Catherine Diaz-Asper

Academic Credentials

B.A., University of Auckland, New Zealand
M.A., University of Auckland, New Zealand
Ph.D., The George Washington University
Post-doctoral : Johns Hopkins University School of Medicine (Dept. of Psychiatry & Behavioral Sciences); National Institute of Mental Health (Clinical Brain Disorders Branch)
Licensed Psychologist (Maryland)

Biography

Other Information

Teaching Area

  • Biological Bases of Behavior
  • Learning & Cognition
  • Research Design for Psychology
  • Senior Seminar

Research Interests

  • Neuropsychological profiles in dementia and mental illness
  • Using automated analyses of language to predict aspects of cognition and mental state

Dr. Diaz-Asper is a neuropsychologist with a strong background and interest in conducting clinical research. She has worked both as a clinician and researcher and has completed two different post-doctoral internships, at Johns Hopkins and NIMH. During this time, she conducted neuropsychological evaluations of cognitively-impaired adults, and also designed and implemented a number of research studies.

Dr. Diaz-Asper first examined semantic memory function in Alzheimer’s disease for her Master’s dissertation and later tested aspects of visual and spatial memory in epilepsy for her doctoral dissertation. More recently, her research has focused on using computational methods to analyze the content of speech in various patient groups, including depression and Alzheimer’s disease.  She has received grant funding from the National Institute on Aging to test the feasibility and sensitivity of automated analyses of speech recorded over the telephone to detect early cognitive decline.

Dr. Diaz-Asper is excited to introduce students to the world of research and the amazing capabilities of our brains.

Publications

 

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Jo-Ann Amadeo

Academic Credentials

B.A., Susquehanna University
M.S., The Johns Hopkins University
Ph.D., University of Maryland

Biography

Dr. Jo-Ann Amadeo joined the Marymount University faculty in the fall of 2011. Prior to coming to Marymount, she taught both undergraduate and graduate courses at the University of Maryland; served as associate director of a large, international study of civic attitudes and behaviors among adolescents; co-directed a living/learning center for first- and second-year university students; and conducted evaluation research.

Her work has afforded her the opportunity to travel extensively; she has presented research findings at conferences in a wide range of countries around the world.
 

Other Information

Teaching Area

  • General Psychology
  • Adolescent Psychology
  • Human Growth and Development
  • Learning and Cognition
  • Research Methods
  • Senior Seminar

Research Interests

  • Adolescents’ Development of Civic-related Attitudes, Knowledge, and Behaviors
  • Media Influence and Use among Children and Adolescents
  • Secondary Analysis of Large-Scale International Assessments in the area of Civic and Citizenship Education

 

Publications

Amadeo, J., Hennessey, N.D., & Torney-Purta, J. (2012).  Adolescents’ identity
development during political and social transitions: A unit for undergraduate psychology classes. Psychology Learning and Teaching, Vol. 11 (3), 343-348.
 
Amadeo, J. (2015).  Civic skills. Encyclopedia of American governance,
Volume 1 (pp. 273-276). New York: Macmillan Publishers.
 
Torney-Purta, J., & Amadeo, J. (2020).Civic Education: The history of international large-scale assessments and the knowledge base they provide.  In T. L. Good & M. McCaslin (Eds.), Educational Psychology Section; D. Fisher (Ed.), Routledge Encyclopedia of Education (Online). Taylor & Francis: New York. (Link)
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Camille Buckner

Academic Credentials

B.A., Rice University
Ph.D., University of Texas at Austin

Biography

Other Information

Teaching Area

  • General Psychology
  • Psychology of Gender
  • Cultural Psychology
  • Research Design

Research Interests

  • Gender
  • Stereotypes and Discrimination
  • Scholarship of Teaching and Learning

Camille Buckner received her Ph.D. in Social and Personality Psychology with a sub-specialization in Quantitative Methods from the University of Texas at Austin in 1997. She joined the Marymount University faculty in 2006 and regularly teaches General Psychology, Psychology of Gender, Cultural Psychology, Research Design, and Senior Seminar.

Her research centers around the topics of gender; stereotyping and discrimination; and best practices in teaching and learning. Drawing on decades of experience in the psychology of gender field, she recently published a textbook entitled The Psychology of Sex and Gender with two co-authors from the University of South Florida.

