many
workforce and concerns raised as the children matured. The other findings about children’s
in the scientific literature and in data were made available to the development.
PAGE 8
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Dr. Alexander also shepherd- Dr. Alexander played a crucial vestigate how environmental fac-
ed and supported other large- role in championing the Nation- tors interacting with genetic fac-
scale studies that expanded the al Longitudinal Study of Ado- tors affect child development and
boundaries of research on child lescent to Adult Health (Add health, the National Children’s
development by investigating de- Health). Add Health was Study (NCS). The NCS would
velopment in the context of fami- uniquely designed to permit un- provide the opportunity to study
ly, neighborhood, school, envi- biased analyses of contextual in- numerous exposures of concern
ronmental, and other settings. In fluences on teens’ health, devel- and outcome conditions or dis-
one ground-breaking study, de- opment, and achievement. After eases simultaneously with the
velopmental psychologists and an earlier study focused on teen same framework. Specific expo-
demographers collaborated to sexual behavior in 1991was can- sures of concern included endo-
incorporate research on children celled for political reasons, Dr. crine disrupting chemicals, pesti-
into the National Longitudinal Alexander supported the develop- cides, media exposure, social de-
Survey of Youth, 1979 Cohort, ment of a broader study in 1994 terminants and many others. The
thereby enabling research on in- and helped to organize an NIH- outcomes included autism, diabe-
tergenerational effects on child wide consortium to fund it. Dr. tes, schizophrenia, learning disa-
health and development. Dr. Al- Alexander again played a key role bilities, development, etc. Sadly,
exander also oversaw the Fragile in supporting the study’s evolu- after Dr. Alexander stepped down
Families & Child Wellbeing tion in 2008, when Add Health as NICHD Director, scientific
Study, which follows the health expanded its measures to include leadership of the NCS floundered
and development of a national biological markers of disease. and the Study was prematurely
cohort of children born to unmar- The study has since produced terminated. However, the magni-
ried parents. He initiated novel research tracking the emer- tude, significance and vision of
the Work, Family & Health gence of chronic disease as cohort the Study illustrates Dr. Alexan-
Study, an interdisciplinary five- members aged from their mid- der’s remarkable leadership and
year, multi-site, randomized, con- twenties into their forties. commitment for vital transforma-
trolled trial to assess the effects of Perhaps Dr. Alexander’s most tive research in children’s devel-
workplace policies and practices ambitious and visionary initiative opment and well-being.
on the health and well-being of was a longitudinal birth cohort
workers and their children. study of 100,000 children to in-
Additional information about Dr. Alexander’s contributions is available at http://
www.nichd.nih.gov/.
Sarah L. Friedman, Ph.D.,
Department of Psychological and Brain Sciences, The George Washington University
Christine Bachrach, Ph.D.,
Department of Sociology, University of Maryland
Peter Scheidt, M.D., M.P.H
The George Washington University School of Health Sciences
PAGE 9
Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Announcing 2021 Award Winners
G. Stanley Hall Award for Distinguished Urie Bronfenbrenner Award for Lifetime
Contribution to Developmental Psychology: Contribution to Developmental Psychology in the
David S. Geary, University of Missouri Service of Science and Society:
Michael Lamb, Cambridge University
Mary Ainsworth Award for Excellence in Mavis Hetherington Award for Excellence in
Developmental Science: Applied Developmental Science:
Patrick Davies, University of Rochester Steve S. Lee, University of California, Los Angeles
Dissertation Award in Developmental Psychology:
Ashley Ruba, University of Washington
PAGE 10Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Announcing 2021 Award Winners
Boyd McCandless Award
Elizabeth Gunderson,
Jennifer Silvers,
Temple University
University of California, Los Angeles
Eleanor Maccoby Book Award in Mentor Award in Developmental
Developmental Psychology: Psychology:
Michael Tomasello, Duke University, Elizabeth Spelke, Harvard University
Becoming Human: A Theory of Ontogeny.
