|Lab Name||Description of Research Topic(s)||Faculty Supervisor||Additional Supervisors (Grad students, Postdocs, Faculty)||Location||Description of Project||Description of Student Involvement||Link to Website||Social Area?||Clinical Science Area?||Developmental Area?||Cognition/Brain/Behavior Area?||Neuroscience?||Academic Credit Available?||Pay Available?||Volunteer (no credit or pay) Available?||# Open Positions||# Semester Commitment Minimum||How to Express Interest in Lab||Contact Person||Contact Email|
|Decision-Making & Behavioral Economics||Psychology, behavioral economics, judgment and decision-making, marketing, organizational behavior, consumer behavior||Michael Norton||Ashley Whillans, David Levari||Harvard Business School||We research everything from decision-making of individuals to relationships (e.g. romantic couples) to groups and organizations. Most of our work involves experimental lab work, online research, and field studies. Some of the projects we're working on right now: What's the economic and psychological difference between things people "need" and things they "want"? Why do we feel bad breaking streaks, even when they are meaningless? What's easier to remember, hard decisions or easy ones? How should we talk to our partners about money? How do couples use technology to manage long-distance relationships?||Students working in our lab will be expected to attend regular meetings to discuss the research projects and relevant theoretical background. Students can be involved at every level of the research process, including scheduling research participants, administering experiments and collecting data, background research, and data processing and analysis. We will teach you how to do each these things as needed, so no prior experience is required.||Yes.||No.||No.||Yes.||No.||Yes.||No.||No.||4||1||Email email@example.com and tell us (1) why you interested in being an RA (2-3 sentences) and (2) confirm that you are able to take PSY 910r (or a similar for-credit lab course) and can commit 12-15 hours per week to research. We'll give priority to applications we receive by Tuesday 1/28/20, so earlier is better, but don't hesitate to get in touch after the deadline since we will probably still have space.||David Levarifirstname.lastname@example.org|
|BIG Lab||behavioral decision making, psychology, negotiation, organizational behavior, economics, marketing||Francesca Gino||Harvard Business School||Harvard undergraduates interested in research related to behavioral decision making, psychology, and negotiation may be good candidates for this lab, which takes an interdisciplinary approach that combines psychology and economics methodologies. The following are examples of research questions we are trying to answer: what are the factors and processes involved in unethical decision making and how can we prevent individuals from making unethical decisions? How can we use behavioral science insights to improve educational outcomes in schools, colleges, and MOOCs – especially by engaging outside-of-class influences? What are the benefits and consequences of being distracted at work? How does the personality of a mediator affect negotiation outcomes? What makes leaders effective? How do men or women compete against one another? And, how do expertise and non-conscious biases affect decision-making in professional selection and advancement? RAs will work closely with one of the members of the lab group on one or more research projects.||RAs may be involved in a wide spectrum of the research process: running participants in the lab, coding data, contributing to study designs, conducting literature reviews, analyzing data, and assisting in interpretation of results. Students in this course will work closely with graduate students to get a hands-on experience in research and are expected to put in about 8-10 hours of work per week. There is no formal lab or lab meeting associated with this course.||https://docs.google.com/forms/d/e/1FAIpQLSdi5e79_vwMhdU_KnFs1PlRLXFNdvU26EmfpgDDtWK0xdnj8Q/viewform?usp=sf_link||Yes.||No.||No.||Yes.||No.||Yes.||No.||No.||1||To express interest in enrollment, please email Aurora Turek at email@example.com prior to the first class meeting.||Aurora Turekfirstname.lastname@example.org|
|Gaab Lab||Dyslexia; Language-based learning disabilities, MRI||Dr. Nadine Gaab||Dr. Jennifer Zuk; Dr. Theodore Turesky||1 Autumn St. Boston, MA, 02215||utilizing MRI to investigate the neural mechanisms underlying language-based learning disabilities, such as dyslexia||Students are expected to commit to at least 10 hours/week. They will attend weekly lab meetings, perform literature reviews for projects of interest, pre-process MRI data, shadow behavioral and MRI study visits, run statistical analyses in SPSS under the supervision of one of the postdocs, etc.||gaablab.com||No.||Yes.||Yes.||Yes.||Yes.||Yes.||No.||No.||2||2||email Jade Dunstan (email@example.com) your CV, and availability for the semester of interest (days/times you would like to come into lab). Please also fill out the following form: https://redcap.tch.harvard.edu/redcap_edc/redcap_v8.10.18/index.php?pid=708||Jade Dunstanfirstname.lastname@example.org|
