|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|
|Computational Cognitive Neuroscience Lab||Learning and decision making||Sam Gershman||Northwest Building||Our lab is beginning to undertake a large-scale study of "computational phenotypes", which are a collection of parameters, estimated from behavioral data, that specify various cognitive mechanisms (e.g., learning rate, choice variability, temporal discounting). We are interested in understanding how these parameters change over time, what drives these changes, and how the changes manifest in the underlying brain circuitry.||The student will build web version of behavioral tasks, collect and analyze the data, learn how to build and fit computational models, and conduct brain imaging. Depending on the student's progress, they may also have the opportunity to participate in writing up the results for publication. The student should be prepared to work at least 10 hours a week in the lab for the entire semester.||Yes.||Yes.||Yes.||No.||Yes.||2||1||Contact Prof. Gershman (email@example.com) and include a description of your programming and math background.||Sam Gershmanfirstname.lastname@example.org|
|The Music Lab||music perception/response, uses of music in daily life, long-term effects of music on infant & parent health||Max Krasnow||Samuel Mehr||William James Hall||RAs will be working on studies investigating universals in music perception and music production, people's use of music in daily life, acoustics of music production in informal settings, studies of the impact of infant-directed song on infant affect and behavior, and long-term effects of the use of music in the home on parent and infant health. Examples of ongoing projects include:|
1. In-lab studies exploring the degree to which music can function as a tool for parents to use when their infants are upset.
2. Crowd-sourced online studies about music categorization and perception using both traditional study pools of online workers and "citizen science" approaches.
3. Expanding our diverse collection of audio recordings for the Natural History of Song Project and conducting phylogenetic analyses of the corpus.
4. Mobile app-based data collection from parents of infants and young children concerning infant/child temperament, parenting behaviors, and their relations to one another.
|RAs will be expected to work around 10 hours per week onsite and attend weekly lab meetings on Thursdays from 1:30-2:45pm.||https://goo.gl/forms/rKx1LHYtuAmb7zo83||Yes.||Yes.||Yes.||Yes.||Yes, Work-Study Eligible Only.||No.||4||1||1. Fill out application here: https://goo.gl/forms/rKx1LHYtuAmb7zo83. Deadline to apply is 29 Jan 2019, priority given to applications received by 25 Jan 2019.||Stephanie Atwoodemail@example.com|
|Snedeker Lab||Language Acquisition and Language Processing||Dr. Jesse Snedeker||Dr. Annemarie Kocab (postdoc)||William James Hall||This project aims to understand how gestural creation can provide insight into language emergence and acquisition.||Our post-doctoral researcher, Dr. Annemarie Kocab, needs an RA to primarily help with coding gestural creation of English speakers and/or of Nicaraguan Sign language signers. The RA will work with the ELAN software and Microsoft Excel. Some experience in sign language will be helpful, but certainly not necessary. RAs are required to volunteer for 9 hours a week on top of attending weekly lab meetings.||https://www.harvardlds.org/our-labs/snedeker-lab/snedeker-lab-members/||Yes.||Yes.||No.||Yes.||1||1||Please email lab manager, Durgesh Rajandiran, at firstname.lastname@example.org to express interest and receive more information on the application process.||Durgesh Rajandiranemail@example.com|
|Snedeker Lab||Language Acquisition and Language Processing||Dr. Jesse Snedeker||Simge Topaloglu (Grad student)||William James Hall||This project will investigate whether and how children come to learn that presupposed content is presupposed (as opposed to asserted). The project will basically have 2 stages: (1) a detailed corpus search and (2) an experimental study.||RA assistance will be required for three broad types of tasks throughout the semester. We will first do a corpus study and design & construct the materials that will be used in the subsequent experimental study. The corpus study will involve looking for a certain set of items in a prespecified corpus and classifying them according to the instructions that will be provided. The material design stage will involve creating test sentences and pictures for the experiments that will follow. We hope to have completed this part by mid-spring, and to start with the experiments then. RAs will help with running the experiments, and their contribution will be particularly significant in the production study, where they are expected to produce sentences and interact with the child (3-5 years of age) on a one-on-one basis.|
Preferred background: Experience with Microsoft Excel; Familiar with linguistic concepts and terms; Previous interactions with young children; Native English-speaker (it's okay if you're multilingual, as long as English was one of the first languages learned); Experience with CLAN software (used to do searches in the CHILDES database) would be extremely helpful, but is not required. If you don’t have experience with CLAN, you are expected to familiarize yourself with it and to learn to use the commands that we need. (They are not too complicated). The CLAN manual is available online at https://talkbank.org/manuals/CLAN.pdf, so you can check it out and get a feel for what it is like.