Harvard University Press
PAGE 11Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Announcing 2020 Award Winners
Dissertation Research Grant in Developmental Early Career Outstanding Paper Award:
Psychology: Sarah Giff, George Mason University Camelia Hostinar,
University of California, Davis
Early Career Research Grant in Developmental Psychology
Patty Kuo, University of Nebraska,
Lincoln Laura Elenbaas, University of Rochester
PAGE 12Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
2020 Award Committees
G. Stanley Hall Award Committee Eleanor Maccoby Book Award Committee
Catherine Haden, Chair Deborah Rivas-Drake, Co-chair
Andrew Meltzoff Adriana Umaña-Taylor, Co-chair
Suniya Luthar Deborah Lowe Vandell
Deborah Lowe Vandell
Mentor Award Committee
Urie Bronfenbrenner Award Committee Peter A. Ornstein, Co-chair
Catherine Haden, Chair Richard Aslin, Co-chair
Cynthia Garcia Coll Deborah Lowe Vandell
Suniya Luthar
Deborah Lowe Vandell Dissertation Research Grant Committee
Catherine Haden, Chair
Mary Ainsworth Award Committee Mark Cummings
Deborah Lowe Vandell, Chair Martha Ann Bell
Catherine Haden
Suniya Luthar Early Career Paper Award Committee
Elena Grigorenko Suniya Luthar, Chair
Lee Raby
Mavis Hetherington Award Committee Ashley Groh
Deborah Lowe Vandell, Chair Mark Wade
Catherine Haden
Suniya Luthar Early Career Research Grant Committee
Rebekah Levine Coley Catherine Haden, Chair
Mark Cummings
Dissertation Award Committee Martha Ann Bell
Suniya Luthar, Chair
Tyler Colosante
Laura Elenbaas
Yang Hou
Boyd McCandless Award Committee
Eva Telzer, Co-chair
Haley Vlach, Co-chair
Lauren Emberson
Luke Hyde
Deborah Lowe Vandell
Thank you to all who served on
Division 7 Award Committees this year!
PAGE 13Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
DIVISION 7 AWARDS IN DETAIL
AWARDS FOR STUDENTS AND Email: Deborah Lowe Vandell
EARLY CAREER SCHOLARS (dvandell@uci.edu)
Dissertation Award in Click here for more information.
Developmental Psychology
Description: This award is given to an
individual whose dissertation is judged AWARDS FOR DISTINGUISHED/
to be an outstanding contribution to LIFETIME CONTRIBUTIONS
developmental psychology. Award
winning dissertations demonstrate a
G. Stanley Hall Award for Distin-
strong contribution to developmental
guished Contribution to Develop-
science and theory through asking im- mental Psychology
portant questions and displaying theo-
retical rationale and systematic meth- Description: The G. Stanley Hall
ods. A distinguished dissertation in- award is given to a single individual
cludes a well written summary and is Eligibility: (sometimes a research team) who has
publishable in a top journal. Winners made distinguished contributions to
are presented at the APA Annual Con- • Scientists who are within seven developmental psychology, including
vention. years of completing their doctoral contributions in research, student
degree are eligible. training, and other scholarly endeav-
Eligibility:
Deadline: March 15, 2021 ors. Evaluations are based on the sci-
• The nominee must have complet- entific merit of the individual's work,
ed his/her dissertation as part of a Email: Elizabeth Gunderson the importance of this work for open-
developmental graduate program. (liz.gunderson@temple.edu) and ing up new empirical or theoretical
Jennifer Silvers (silvers@ucla.edu) areas of development psychology, and
• The nominee must have partici- Click here for more information. the importance of the individual's
pated in his/her dissertation de- work in linking developmental psy-
fense during the current or prior chology with issues confronting the
calendar year of the award. Early Career Outstanding Paper larger society or with other disciplines.
Deadline: March 15, 2021 Award
Eligibility: No specific restrictions.
Email: Deborah Lowe Vandell Description: The paper must signifi-
cantly advance content knowledge, Deadline: March 15, 2021
(dvandell@uci.edu)
methodology and/or theory in devel- Email: Mary Gauvain
Click here for more information. opmental psychology. Important crite- (mary.gauvain@ucr.edu )
ria include the importance of the work,
innovation and the likely impact on Click here for more information.
Boyd McCandless Award the field. The nominee must be the
Description: The Boyd McCandless first author and must be a member of Urie Bronfenbrenner Award for
Award recognizes a young scientist APA and Division 7. Lifetime Contribution to Develop-
who has made a distinguished theoret- Eligibility: mental Psychology in the Service of
ical contribution to developmental Science and Society
psychology, has conducted program- • Applicants can be self- or other-
matic research of distinction, or has nominated. Description: The Bronfenbrenner
made a distinguished contribution to • An in-press paper must be accom- award is for an individual whose work
the dissemination of developmental panied by a letter of acceptance has, over a lifetime career, contributed
science. The award is for continued from the editor. not only to the science of developmen-
efforts rather than a single outstanding tal psychology, but who has also
work. The award is presented by the • Nominees must make sure that worked to the benefit of the applica-
membership of Div. 7 of the APA, and any other authors of the nominat- tion of developmental psychology
the award winner will be invited to ed article do not object to the to society. The individual's contribu-
address the following year’s meeting of nomination. tions may have been made through
the APA. Deadline: March 15, 2021 advocacy, direct service, influencing
PAGE 14Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
DIVISION 7 AWARDS IN DETAIL
public policy or education, or through (mt254@duke.edu) activities that have improved out-
any other routes that enable scientific comes for children and families.