|The Music Lab||Data Science, Developmental Psychology, Music, Cognitive Psychology, Cross-cultural Psychology||Max Krasnow||Samuel Mehr (Research Associate), Steven Pinker (Professor)||Vanserg Hall||If you are reading this, you are probably doing so on a device that plays music. You are probably able to hear and understand that music. You probably can also produce music of your own, even if you've never had music lessons. You probably engage with music on a regular basis, regardless of your cultural background, location in the world, or socioeconomic status. You have probably been this way your whole life. In the Music Lab, we're figuring out why the human mind is designed in such a way that all of this is true — using massive-scale citizen science projects, developmental and cognitive psychology, and cross-cultural research.||This semester we are recruiting undergrad RAs to contribute to the following projects, potentially including experimental design, data collection (with human subjects in lab and online in citizen science experiments), data analysis, recruitment, and more:|
(1) massive-scale online studies about music perception using http://themusiclab.org;
(2) lab-based studies about how infants respond to songs from various cultures, using psychophysiology measures; and
(3) longitudinal studies of the effects of music on infant and parent mood, temperament, and well-being, which use both in-lab and online measures.
Students will work at least 10 hours per week in the lab with a diverse team of researchers from a range of backgrounds, from cognitive science to developmental psychology to music to web development. The Music Lab is a highly collaborative environment in which undergraduates take a leading role in designing and carrying out research. The 2357r RAs are also encouraged to pitch their own research projects to their labmates and to the PI, with the idea that the 2357r semester or year can help to set up a future independent project or even an honors thesis.
|https://themusiclab.org/||Yes.||Yes.||Yes.||Yes.||No.||Yes.||Yes, Work-Study Eligible Only.||Yes.||4||1||Please fill out the google form here: https://tinyurl.com/musiclabra||Mila Bertolo (lab manager) and Samuel Mehr (PI)||email@example.com, firstname.lastname@example.org|
|Lab for Developmental Studies (Spelke)||Infant & Child Cognition||Elizabeth Spelke||William James Hall||Seeking interested and motivated students to assist with research in Prof. Elizabeth Spelke's cognitive development lab, under the aegis of the Laboratory for Developmental Studies and the Harvard-MIT Center for Brains, Minds, and Machines. Most of the research in the lab uses behavioral methods, focused on infants' spontaneous actions of looking at, reaching for, or smiling to objects and people, to investigate the basic cognitive capacities of infants, toddlers, and children, with an emphasis on the development of perception and knowledge of objects and their mechanical interactions, agents and their instrumental actions, people and their social interactions, number, and geometry. Current research projects in the infant lab focus on topics including infants' attribution to objects of abstract properties such as mass, infants' attributions of goals and intentions to agents, infants' attributions of perceptions, beliefs, and emotions to people, and infants' inferences about the geometrical properties of visual forms. Experimental research on these topics is conducted in collaboration with investigators developing computational models of human cognition and its development, and with investigators exploring the brain systems underlying these capacities. Current projects in the child lab aim to connect the basic cognitive abilities that emerge in infants to children's developing mastery of symbols and school mathematics. Some of this research is conducted in collaboration with economists conducting randomized field experiments assessing the effectiveness of such interventions at scale.