Dr. Buckner actively engages students in research at Marymount, and her students regularly present their work at Marymount’s annual Student Research Conference (SRC) and beyond. Examples of recent student presentations include: The Gray Area Within Interracial Counseling” (Brianna Simmons), “The Effect of Wearing Red on Perceptions of Attractiveness” (Nytasia King), “”Do Stress Levels and Attitudes Toward Parenting Depend on Parenting Status?”” (Jenny Curtis), and “The Relationship Between Trauma Exposure and Reactions to Participation in Trauma Research”” (Tracie Doherty).
 
While not at Marymount, she and her partner keep busy with family and friends in Reston, VA. They have one daughter, three sons, and one very spirited dog named Mei Mei.
 

Publications

Bosson, J. K., Vandello, J. A., & Buckner, C. E. (2018). The psychology of sex and gender. Thousand Oaks, CA: SAGE Publications.
 
Buckner, C. E., Vandello, J. A., & Bosson, J. K. (2018). Gender past, present, and future: Summary and reflection [Supplemental material]. The psychology of sex and gender. Thousand Oaks, CA: SAGE Publications.
 
Gilbert, L. A., & Buckner, C. E. (2017). Paving the way: The distinctive mentoring style of Janet Taylor Spence. Sex Roles: A Journal of Research, 77(11-12), 743-750).
 
Recent Presentations
 
Buckner, C. E. (2020, January). How can we use psychology to foster inclusive excellence? PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
 
Buckner, C. E., & Oxenford, C. (2019, January). Does the ideal integrative capstone experience in psychology exist? PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
 
Buckner, C. E. (2018, January). The gender revolution: How to stay apace in the psychology of gender classroom. PIE presented at the annual meeting of the National Institute on the Teaching of Psychology, St. Pete Beach, FL.
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Linda Cote-Reilly

Academic Credentials

B.A., The Catholic University of America, Washington, DC
M.A., Ph.D., Clark University, Worcester, MA
Post-doctoral work: National Institute of Child Health and Human Development, Bethesda, MD

Biography

Dr. Linda R. Cote-Reilly is a developmental psychologist and also a Certified Family Life Educator. Her research examines parenting and children’s development among immigrant families.
 

Other Information

Teaching Area

  • Developmental Psychology (Human Development, Early Childhood Development)
  • Methodology (Statistics, Research Design)

Research Interests

  • Children’s development in immigrant families
  • Mother-infant interaction
  • Parental beliefs
  • Language development

 

Publications

Publications
 
Peer Reviewed Journal Articles
 
Bornstein, M. H., Cote, L. R., & Kwak, K. (2019). Comparative and individual perspectives on mother-infant interactions with people and objects among South Koreans, Korean Americans, and European Americans. Infancy24(4), 526-546. doi: https://dx.doi.org/10.1111/infa.12288
 
Bornstein, M. H., Putnick, D. L., Rigo, P., Esposito, G., Swain, J. E., Suwalsky, J. T. D., Su, X., Xiaoxia, D., Zhang, K., Cote, L. R., De Pisapia, N., & Venuti, P. (2017). The neurobiology of culturally common maternal responses to infant cry. Proceedings of the National Academy of Sciences. doi: 10.1073/pnas.1712022114
 
Cote, L. R., Kwak, K., Putnick, D. L., Chung, H. J., & Bornstein, M. H. (2015). The acculturation of parenting cognitions: A comparison of South Korean, Korean immigrant, and European American mothers. Journal of Cross-Cultural Psychology, 46(9), 1115-1130.
doi:10.1177/0022022115600259
 
Bornstein, M. H., Putnick, D. L., Cote, L. R., Haynes, O. M., & Suwalsky, J. T. D. (2015). Mother-infant contingent vocalizations in 11 countries. Psychological Science, 26(8), 1272-1284. doi: 10.1177/0956797615586796
 
Cote, L. R., & Bornstein, M. H. (2014). Productive vocabulary among three groups of bilingual American children: Comparison and prediction. First Language, 34(6), 467–485. doi: 10.1177/0142723714560178
 
Güngör, D., Bornstein, M. H., De Leersnyder, J., Mesquita, B., Cote, L., Ceulemans, E. (2013). Acculturation of personality: A three-culture study of Japanese, Japanese Americans, and European Americans. Journal of Cross-Cultural Psychology, 44(5), 701-718. doi: 10.1177/0022022112470749.
 