Click here for more information.
developmental psychology to better
Eligibility:
the condition of children and families.
• Scientists who are between 15 and
Eligibility: No specific restrictions. Mentor Award in Developmental
30 years of completing their doc-
Psychology
Deadline: March 15, 2021 toral degree are eligible.
Description: The Developmental Psy-
Email: Mary Gauvain Deadline: March 15, 2021
chology Mentor Award honors individ-
(mary.gauvain@ucr.edu )
uals who have contributed to develop- Email: Catherine Haden
Click here for more information. mental psychology through the educa- (chaden@luc.edu )
tion and training of the next genera-
Click here for more information.
tion of research leaders in develop-
OTHER DIVISION 7 AWARDS mental psychology. Our interest is in
recognizing individuals who have had
Eleanor Maccoby Book Award in The Mary Ainsworth Award for Ex-
substantial impact on the field of de-
Developmental Psychology cellence in Developmental Science
velopmental psychology by their men-
Description: The Maccoby Award is toring of young scholars. We invite Description: The Ainsworth award is
presented to the author of a book in developmental psychologists to nomi- to recognize excellence in scholarship
the field of psychology that has had or nate individuals who have played a and contributions to developmental
promises to have a profound effect on major mentoring role in their own ca- science, including contributions in
one or more of the areas represented reers or in the careers of others. research, student training, and other
by Div. 7, including promoting re- scholarly endeavors. Evaluations are
Eligibility:
search in the field of developmental based on the scientific merit of the
psychology; fostering the development • Nominees should be individuals individual's work, the importance of
of researchers through providing infor- who have played a major mentor- this work for opening up new empiri-
mation about educational opportuni- ing role in the careers of young cal or theoretical areas of development
ties and recognizing outstanding con- scholars. psychology, and the importance of the
tributions to the discipline; facilitating individual's work in linking develop-
Deadline: March 15, 2021
exchange of scientific information mental psychology with other disci-
about developmental psychology Email: Elizabeth Spelke plines.
through publications such as the divi- (spelke@wjh.harvard.edu)
Eligibility:
sion’s newsletter and through national
Click here for more information.
and international meetings; and/or • Scientists who are between 15 and
promoting high standards for the ap- 30 years of completing their doc-
plication of scientific knowledge on toral degree are eligible.
The Mavis Hetherington Award for
human development to public policy
Excellence in Applied Developmen- Deadline: March 15, 2021
issues.
tal Science
Email: Catherine Haden
Eligibility:
Description: The Hetherington award (chaden@luc.edu )
• Nominee must be an author, not is to recognize excellence in scholar-
Click here for more information.
an editor of the book. ship and contributions to applied de-
velopmental science. This is intended
• The book must have been pub-
for individuals whose work has not
lished within the prior two years
only advanced the science of develop-
and must have had or promises to
mental psychology, but also has
have a profound effect on one or
helped to promote well-being of chil-
more of the areas represented by
dren, families, and groups or organiza-
Div. 7 of the APA.
tions. These contributions could have
Deadline: March 15, 2021 been made through applied research,
direct service, advocacy, influencing
Email: Michael Tomasello
public policy or education, or other
PAGE 15Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
APA 2020 Virtual
Reduced registration costs over 85%.
APA member, fellow, associate, APA community college teacher affiliate, APA international affili-
ate: $50 (originally $315)
APA student affiliate, APAGS member, APA high school teacher affiliate: $15 (originally
$100)
Nonmember Full-time student: $30 (originally $195)
Nonmember of APA: $75 (originally $495)
Note: All program participants will need to register for APA 2020 Virtual.
Registration includes:
Keynote speakers addressing societies most critical issues
Collaborative, late-breaking scientific content
Innovative posters
Connections and community
Typically the Summer Issue of the Division 7 newsletter is devoted to the Division 7 convention pro-
gram. However, as a result of the global pandemic, APA canceled the 2020 in-person meeting in
Washington DC.
Instead, some parts of the Division 7 program, such as the poster sessions and some symposia, are
now being presented using a virtual format (see previous page of this newsletter for the details).
Other parts of the 2020 program, such as the Division 7 awards ceremony and several invited ad-
dresses, have been postponed until the 2021 APA meeting in San Diego.
Stay tuned and hope to see you in San Diego!