||We accept students to work in the lab for course credit (1652r), as part of the college work-study program, or (in rare cases) as volunteers. We are especially welcoming of students who are considering honors thesis projects with an interdisciplinary focus, addressed to these or related topics. Research assistants work in the lab for 10 hours per week, including a weekly course meeting during which grad students discuss their research interests and the current state of their research projects. Throughout the semester, students have the opportunity to learn about a wide variety of research topics within cognitive science. Additionally, each student is paired with a grad student or postdoc in the lab so as to focus on one topic in depth. In the lab, research assistants will be responsible for recruiting and scheduling infant and child participants and their families, assisting lab researchers in testing infants and children, interacting with families when they come to the lab, coding infant looking time responses and toddler behavioral responses, and working with grad students to complete tasks specific to their research. This course is open to students of all concentrations and there are no prerequisites, though preference is given to students whose academic interests dovetail with those of the lab's investigators and students.||https://www.harvardlds.org||Yes.||No.||Yes.||Yes.||No.||Yes.||Yes, Work-Study Eligible Only.||Yes.||10||1||If interested, please contact lab manager Bill Pepe at email@example.com.||Bill Pepefirstname.lastname@example.org|
|Recovery Research Institute||Addiction Medicine & Neuropsychology||John F. Kelly, PhD (MGH Psychiatry) & Jill Hooley, PhD (Harvard Psychology)||Lauren A. Hoffman, PhD||Recovery Research Institute, MGH Main Campus, & Bay Cove Methadone Clinic (all locations located within ZIP code 02114)||The OTR study is a NIDA (National institute on Drug Abuse) funded research project that seeks to characterize longitudinal neuropsychological change and its relationship to recovery outcomes among individuals undergoing pharmacotherapy for opioid use disorder (i.e. buprenorphine and methadone treatment).||We are seeking highly motivated and organized students majoring in psychology or a related science who are looking to gain clinical research experience while working as part of our research team. Daily intern tasks may involve, but are not limited to, maintaining and organizing datasets, assisting with study eligibility and screening procedures at nearby clinics, assisting with participant study visits, and preparing documents for publication. Interns are expected to work 10-15 hours per week and to attend our weekly team meeting. Interns will also have the opportunity to participate in our monthly journal club, where we review recently published high-impact scientific articles within the field of addiction psychology. Commitment through one or more academic years is preferred.||https://www.recoveryanswers.org||No.||Yes.||No.||Yes.||Yes.||Yes.||No.||Yes.||2||2||If you are interested in applying, please contact Dr. Lauren A. Hoffman at email@example.com. Please be sure to include:|
1. Curriculum vitae or Resume
2. Unofficial transcript with cumulative GPA
3. Informal list of: the courses you anticipate taking and the days/times you anticipate being available for internship during the Spring semester
4. Cover letter (max 1 page) describing: a.) Your interest in research and addiction psychology; b.) Your anticipated post-graduation plans (i.e. anticipated career trajectory & date of graduation); c.) Any additional information relevant to the position (i.e. previous research experience, relevant coursework or volunteer experience, anticipated start date, willingness to commit to a year in the position, anticipated duration of internship, etc.)
|Dr. Lauren A. Hoffmanfirstname.lastname@example.org|
|Vision Sciences Lab||Social Perception and Reasoning; Moral Judgment||George A. Alvarez||William James Hall or at home||Help us engineer systems that shed light on how the human mind does social perception, reasoning, and moral judgment. Must have programming experience.||At least 10 hours per week.||www.juliandefreitas.com||Yes.||No.||Yes.||Yes.||Yes.||Yes.||No.||Yes.||2||2||Send email to Julian De Freitas at email@example.com, expressing your interest. Please include your CV, and explain what computational skills you have. Programming skills are required.||Julian De Freitasfirstname.lastname@example.org|
|Neurocardiac & Affect Lab||Substance use disorder, psychophysiology, mobile health technology||David Eddie, Ph.D., Jill Hooley Ph.D.||Recovery Research Institute at Massachusetts General Hospital, 151 Merrimac St. Boston, MA 02114||Study 1. This study is simultaneously assessing cognitive factors associated with substance sue relapse (e.g., stress, craving) along with attendant autonomic nervous system processes, as they occur in the environment, to identify psychological and biological vulnerabilities that may heighten relapse risk, ultimately informing the development of integrated biobehavioral treatments for alcohol and other substance use disorders.|
Study 2. This study aims to develop the algorithms that will enable the biosensors embedded in commercially available smartwatches and fitness trackers to detect stress in real time using physiological measures of autonomic arousal, which will ultimately be used to trigger smartphone relapse prevention apps to prompt patients with real-time coaching to mitigate alcohol use relapse risk.