|https://www.harvardlds.org/our-labs/snedeker-lab/snedeker-lab-members/||Yes.||Yes.||No.||Yes.||1||1||Please email Durgesh Rajandiran at firstname.lastname@example.org to express interest and receive more information on the application process.||Durgesh Rajandiranemail@example.com|
|Social Cognition Lab||You will be involved in developing videos, podcasts, and articles about the psychology of (biased) decision-making .||Mahzarin Banaji||Olivia Kang||William James Hall/remote||We are creating a series of short podcasts, videos, and articles exploring the psychology of bias and decision-making. Media examples available on at youtube.com/outsmartinghumanminds or at outsmartinghumanminds.org.||As research and development assistants, students will review academic research, collect relevant stories in news/popular media, and participate in brainstorming, developing, and testing new and ongoing media products that may be released through Outsmarting Human Minds. There are no formal pre-requisites, and students with strong instincts for any of the following: applied psychology, journalism, storytelling/screenwriting, media production, or design are welcome to apply. 10-12 hours/week expected commitment.||outsmartinghumanminds.org||Yes.||Yes.||Yes.||Yes.||Yes.||No.||Yes.||2||1||Interested students can email firstname.lastname@example.org with a completed application (https://docs.google.com/document/d/1JiVa-qWQVI0n3PYCMmOr_3wzDX5en6U4-WE4BWihvdg/edit?usp=sharing)||Olivia Kangemail@example.com|
|Gaab Lab||Reading Development, Language-Based Learning Disabilities||Nadine Gaab||1 Autumn St. Boston, MA, 02215||This study seeks to use brain imaging techniques as well as reading, language, and cognitive assessments to track the development of the reading network in the brains of children from infancy through Pre-K. Specifically, we are interested in looking at the differences in this development for children who have a familial risk of developing dyslexia versus those who do not.||Students will receive training on MRI and behavioral research methods in the Gaab Lab by assisting RAs with MRI sessions (helping with set-up & mock-scanner training; accompanying participants into scanner room), learning and performing basic behavioral and MRI analysis procedures (e.g. preprocessing, artifact detection), performing literature reviews, and assisting with data entry and management. They will be required to commit to a minimum of 10 hours per week.||http://thegaablab.com/||Yes.||Yes.||Yes.||Yes.||Yes.||No.||No.||2||2||email firstname.lastname@example.org with your availability (preferred days and times to come into lab) and attach your CV.||Jade Dunstanemail@example.com|
|Behavioral Insights Group Seminar (Psychology 2553r)||Harvard undergraduates interested in research related to behavioral decision making and negotiation may be good candidates for this lab, which takes an interdisciplinary approach that combines psychology and economics methodologies. RAs will work closely with one HBS graduate student on one or more research projects. RAs will receive academic credit for Psychology 2553R.||Francesca Gino||TBD||To have undergraduates become involved with research 1-1.||RAs may be involved in a wide spectrum of the research process, depending on the graduate student's needs: running participants in the lab, coding data, contributing to study designs, conducting literature reviews, analyzing data, and assisting in interpretation of results. There is no formal lab or lab meeting associated with this course.||Yes.||Yes.||No.||No.||10||1||Fill out this google form: https://docs.google.com/forms/d/1h74as8iKMKXYt-1xHFOitqe5_ybCMHlWI_Kijd0UBLI/edit|
Register for course: Psychology 2553r
|Laboratory for Developmental Studies (Spelke Lab)||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 8 hours per week and attend weekly course meetings 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. The weekly course meeting time is TBD and students' schedules will be taken into consideration.||https://www.harvardlds.org/our-labs/spelke-labspelke-lab-members/spelke-lab-members/||Yes.||Yes.||Yes.||Yes.||Yes, Work-Study Eligible Only.||Yes.||10||1||If interested, please contact lab manager Bill Pepe at firstname.lastname@example.org.||Bill Pepeemail@example.com|
|Cognitive and Neural Organization Lab||Brain organization, Visual processing||Talia Konkle||Emilie Josephs, Leyla Tarhan, Dan Janini||William James Hall||Our projects investigate the nature of how we visually process different objects, actions, and scales of space. We use a combination of behavioral and |
neural methods to explore the computations involved and map the brain areas that contribute to these abilities.