PAGE 16Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Research Funding Opportunities
The funds may be used for direct re-
APA Dissertation Research search expenses (e.g., computer time,
Awards
animal care, equipment, participant
Deadline: September 1, 2020
fees and incentives), software, and/or
conference travel; it may not be used
The Science Directorate of the Ameri-
for tuition, fees, or personal expenses.
Lizette Peterson-Homer Injury
can Psychological Association sponsors Prevention Grant Award
an annual competition for dissertation Deadline: October 1, 2020
Each recipient receives an award of
research funding. The purpose of the
$1,000.
Dissertation Research Award program The Lizette Peterson Homer Memorial
is to assist science-oriented doctoral Injury Research Grant supports re-
For more details about this award, visit:
students of psychology with research search into psychological and behavior-
http://www.apa.org/about/awards/
costs. The current program includes al aspects of the prevention of injuries
scistucoun-earlyre.aspx
30-40 grants of $1,000 each, along with in children and adolescents as reflected
several larger grants of up to $5,000 to in the activities and interests within
students whose dissertation research pediatric psychology of the late Lizette
reflects excellence in scientific psychol- E
lizabeth Munsterberg Koppitz Peterson-Homer and her commitment
ogy. to improving the status of children in
Child Psychology Graduate
For more details about this award, visit:Student Fellowship the face of the most significant threats
http://www.apa.org/about/awards/ Deadline: November 15, 2020 to their health and development. This
scidir-dissertre.aspx grant is open to students and faculty to
The Elizabeth Munsterberg Koppitz support research related to the preven-
Fellowship program supports graduate tion of injuries in children and adoles-
E arly Graduate Student
research projects and scholarships in cents. Funding is available up to $5,000
Researcher Awards
child psychology. The goals of the pro- and is sponsored jointly by the Ameri-
Deadline: September 14, 2020
gram are to (1) Nurture excellent young can Psychological Foundation and APA
scholars for careers in areas of psychol- Div. 54.
The Early Graduate Student Researcher
ogy, such as child-clinical, pediatric,
Awards program recognizes students
school, educational, and developmental The Lizette Peterson-Homer Memorial
for conducting outstanding research Research Grant is designed to (1) in-
psychopathology, and (2) Support
early in their graduate training (i.e.,
scholarly work contributing to the ad- crease understanding of the nature and
research conducted within the first two
vancement of knowledge in these areas etiology of injuries in children , (2)
years of doctoral study). It focuses on Support development and evaluation of
both the student’s general research intervention techniques in this area,
Several fellowships of up to $25,000
experience and specific completed re- and (3) Support dissemination and im-
each will be awarded. Support is pro-
search projects. The research inde-
vided for one year only. Only one appli- plementation of proven techniques in
pendence of the applicant as well as the this area
cation accepted from any one institu-
novelty and implications of research
tion in any given year.
performed as a graduate student will be For more details about this award, visit
used for evaluation purposes. Therefore
For more details about this award, visit http://www.apa.org/apf/funding/
preference may be given to students peterson-homer.aspx
http://www.apa.org/apf/funding/
who have completed their second year
koppitz.aspx?tab=1
of doctoral studies.
PAGE 17Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Upcoming Conferences & Updates
American Psychological The Annual International Meeting of the European Society
Association Annual Convention Conference on Stigma for Cognitive Psychology
Aug 6-8, 2020 Nov 20, 2020 (22nd ESCoP)
Virtual Washington, D.C. Aug 30-Sep 2 2021
https://convention.apa.org/ http://www.whocanyoutell.org/ Lille, France
https://www.escop.eu/events
European Early Childhood Budapest CEU Conference on
Education Research Association Cognitive Development
Annual Conference Jan 7-9, 2021 26th Biennial Meeting of the
Sep 7-10, 2021 Central European University International Society for the
Faculty of Teacher Education, Budapest, Hungary Study of Behavioural
University of Zagreb, http://www.bcccd.org/ Development
Zagreb, Croatia 2020 meeting is postponed to 2022.