Study 3. This study aims to test a novel addiction relapse prevention smartphone application in primary care medical settings. A secondary goal of this research is to leverage collected data to build a relapse risk classifier algorithm that can ultimately be used by such apps to identify factors portending substance use lapses in real-time.
|Tasks include participant phone screening, running participants, post processing of electrocardiogram recordings, ecological momentary assessment data management, scientific literature reviews, and other administrative duties. These tasks require abilities to engage in problem solving and innovative thinking, as well as clear and timely communication and flexibility. Students are expected to be in the lab 10 hours a week, though scheduling is flexible.||https://www.recoveryanswers.org||Yes.||Yes.||No.||Yes.||Yes.||Yes.||No.||Yes.||2||2||Please direct expressions of interest or questions to Dr. David Eddie at email@example.com or 617-643-9194.||David Eddie, Ph.D.||firstname.lastname@example.org|
|Stress and Development Lab|
Stress & Early Life Adversity; Developmental Psychopathology; Affective Neuroscience
|Katie McLaughlin||William James Hall|
Exposure to stressful life events is involved in the etiology of most forms of psychopathology. Child- and adolescent-onset disorders are often temporally preceded by a major stressor, and stressful life events occurring early in development explain 30% of all mental disorders across the life-course. Yet, the mechanisms linking stressful life events to the onset of youth psychopathology remain poorly understood.
Changes in emotion, cognition, and behavior occur within days, weeks, and months following stressful life events. Existing research approaches are not capable of detecting fluctuations at this timescale. In contrast, the STAR study is using monthly assessments of stressful life events, psychopathology, and potential emotional, cognitive, and neural mechanisms over a 1-year study period along with continuous passive monitoring of mechanisms involving activity, sleep, and social behavior on smartphones and wearable devices (i.e., digital phenotyping). Our hope is that this intensive longitudinal design will allow us to identify dynamic changes in emotion, behavior, and brain function following stressful life events as they occur in real time.
For most of the studies in the SDL, we rely on undergraduate research assistants to help us with all research-related processes. Research assistants help administer tasks and questionnaires to participants, organize, enter, and check data, recruit study participants, and process psychophysiological and neuroimaging data.
Minimum requirements: an interest in working with children or adolescents, a professional attitude, 2 semester commitment.
We prefer applicants who: are psychology students, have experience with children and adolescents, have weekday availability in at least 3-hour blocks, can attend our lab meetings on Thursdays from 1:30-3:00pm, and have taken courses in developmental or abnormal psychology. We also prefer that our research assistants have experience working with children and adolescents and have taken relevant courses such as Abnormal Psychology, Developmental Psychology, Psychological Statistics, or Fundamentals of Psychological Research.
Email our lab manager, Lucy Lurie, at email@example.com to express interest and receive instructions about applying. Priority will be given to complete applications received by 2/5/20.