Suwalsky, J. T. D., Cote, L. R., Bornstein, M. H., Hendricks, C., Haynes, O. M.,& Bakeman, R. (2012). Mother-infant socioemotional contingent responding in families by adoption and birth. Infant Behavior and Development, 35(3), 499-508. doi: 10.1016/j.infbeh.2012.04.006
 
Bornstein, M. H., Cote, L. R., Haynes, O. M., Bakeman, R., & Suwalsky, J. T. D. (2012). Modalities of mother-infant interaction in Japanese, Japanese American immigrant, and European American dyads. Child Development, 83(6), 2073–2088. doi: 10.1111/j.1467-8624.2012.01822.x  
 
Bornstein, M. H., Cote, L. R., Haynes, O. M., Hahn, C., & Park, Y. (2010). Parenting knowledge: Experiential and sociodemographic factors in European American mothers of young childrenDevelopmental Psychology, 46, 1677-1693.
 
Bornstein, M. H., & Cote, L. R. (2009). Child temperament in three U.S. cultural groups. Special issue: Development of Infants and Toddlers in Ethnoracial Families. Infant Mental Health Journal, 30(5), 433–451.
 
Cote, L. R., & Bornstein, M. H. (2009). Child and mother play in three U.S. cultural groups: Comparisons and associations. Special issue: On New Shores: Family Dynamics and Relationships among Immigrant Families. Journal of Family Psychology, 23, 355-363.
 
Cote, L. R., Bornstein, M. H., Haynes, O. M., & Bakeman, R. (2008). Mother-infant person- and object-directed interactions in Latino immigrant families: A comparative approach. Infancy, 13(4), 338-365.
 
Cote, L. R., & Bornstein, M. H. (2005). Child and mother play in cultures of origin, acculturating cultures, and cultures of destination. Special issue, International Journal of Behavioral Development, 29(6), 479-488.
 
Bornstein, M. H., & Cote, L. R. (2005). Expressive vocabulary in language learners from two ecological settings in three language communities. Infancy, 7(3), 299-316.
 
Bornstein, M. H., & Cote, L. R. (2004). “Who is sitting across from me?” Immigrant mothers’ knowledge of parenting and children’s development. Pediatrics, 114, e557-e564.
 
Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S., Pascual, L., Pêcheux, M., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-linguistic analysis of vocabulary in toddlers: Spanish, Dutch, French, Hebrew, Italian, Korean, and English. Child Development, 75, 1115-1139.
 
Bornstein, M. H., Park, S., & Cote, L. R. (2004). Vocabulary in Korean-speaking toddlers: A preliminary analysis of word class, composition, gender, and individual variation [in Korean]. Korean Journal of Child Studies, 25(2), 19-39.
 
Bornstein, M. H., & Cote, L. R. (2004). Mothers’ parenting cognitions in cultures of origin, acculturating cultures, and cultures of destination. Child Development75, 221-235.
 
Bornstein, M. H., & Cote, L. R. (2003). Cultural and parenting cognitions in acculturating cultures:  II.  Patterns of prediction and structural coherence. Journal of Cross-Cultural Psychology, 34, 350-373.
 
Cote, L. R., & Bornstein, M. H. (2003). Cultural and parenting cognitions in acculturating cultures: I. Cultural comparisons and developmental continuity and stability. Journal of Cross-Cultural Psychology, 34, 323-349.
 
Azar, S. T., & Cote, L. R. (2002). Sociocultural issues in the evaluation of the needs of children in custody decision-making: What do our current frameworks for evaluating parenting practices have to offer? International Journal of Law and Psychiatry, 25, 193-217.
 
Bornstein, M. H., Cote, L. R., & Venuti, P. (2001). Parenting beliefs and behaviors in northern and southern groups of Italian mothers of young infants. Journal of Family Psychology15, 663-675.
 
Bornstein, M. H., & Cote, L. R. (2001). Mother-infant interaction and acculturation I: Behavioral comparisons in Japanese American and South American families. International Journal of Behavioral Development25, 549-563.
 
