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 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 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 In the midst of our own per- that will be needed. Can we help that, but by March, our lives were sonal challenges and efforts, I one another as we navigate the completely up-ended by a highly hope that you will give some new normal in higher educa- contagious virus with no cure and thought to the role our field of tion? How can we advocate and limited effective treatments, cou- developmental psychology can press for this research and edu- pled with historic unemployment play as we try to move forward cation agenda? Please share and economic uncertainty, that in this new developmental con- your ideas with Division 7! 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 ([email protected]) 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,

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 (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-

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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- What are the biggest problems/ demic position? A Ph.D. takes a long time. Although 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 track faculty lines. Moreover, basic about these roles, such as: What What are some ways that you science has historically been valued kind of service is valuable to you? strive for work-life balance dur- over applied science, but applied sci- How will you manage the interper- ing the pandemic? 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 Create a diverse lab of students people of color and other un- brain and risk for substance use. who bring knowledge, expertise, derrepresented populations, and We have had to shift our research and life experiences from all to conduct antiracism research focus, and wave 4 is now occur- backgrounds – you may learn and engage in outreach. For those ring virtually, where we are using more from your students than of us who are from non-URM ecological momentary assess- you did during your formal train- groups, it is essential that we com- ments to better understand how ing as a student yourself! mit to creating safe and support- family and peer relationships may ive spaces for URM scholars, en- be shifting during these times of gage in self-reflection and learning What activities do you do in social distancing. While we were to better understand the barriers your spare time? disappointed our longitudinal 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.

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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- Aside from a stellar academic torical review of how poorly the ment is extremely relevant and 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 10 Developmental 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, Becoming Human: A Theory of Ontogeny. Harvard University Press

PAGE 11 Developmental 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 12

Developmental 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 13 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020

DIVISION 7 AWARDS IN DETAIL

AWARDS FOR STUDENTS AND Email: Deborah Lowe Vandell ([email protected]) EARLY CAREER SCHOLARS Click here for more information. Dissertation Award in 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. ([email protected]) and ing up new empirical or theoretical Jennifer Silvers ([email protected]) 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. Award Deadline: March 15, 2021 Eligibility: No specific restrictions. Description: The paper must signifi- Email: Deborah Lowe Vandell Deadline: March 15, 2021 ([email protected]) cantly advance content knowledge, methodology and/or theory in devel- Email: Mary Gauvain Click here for more information. opmental psychology. Important crite- ([email protected] ) 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 APA and Division 7. Urie Bronfenbrenner Award for Award recognizes a young scientist 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 14 Developmental Psychologist DIVISION 7 NEWSLETTER SUMMER 2020

DIVISION 7 AWARDS IN DETAIL

public policy or education, or through ([email protected]) 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- ([email protected] ) uals who have contributed to develop- Email: Catherine Haden Click here for more information. mental psychology through the educa- ([email protected] ) 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- ([email protected]) 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 ([email protected] ) • 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 15 Developmental 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 16 Developmental 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- Lizette Peterson-Homer Injury for tuition, fees, or personal expenses. 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- Elizabeth Munsterberg Koppitz Peterson-Homer and her commitment ogy. Child Psychology Graduate to improving the status of children in 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- Early Graduate Student research projects and scholarships in cents. Funding is available up to $5,000 Researcher Awards and is sponsored jointly by the Ameri- Deadline: September 14, 2020 child psychology. The goals of the pro- 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 psychopathology, and (2) Support Research Grant is designed to (1) in- 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 Several fellowships of up to $25,000 intervention techniques in this area, experience and specific completed re- each will be awarded. Support is pro- and (3) Support dissemination and im- 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 cation accepted from any one institu- this area 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 http://www.apa.org/apf/funding/ peterson-homer.aspx who have completed their second year koppitz.aspx?tab=1 of doctoral studies.

PAGE 17 Developmental 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 Virtual University Conference on https://www.fpce.up.pt/eara2020/ Save Language Development home.html Nov 5-8, 2020 Virtual 17th European Congress of https://www.bu.edu/bucld/ Psychology the 2020 meeting is postponed to July Annual Conference of the 2022. Association for Moral Education Jul 5-8, 2022 Oct 28-Nov 1, 2020 Ljubljana, Slovenia date! Virtual https://www.ecp2022.eu/index.php https://www.amenetwork.org/2020

PAGE 18 Developmental 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, [email protected]

PAGE 19 Developmental 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 20 Developmental 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 [email protected]

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