|Laboratory for Affective and Translational Neuroscience||Mindfulness meditation and mental health||Diego Pizzagalli, PhD||Matthew Sacchet, PhD||McLean Hospital, Belmont MA. (via public transportation, this is a 30-minute bus ride from Harvard Square)||Mindfulness meditation is a contemplative practice that targets the development of present-centered awareness and acceptance of psychological phenomena. Mindfulness is widespread in clinical psychology, the workplace, and general wellness and is associated with myriad health-related benefits. Mindfulness meditation-based therapies have been shown to be helpful for reducing depression and anxiety, in both community and psychiatric samples. To date little is understood regarding the psychological and biological mechanisms of action of mindfulness meditation for depression and anxiety. Understanding the mechanisms of action of mindfulness promises to provide a foundation for improved treatments. The objective of the current study is to advance our understanding of mindfulness meditation for depression and anxiety by investigating cognitive, affective, behavioral, neural, and psychoneuroimmunological (including epigenetic) effects of mindfulness practice. The project includes acquisition of magnetic resonance imaging (MRI) and electroencephalography (EEG) data from depressed and anxious patients before and after they have completed a mindfulness-based intervention or one of several control interventions. The project promises to provide new insights into the psychological and biological mechanisms of action of mindfulness meditation for depression and anxiety that will contribute to improved mindfulness-based treatments and thus better outcomes and reduced suffering for individuals with mental illness.||Interested students may become involved in this study in a number of ways, including but not limited to supporting aspects of protocol development, participant recruitment, and data acquisition (e.g., collecting EEG, blood samples, questionnaires, interviews from study participants). Depending on the interests, goals, and skills of prospective students and the duration of involvement it may be possible for students to take on additional opportunities including data analysis, software programming, paper writing, and increasingly self-directed projects. Such projects may be based on the current study dataset or datasets previously collected. If of interest to the participating student, the faculty project leader is prepared to provide mentorship toward application to graduate programs, including in research and/or clinical fields. Participating students should expect to spend 6-12 hours on research-related activities per week.||https://cdasr.mclean.harvard.edu/about/current-openings-2/||No.||Yes.||No.||Yes.||Yes.||Yes.||No.||Yes.||2||2||Complete the Student Visitor Application that you can find at https://cdasr.mclean.harvard.edu/about/current-openings-2/, and send it with a copy of your CV to Matthew Sacchet (firstname.lastname@example.org)||Matthew Sacchet, PhDemail@example.com|
|Banaji Lab||implicit social bias||Mahzarin R. Banaji||Miao Qian||William James Hall||The current project aims to develop an assessment tool that could be used to measure children’s implicit biases towards various social groups (e.g., race, age, gender). In this phase of the project, a newly-developed implicit bias assessment tool will be used to measure adults’ implicit social biases and cross-validate the results with those obtained via existing measures (i.e., Implicit Association Test, or Child-IAT).||The student will be involved in conducting a series of studies examining adults’ implicit and explicit social biases (e.g., race, gender, age) using new assessment tools. The student will be involved in many facets of the research process: assisting data collection through online platform, working on stimuli creation and preparation for study materials, reading relevant theoretical and empirical articles, and processing and analyzing data. The student is expected to work 10-15 hours per week in the lab. Our goal is to offer a hands-on research experience to highly motivated students while making contributions to scientific research. ||http://www.people.fas.harvard.edu/~banaji/|
|Yes.||No.||Yes.||Yes.||No.||No.||No.||Yes.||1||1||Please email your CV to firstname.lastname@example.org||Miao Qianemail@example.com|
|Embodied Social Cognition Lab||Physical movement and posture; Gender (and its intersection w/ other identities)||Nicole Noll||William James Hall||Observers make inferences about other people based on their appearance, including the way they sit/stand. Some postures are viewed as feminine, others as masculine, and others as gender-neutral. In addition to influencing others’ perceptions, our previous research has demonstrated that gendered postures also influence self-perception, the inferences that people make about themselves, specifically with regard to femininity/masculinity. In our current research, we are investigating whether gendered postures influence how participants interpret the world around them and the decisions they make. We are also starting three new projects: 1) explores the words people use to describe bodies and if/how those terms are gendered, 2) examines how people understand research findings of sex/gender differences, 3) focuses on how people interpret and react to gender cues that don't align with their expectations.||RAs taking PSY 910r are expected to work 10-15 hours per week; those who are volunteering should discuss their availability with Nicole. Depending on previous experience, RAs will be involved with many aspects of the research process, including participant recruitment, data collection, developing experimental materials and protocols, and conducting literature searches/writing literature reviews. All RAs are expected to attend weekly lab meetings.||Yes.||No.||No.||Yes.||No.||Yes.||No.||Yes.||3||1||Email Nicole (firstname.lastname@example.org) describing your interest in the research and include info about your previous research experience (if any). Students with no previous research experience are encouraged to apply. Some openings this semester are ideal for sophomores and/or motivated first-year students.||Nicole Nollemail@example.com|