Cote, L. R., & Bornstein, M. H. (2001). Mother-infant interaction and acculturation II: Behavioral covariation and correspondence in Japanese American and South American families. International Journal of Behavioral Development25, 564-576.
 
Cote, L. R., & Bornstein, M. H. (2000). Social and didactic parenting behaviors and beliefs among Japanese American and South American mothers of infants. Infancy1, 363-374.
 
Andreassen, C. J., Cote, L. R., & Rahn, C. W. (1998). The development of narrative skills: The contributions of toddler and maternal language and symbolic play. Infant Behavior & Development, 21, 265-265.
 
Cote, L. R. (1997). Mealtimes in Head Start classrooms as an opportunity for literacy development. National Head Start Association Research Quarterly, 1, 149-155.
 
Cote, L. R., & Azar, S. (1997). Child age, parent and child gender, and domain differences in parents’ attributions and responses to children’s outcomes. Sex Roles36, 23-50.
 
Book Chapters
 
Bornstein, M. H., & Cote, L. R. (2019). Immigrant parenthood. In M. H. Bornstein (Ed.), Handbook of parenting. Volume 4:  Social conditions and applied parenting (3rd ed., pp. 198-233). Routledge.
 
Cote, L. R., & Bornstein, M. H. (2018). Specialization, coordination, and developmental sequelae of mother-infant person- and object-directed interactions in   U.S. American immigrant families. In S. S. Chuang & C. L. Costigan (Eds.), Parental roles and relationships in immigrant families: An international approach (pp. 91-109). Springer Science+Business Media.
 
Cote, L. R., & Bornstein, M. H. (2011). Children develop on their own timetable.  In R. E. Keim & A. L. Jacobson (Eds.), Wisdoms for parents:  Key ideas from parent educators (pp. 141-143).  de Sitter Publications.
 
Bornstein, M. H, & Cote, L. R. (2009). Immigration and acculturation. In M. H. Bornstein (Ed.). Handbook of cultural developmental Science. Volume 2. Development in different places on earth (pp. 531-552). Cadmus Communications.
 
Bornstein, M. H., & Cote, L. R. (2007). Knowledge of child development and family interactions among immigrants to America: Perspectives from developmental science. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant families in contemporary society (pp. 121-136). Guilford Press.
 
Bornstein, M. H., & Cote, L. R. (2006). Introduction to acculturation and parent-child relationships. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 3-12). Lawrence Erlbaum Associates.
 
Bornstein, M. H., & Cote. L. R. (2006). Mothers’ perceptions of their own and their spouses’ parenting styles in cultures of origin, acculturating cultures, and cultures of destination. In G. Zheng, K. Leung, & J. Adair (Eds.), Proceedings of the 17th Congress of the International Association for Cross-Cultural Psychology:  Perspectives and Progress in Contemporary Cross-Cultural Psychology (pp. 65-75). China Light Industry Press.
 
Bornstein, M. H., & Cote. L. R. (2006). Parenting cognitions and practices in the acculturative process. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 173-196). Lawrence Erlbaum Associates.
 
Cote, L. R., & Bornstein, M. H. (2005).  Japanese American and South American immigrant mothers’ perceptions of their own and their spouses’ parenting styles. In H. Grietens, W. Lahaye, W. Hellinckx, & L. Vandemeulebroecke (Eds.), In the best interests of children and youth: International perspectives (pp. 47-76). Leuven University Press.
 
Azar, S. T., & Cote, L. R. (2005). Cognitive-behavioral interventions with neglectful parents. In P. F. Talley (Ed.), Handbook for the treatment of abused and neglected children (pp. 145-181).   Haworth Press.
 
Cote, L. R. (2001). Language opportunities during mealtimes in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 205-221). Brookes.
 
Dickinson, D. K., Cote, L., & Smith, M. W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), New Directions for Child Development Series: Vol. 61. The development of literacy through social interaction (pp. 67-78).  Jossey-Bass.
 
Edited Volumes
 
M. H. Bornstein & L. R. Cote (Eds.). (2006). Acculturation and Parent-Child Relationships:Measurement and Development. Lawrence Erlbaum Associates.
 

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Marymount University