http://www.eecera.org/ Society for Research in Child Island of Rhodes, Greece
conferences/ Development https://www.issbd2020.org/
April 8-10, 2021
The Flux Congress Minneapolis, Minnesota, USA Society for the Study of
Sep 9-12, 2020 https://www.srcd.org/event/srcd- Emerging Adulthood: Biennial
Virtual 2021-biennial-meeting Conference
https://fluxsociety.org/2020-virtual- Nov 4-6, 2021
congress/ Society for Research on San Diego, CA, USA
Adolescence http://ssea.org/index.htm
Penn State’s 28th Annual March 11-13, 2021
National Symposium on Family Omni Louisville, Kentucky The Cognitive Development
Issues https://www.biennialmeeting.s-r- Society’s Biennial Meeting
Oct 26-27, 2020 a.org/ Oct 21-23, 2021
Nittany Lion Inn, University Park Madison, WI, USA
campus, State College, PA, USA European Association for Re- https://cogdevsoc.org/
http://www.pop.psu.edu/national- search on Adolescence (EARA)
symposium-family-issues 17th Biennial Conference
Sep 2-5, 2020
The 45th Annual Boston
University Conference on
Language Development
Virtual
https://www.fpce.up.pt/eara2020/
home.html
Save
Nov 5-8, 2020
Virtual
https://www.bu.edu/bucld/
17th European Congress of
Psychology
2020 meeting is postponed to July
the
2022.
date!
Annual Conference of the
Association for Moral Education Jul 5-8, 2022
Oct 28-Nov 1, 2020 Ljubljana, Slovenia
Virtual https://www.ecp2022.eu/index.php
https://www.amenetwork.org/2020
PAGE 18Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Not a Member of Division 7 Yet?
Join Division 7: Developmental Psychology
Membership in APA Not Required
Division 7 is the official developmental psychology section of the American Psychological Association (APA). It
is comprised of psychological scientists and others from a variety of disciplines who study or work on human
development.
• $6 for undergraduate and graduate student affiliates.
• $12 for members for the first year.
• $24 per year for members after the first year.
Benefits:
• Receive the Division 7 newsletter, Developmental Psychologist, which is distributed twice a year, and other
periodic notices and announcements
• Nominate for, and receive, a variety of awards and fellowships recognizing important work in the area of
developmental psychology
• Influence psychological science, grant priorities, and social policy at the national level
• Network with other developmental psychologists and individuals interested in development
• Eligibility for dissertation and early career grants to fund your research
• Serve on important Division 7 committees, including the Executive Committee
• Membership in APA is encouraged but not required. If you join APA or are already a member of it, there
are additional advantages and opportunities, but you can now join Division 7 either way!
For all membership enquiries,
please contact the Division 7 Membership Chair,
Jessica Sutherland, jessica.sutherland@uoit.ca
PAGE 19Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Division-7 Election
Mary Gauvain was elected President for 2022.
Dr. Gauvain will begin her service as President
-Elect in January 2021, and will begin her term
as President in January 2022.
Elena Grigorenko was elected Member at Large.
Dr. Grigorenko’s term will begin January 2021.
Toni Antonucci and Abigail Gewirtz
were elected Fellows Committee.
Drs. Antonucci and Gewirtz’s term
will begin January 2021.
PAGE 20Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020
Executive Committee
President (1-year term): .......................................................... ..Deborah Lowe Vandell (2020)
Past President (1-year term):................................................... ..Suniya S. Luthar (2020)
President-Elect (1-year term): ................................................. ..Catherine A. Haden (2020)
Secretary (3-year term): .......................................................... ..Amanda Morris (2020 – 2022)
Treasurer (3-year term): .......................................................... ..Yoojin Chae (2020 – 2022)
Members-at-Large (3-year term):............................................ ..Martha Ann Bell (2018 – 2020)
……………………………………….……………………………………………………..E. Mark Cummings (2020 – 2022)
................................................................................................. ..David S. Moore (2020 – 2022)
Representatives to APA Council (3-year term): ....................... ..Sarah Friedman (2019 – 2021)
……………………………………………………………………………………………...Michael E. Lamb (2020 – 2022)
Newsletter Editor (3-year term): ............................................. ..Zehra Gülseven (2020 – 2023)
Fellows Committee Chair (1-year term): ................................. ..Stephen J. Ceci (2020)
Program Committee Chair (1-year term):................................ ..Kelly Lynn Mulvey (2019)
Program Committee Co-Chair (1-year term): ......................... ..Jonathan Tirrell (2020)
Membership Chair (3-year term):............................................ ..Jessica Sutherland (2019 – 2021)
Historian (3-year term): ........................................................... ..TBA (2020 – 2023)
Web Master (3-year term):...................................................... ..Sue Hobbs (2020 – 2022)
Early Career Member Representative (2-year term): .............. ..Viridinia Benitez (2020 – 2021)
Graduate Student Representative (2-year term):………………......Renee Benoit (2020 – 2021)
Listserv Administrator.............................................................. ...Adam Winsler
Addresses and e-mails are listed on the Division 7 website:
http://www.apadivisions.org/division-7/leadership/executive-committee/index.aspx
NEWSLETTER EDITOR:
Zehra Gülseven
Postdoctoral Scholar
University of California, Irvine
gulseven@uci.edu
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