|Clinical Research Laboratory||Sexual Assault, Trauma, Identity, Gender, Cognition||Jill Hooley||Emily Mellen||William James Hall, 12th floor||The goal of this project is to generate an empirical understanding of the impact of public sexual assault disclosure on women in the context of the #MeToo movement. Based on previous research in the field of sexual assault, event centrality and interpersonal responses to disclosure have emerged as strong predictors of psychological outcomes. However, little is known about how the public nature of assault disclosure via social media may interact with these modifiers of post-assault psychological wellbeing. As social media continues to broaden its role in our society, particularly in the lives of young people (who are most at risk for sexual assault), it will become increasingly important for clinicians to understand the ways that survivors seek support via online communities, and how that translates to real world clinical outcomes.||I am looking for a student who is interested in studying sexual assault and gender based violence, particularly in the context of the #MeToo movement. I would like a student who can commit 8-10 hours a week to this work and will ask my student to help me as I get my current project up and running. I will ask my student to work on literature reviews, attend lab meeting, help create Qualtrics/Redcap surveys and potentially data analysis. There will likely be other responsibilities that will come up as the project gets underway. I am also happy to tailor a student's experience to their personal interests.||https://hooleylab.psych.fas.harvard.edu/||No.||Yes.||No.||No.||No.||Yes.||No.||Yes.||1||1||Email EMellen@g.harvard.edu to express interest. Priority will be given to applicants received by 1/27/2020.||Emily Mellen||EMellen@g.harvard.edu|
|Snedeker Lab, Laboratory for Developmental Studies||Child Language Acquisition||Jesse Snedeker||Anthony Yacovone||William James Hall||Imagine talking to your friend in a busy coffee shop. You want to be a good friend and listen closely but there are so many sights, smells, and sounds around you. We are interested in how people manage to understand speech in everyday contexts and how the information around them (both linguistic and non-linguistic) impacts what they think they hear. To do this, we use electroencephalography (EEG) to record brain activity at the scalp. There are particular electrical phenomena that reveal when people are surprised by what they heard and they help us understand when the brain uses certain information successfully. We will be investigating the ways in which the brain predicts upcoming information during conversation using both the linguistic and non-linguistic information around them.||RAs in this lab are required to work 9 hours per week in the lab and to attend a one-hour lab meeting each week. RAs will be involved in coordinating a handful of EEG projects using naturalistic stories with adults (and possibly children). This position will provide training in all aspects of experimental work: stimuli creation, hypothesis generation, hands-on experience with statistical coding and EEG methodologies, and reading/writing academic text.||https://www.harvardlds.org/||No.||No.||Yes.||Yes.||No.||Yes.||No.||Yes.||1||1||Email Briony Waite at firstname.lastname@example.org to express interest and to receive an application. Priority will be given to applications received by January 29th, 2020.||Briony Waiteemail@example.com|
|Snedeker Lab, Laboratory for Developmental Studies||Child Language Acquisition||Jesse Snedeker||Joe Coffey||William James Hall/Shannon Hall||The Role of Older Siblings in Language Development: Previous studies have found that parents who talk more to their children foster earlier and faster language growth. However, this research has been dedicated to the role of older siblings in language development. We are interested in examining whether younger siblings learn new vocabulary from interactions with their older siblings. We will test this by engaging sibling pairs together in a task that requires them to learn new words to complete. We will be coding these interactions for speech used by the older sibling during the task as well as subsequent learning of the new vocabulary by the younger sibling.||RAs in this lab are required to work 9 hours per week in the lab and to attend a one-hour lab meeting each week. The RA will be responsible for recruiting and scheduling participants, running experiments, as well as the coding and analysis of observational data.||https://www.harvardlds.org/||No.||No.||Yes.||Yes.||No.||Yes.||No.||Yes.||1||1||Email Briony Waite at firstname.lastname@example.org to express interest and to receive an application. Priority will be given to applications received by January 29th, 2020.||Briony Waiteemail@example.com|