|We are looking for students to work a minimum of 10 hours/week for at least 1 full semester. Exact schedule is negotiable and depends upon the student's schedule. Undergraduate research assistants will help to collect and edit stimuli, run participants on behavioral experiments, and observe and assist during fMRI experiments. If the student is interested, he or she may also attend weekly lab meetings (in which we discuss current research relevant to our interests and present ongoing work), learn basic coding skills,|
and help to build small behavioral experiments that extend the lab's current work. No prior research experience is necessary.
|Yes.||Yes.||Yes.||No.||Yes.||2||1||Email Emilie at firstname.lastname@example.org to express interest.||Emilie Josephsemail@example.com|
|Systems Neuroscience of Psychopathology||impulsivity, psychopathology, self-control, antisocial behavior, aggression||Joshua Buckholtz||Northwest Building||Why can't some people stop themselves from doing things that hurt them? Why can't some people stop themselves from doing things that hurt others? We're interested in understanding how genes and life experience shape individual differences in self-control, aggression, and antisocial behavior. Our research uses brain imaging, brain stimulation, and behavioral testing to understand why and how people develop disorders of self-control (e.g. drug addiction, antisocial personality disorder, and psychopathy). ||Research assistants will work 10-12 hours per week. Duties include recruiting participants, designing and conducting experiments (behavioral, brain stimulation, and neuroimaging) and data analysis. Motivated and qualified RAs will have the opportunity to learn how to acquire and analyze brain imaging and brain stimulation data. Current lab projects focus on the identification and manipulation of brain circuits involved in aggression, antisocial behavior, and cost-benefit decision-making by combining computational modeling with neuroimaging and non-invasive brain stimulation. In addition, students will have the opportunity to work on a large-scale (25,000 subjects) collaborative study linking gene pathways to symptom severity, cognition, and real-world behavior in individuals with major depression and bipolar illness. |
|https://www.harvardsnplab.com/||Yes.||Yes.||Yes.||Yes.||No.||Yes.||1||Please email firstname.lastname@example.org to arrange a meeting or for more info regarding ongoing projects and lab meetings.||Lynde Folsomemail@example.com|
|Gilbert Lab||Conversation, intergenerational perception, change in public opinion, how people change over time, ideological divides||Professor Daniel Gilbert||Adam Mastroianni||William James Hall||Nobody Knows When to Stop Talking: our past research we've done shows that almost nobody leaves a conversation when they want to. We are currently investigating whether this is true with conversations between more than two people.|
The Ideological Turing Test: In order to participate in a good-faith debate, you should be able to state the case for the opposite side so well that an outside observer might mistakenly think you really believe it. We plan to get people to write statements that either reflect their true feelings on an issue, or the opposite of their true feelings, and see whether readers can tell the difference.
Social change: our previous research shows that people overestimate how much public opinion has changed. For instance, they think support for gun control has dramatically increased since 1972, when in fact it hasn't changed at all (it's always been pretty high). We're currently working on why this happens.
Intergenerational perception: How do people think they and others change over time? Our previous research shows that young people think aging makes you worse and that young and old generations are equally good, while old people think it makes you better and the older generation is better than the younger one. We're currently working on why this happens.
|Students participate in all aspects of one or more research projects, including idea generation, study design, running studies, analyzing data, and interpreting results. The work changes week to week as research progresses. For instance, we may be analyzing results for a week or two, deciding on next steps the next week, designing the followup study the week after that, then running it, then analyzing the results again. Students are given a lot of autonomy in how they complete their projects week to week. This is a great fit for someone who wants hands-on experience in how social psychological research gets made.||Yes.||Yes.||Yes.||No.||Yes.||3||1||Email Adam Mastroianni (firstname.lastname@example.org) with transcript and CV/resume||Adam Mastroianniemail@example.com|
|Vision Lab||How do we learn to attend to things that are 'alive'?||George A. Alvarez||William James Hall, 7th Floor||Humans naturally pay attention to other animate agents in their environment, a prosocial behavior that has been documented as early as a few weeks. What internal mechanisms give rise to this behavior? Also, do differences in the ability to attend to animate agents help us understand patients with autism spectrum disorder? This project investigates these questions using a combination of behavioral studies (in adults and kids with and without autism), real-life robots, eye-tracking, and and computational modeling (deep reinforcement learning in simulated game engine environments).||Work 10+ hours in lab per week helping us to collect video and eye tracking data from participants as they watch a real-life robot display.||www.juliandefreitas.com||Yes.||Yes.||Yes.||Yes.||Yes.||No.||Yes.||2||1||Email Julian De Freitas firstname.lastname@example.org with a short statement regarding why you're interested in the work, and what experience you have working with people. Attach a CV||Julian De Freitasemail@example.com|