|Snedeker Lab, Laboratory for Developmental Studies||Child Language Acquisition||Jesse Snedeker||Maggie Kandel||William James Hall||In this project we are investigating lexical planning in sentence production, comparing the lexical planning scope of adults and 5yo children. In the study, participants describe simple scenes of objects in the form "The __ is above the __"; their responses are recorded with a microphone, and their eye movements are recorded by an eye-tracker. The object pictures used in the experiment were previously used in a picture naming study run with adults and 5yos; we found that manipulating the codability of the images (i.e. how many possible names can be used to describe the referent) and the frequency of the images' dominant names (i.e. how often the name is encountered/produced) changed naming onset times for both adults and kids– they were slower to name pictures with more name alternatives and less frequent names. We use these same manipulations to probe how far into the sentences our participants are planning before beginning to speak; if the manipulation of one of the pictures influences speech onset time, that means that speakers are planning that item's name before speech onset. We will also investigate how the frequency and codability manipulations influence participants' eye movements.||RAs in this lab are required to work 9 hours per week in the lab and to attend a one-hour lab meeting each week. RA duties will primarily include scheduling and running child participants, transcribing the participant responses, and helping to prepare the data for analysis.||https://www.harvardlds.org/||No.||No.||Yes.||Yes.||No.||Yes.||No.||Yes.||1||1||Email Briony Waite at firstname.lastname@example.org to express interest and to receive an application. Priority will be given to applications received by January 29th, 2020.||Briony Waiteemail@example.com|
|Snedeker Lab, Laboratory for Developmental Studies||Child Language Acquisition||Jesse Snedeker||Simge Topaloglu||William James Hall/Shannon Hall||The characterization of words as a simple unambiguous sound-to-meaning correspondence can be misleading. One example is logical expressions called “quantifiers.” If someone says that “Some dogs are mammals,” we perceive the statement to be false, since all dogs are mammals. But this conclusion depends on our assumption that “some” should imply “not all.” From a purely logical standpoint, however, this sentence should be correct, to the extent that “some dogs” constitute a subset of “all dogs” and if all dogs are mammals, then it is true that some dogs are mammals, too. Pragmatic inferences of this sort that change the strictly logical interpretation of quantifiers are called “scalar implicatures” and this study will investigate the processing of sentences with quantifiers in both adults and children using an eye-tracking paradigm.||RAs in this lab are required to work 9 hours per week in the lab and to attend a one-hour lab meeting each week. The RA will assist with recruiting kids to come into the lab, testing child and adult participants, and coding the data.||https://www.harvardlds.org/||No.||No.||Yes.||Yes.||No.||Yes.||No.||Yes.||1||1||Briony Waitefirstname.lastname@example.org|
|Harvard Decision Science Lab||Behavioral economics, decision science||Julia Minson, Harvard Kennedy School||Alkistis Iliopoulou, Lab Director||124 Mt. Auburn Street||The Harvard Decision Science Laboratory (HDSL) is a university-wide bio-behavioral research facility serving investigators from a variety of disciplines exploring the science of decision making. A research assistant here will get exposure to fields such as behavioral economics, organizational behavior, social and educational psychology. Researchers at Harvard and other universities, ranging from senior faculty to undergraduate researchers, and private/public external organizations use the lab to investigate how emotion, neuroscience, and cognitive processes combine to shape human judgment and decision-making.||You will work with experimenters in the conceptualization and design of their experiments; conduct studies designed with MediaLab, z-Tree, E-Prime, MatLab, or Qualtrics; and interact with participants in the lab. Working at HDSL is a unique opportunity to: (1) be exposed to a wide variety of research methods; (2) gain experience in designing, improving, and running effective studies; (3) develop an understanding of current trends and approaches in the behavioral sciences; and (4) apply behavioral science concepts to everyday verbal and written communication, and to projects and processes that promote the growth of the lab. Students from all disciplines are welcome to apply, as we support a diverse pool of investigators. Working at HDSL provides a uniquely comprehensive introduction to designing experimental methods and conducting research. Students participate in weekly meetings, where they are trained by researchers and other RAs in principles of behavioral science and experimental methods. Additionally, during these meetings RAs pilot and provide feedback on studies that will be run at the lab.||www.decisionlab.harvard.edu||Yes.||Yes.||No.||Yes.||No.||Yes.||No.||Yes.||8||1||Email your resume to email@example.com by January 30, 2020||Alki Iliopouloufirstname.lastname@example.org|