|Vision Sciences Laboratory||The Comparative Psychology of Humans & Machines||George Alvarez||Colin Conwell||William James Hall||Using a modified set of tools from cognitive neuroscience and classic psychophysics, we've begun to probe more deeply the similarities and differences between humans and machines, particularly in the domains of intuitive physics and (to some degree) intuitive psychology. Join this project for a chance to learn more about machine learning (neural networks), designing experiments online (web programming) and stimulus design (graphics animation).||Generally speaking, a minimum of 10 hours is expected per week, though tasks are generally such that they may be completed either in lab or at home. The main requirement is a weekly meeting of our specific research group to discuss progress and opportunities. Students may be involved in experimental design, data analysis and/or data collection, depending on their desires or skillsets.||Yes.||Yes.||Yes.||Yes.||Yes.||Yes.||3||1||Please email firstname.lastname@example.org to express interest.||Colin Conwellemail@example.com|
|Vision Sciences Laboratory||Aesthetics & Animal Magnetism 2.0||George Alvarez||Colin Conwell||William James Hall||In collaboration with the Peabody Essex Museum, we have assembled a suite of biometric equipment and eyetracking devices to get a more intimate glimpse of how the feeling of beauty manifests in the body. Join this project for a chance to learn more about eyetracking, psychophysiology (facial electromyography, pupillometry, galvanic skin response, electrocardiography), machine-manipulated art, machine learning, statistical analysis and experimental design.||Generally speaking, a minimum of 10 hours is expected per week. The nature of the tasks involved is such that they can usually be completed either in lab or at home. The main requirement is a weekly meeting of our specific research group, during which we discuss progress and opportunities. Students may be involved in experimental design, data analysis and/or data collection, depending on their desires or skillsets||Yes.||Yes.||Yes.||Yes.||Yes.||Yes.||3||1||Please email firstname.lastname@example.org for more information.||Colin Conwellemail@example.com|
|Sidanius Intergroup Relations Lab||Social Dominance Theory; Social Dominance Orientation; Intersectionality & Hierarchy; Political Psychology; Generalized Prejudice||Jim Sidanius||Gregory Davis, Asma Ghani, Sa-kiera Hudson, Lab Manager: Angelina Iannazzi||William James Hall, Boston Children's Museum, Harvard Law Library||There are many research projects going on in the Sidanius Intergroup Relations Lab. Many of these projects look at how groups of various races or ethnicities, religions, sexual orientations, or gender identities are affected by and contribute to group based hierarchy and dominance. Specifically, some of the research this semester is aiming to answer questions surrounding the topics or research of children and hierarchies, social dominance and testosterone, stereotype threat and gender atypicality and intersectional stereotypes, generalized prejudice towards stigmatized groups in the United States, Black Republicans, and the political psychology of support for Trump's candidacy.||Students will be expected to be involved in the lab for 10 hours per week. This includes a mandatory weekly lab meeting from 4:30-6:00 pm on Thursdays starting January 31. This lab meeting is meant to be educational and help Research Assistants learn more about the field of psychology of intergroup relations and also gain practical skills. Students will be given small homework assignments and present a poster at the end of the semester about a project they worked on. Students may also have the opportunity to run studies, perform data entry, cleaning, and analysis, write literature reviews, recruit participants, and do other tasks as assigned.||https://projects.iq.harvard.edu/sidaniuslab/pages/research-assistant-opportunities||Yes.||Yes.||Yes.||No.||Yes.||3||1||Please email firstname.lastname@example.org with your CV and filled out lab application that can be found at: https://projects.iq.harvard.edu/sidaniuslab/pages/research-assistant-opportunities||Angelina Iannazziemail@example.com|
|Schacter Lab||Problem Solving, Memory||Daniel Schacter||Nadia Brashier||William James Hall, Northwest Building||Imagine swimming in the ocean and suddenly being pulled underwater – you might quickly think back to an episode of Shark Week and remember to strike the shark in its gills. This project investigates how recalling a solution you have seen before shapes problem solving. We are interested in both behavior and underlying neural correlates (measured with fMRI) across the lifespan.||This position involves 5 hours per week of developing stimuli for new experiments, running young and older adults through behavioral sessions, and assisting with fMRI scans.||https://scholar.harvard.edu/schacterlab/home||Yes.||Yes.||Yes.||Yes.||Yes.||Email Nadia Brashier (firstname.lastname@example.org) by January 28 to express interest. If possible, attach your current CV/resume, unofficial transcript, and spring schedule.||Nadia Brashieremail@example.com|
|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: 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?||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.||Yes.||Yes.||No.||No.||4||1||Email firstname.lastname@example.org 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 1/29/19, so earlier is better, but don't hesitate to get in touch after the deadline since we will probably still have space.||David Levariemail@example.com|
|Langer Lab||Mindfulness and Synchrony||Ellen Langer||Alan Haas||13th Floor William James Hall||The study examines how mindfulness can improve the dynamics of interpersonal relationships through its positive cognitive and behavioral effects during conversations. We are particularly interested in the effects of mindfulness on interpersonal synchrony and coordination. The study involves pairs of participants meeting for a conversation and observing their behavior. Our goal is to complete the running of the study participants in the first half of the semester and then analyze the data for a variety of different effects, especially by watching and rating/coding videos for synchrony etc.||We will need one or two RAs to help finishing running participants for the study, analyze data, and to assist in writing related tasks. As considerable progress was made in the fall semester and the study is already running, the RAs will only need to run a limited number of pairs of participants (which requires to be there 1 hour each), to view and analyze videos (largest time commitment), and to help with research tasks related to writing a paper(s) that will be published. As this is a volunteer position and course credit will not be offered, the commitment level is slightly flexible and likely to be 5-10 hours a week.||http://www.ellenlanger. com||Yes.||Yes.||No.||No.||Yes.||2||1||e-mail Alan Haas to express interest||Alan Haasfirstname.lastname@example.org|
|Mindfulness Lab||Social Interaction & Alcohol Use||Ellen Langer||William James Hall||Brief social interactions can have large effects on subsequent behavior. This study is investigating how a quick social interaction will affect drinking behavior and taste perception in regular alcohol drinkers.||Students will be running participants. They will administer surveys, perform an interview, and collect wine tasting data.||Yes.||Yes.||No.||No.||Yes.||2||1||Email email@example.com if interested.||John Allmanfirstname.lastname@example.org|
|Harvard Vision Lab||Human Visual Perception, Attention, and Memory||George Alvarez||Hrag Pailian||William James Hall||The Vision Sciences Lab is a psychology laboratory focused on using behavioral, neurophysiological, neurostimulation, and computational modeling techniques to investigate human visual perception, attention, and memory. Students will be helping with research looking at human visual memory using tDCS and EEG.||Duties include (but are not limited to) running participants on experiments using behavioral techniques; conducting neurophysiological studies to measure neural activity via electroencephalography (EEG); and assisting with the stimulation of neuronal functioning via trans-cranial direct current stimulation (tDCS). A minimum commitment of one semester (~10 hrs/week) is required for volunteer R.A.'s. Previous experiences with assisting in other laboratories or with these experimental methods, programming (Matlab), and computational modeling are preferred - but not required. In addition to gaining research experience, R.A.’s will also have the opportunity to attend presentations by Vision Lab members and invited guests to learn more about human visual cognition.||https://visionlab.harvard.edu/VisionLab/index.php||Yes.||Yes.||No.||No.||Yes.||3||1||If interested, please send a copy of your resume/CV to Dr. Hrag Pailian (email@example.com), and William Schmitt (firstname.lastname@example.org) alongside a cover letter stating why you are interested in joining the lab, your goals/hopes for the experience, and what your availability is like for the Spring 2019 semester.||William Schmittemail@example.com|
|Cognitive Neuropsychology Lab||Language production in monolingual and bilingual individuals||Professor Alfonso Caramazza||Seda Akbiyik||William James Hall||The purpose of this research is to try and understand how humans are able to access the right lexical item in each given context. Although naming objects is something that individuals do with apparent ease, there are a number of processes that need to be successfully orchestrated in order for an utterance to be successful. The goal of this study is to know specifically how these different processes interact with each other and what type of information is retrieved at which stage of speech planning to inform accurate models of lexical access during language production.||Research assistants will recruit and run participants, analyze/explore behavioral data. Familiarity with PC and Mac, self-motivation, and attention to detail, are required. Previous research experience is preferred. A minimum commitment of one semester (8-10 hours/week) is required.||https://cogneuro.psychology.fas.harvard.edu/||Yes.||No.||No.||Yes.||1||1||To express interest in lab, send an e-mail to firstname.lastname@example.org||Seda Akbiyikemail@example.com|