Dr. Katharine A Blackwell

Curriculum Vitae

Also available as a .pdf file.

Department of Psychology
Salem College
601 S. Church Street
Winston-Salem, NC 27101

Education

Ph.D., Psychology, 2010. University of Colorado at Boulder, Boulder CO.
Dissertation: "Mechanisms of cognitive control: Contributions from working memory and inhibition"
Chair: Dr. Yuko Munakata

M. A., Psychology, 2007. University of Colorado at Boulder, Boulder CO.
Thesis: "Is saying 'that was wrong' enough? Factors affecting children's use of feedback to overcome perseveration"
Chair: Dr. Yuko Munakata

B. S., Brain and Cognitive Sciences, 2005. University of Rochester, Rochester NY.
Thesis: "Analysis of short-term memory development using a modified n-back paradigm"
Honors: Magna Cum Laude, with Highest Distinction, with Honors in Research
Minor: American Sign Language

Teaching

Assistant Professor, Salem College (2013-Present)

  • Introduction to Psychology. A primer on the major themes and disciplines of psychology.
  • Developmental Psychology. An overview of the lifespan, emphasizing patterns of development at different stages and the biological and cultural influences on individual development.
  • Experimental Psychology: Cognition. Laboratory course investigating how the brain secretes the mind, including perception, attention, memory, language, and the organization of knowledge.

Visiting Assistant Professor, Hartwick College (2010-2013)

  • Introduction to Psychological Science. As part of team-taught course, led sections on thinking, intelligence, consciousness, and language.
  • Psychological Research Methods. Foundations of experiment design taught primarily by guiding students in reading and evaluating published research reports.
  • Experimental Statistics. Fundamentals of analysis with emphasis on both a theoretical understanding of how statistics works and practical application to SPSS.
  • Child Development. Explores the origins of knowledge in infants and the development of major cognitive and social abilities in young children, with hands-on knowledge gained by volunteering at Head Start.
  • Atypical Development. Explores how children develop when they have different genetics, ways of thinking, or experiences than the cultural norm, from Down syndrome to autism to poverty.
  • Research in Child Development. Students conduct hands-on research with children from initial design through hands-on data collection and analysis, culminating in APA-style research report.
  • Theory of Mind. Explores how we understand that other people think and feel differently than we do, introducing shared attention, empathy, deception, and the mindblindness theory of autism. Open to non-majors; included optional component for students to meet college writing requirements.
  • Language and Mind. Investigates how we create and understand language, where language exists in the brain, and how language can influence what and how we think. Open to non-majors; included optional component for students to meet college writing requirements.
  • Language Acquisition. Investigates how children acquire language through hands-on analysis of language transcripts and group discussion on topics from critical periods to bilingualism.
  • Psychology of Belief. Investigates why we believe certain things, including how our brains deal with evidence that contradicts a belief and how to persuade someone to change their beliefs.
  • Psychology of World War. A team-taught January trip to England and Germany that explores the psychological impact of war on the civilian population, and how political parties use propaganda and psychology to influence the progress of war.

Adjunct Professor, University of Denver (2009)

  • Cognitive Development. Graduate students surveyed cognitive development by considering classic and recent articles highlighting approaches to and dominant topics of research.

Graduate Teaching Assistant, University of Colorado at Boulder (2005-2010)

  • Advanced Cognitive Psychology. Used independently design lab syllabus and activities to train students in analyzing published research and principles of experiment design through a cognitive psychology lens.
  • Computational Cognitive Neuroscience. Assisted students in understanding and manipulating neural network models of basic cognitive processes.

Independent Study Supervision

Directed Studies, Hartwick College

  • Brissa Volkes, 2013, "Machine consciousness"
  • Kaitlin Crowther, 2013, “Atypical lifespan development”
  • Kalindi Naslund, 2013, “Bilingualism and cognition”
  • Kasie Ziglar, 2012, "Psychological perspectives on autism"
  • Jesse Elkins, 2012, "Psychology and occupational therapy"
  • Irene Wong, 2011, "Music therapy with children"
  • Irene Wong, 2011, "Cultural perspectives on child development"

Internship Supervision, Hartwick College

  • Victoria Halsted, 2011, "Internship in clinical psychology"
  • Kayla Hornbeck, 2011, "Internship in school counseling"

Mentoring

Senior Thesis Students, Hartwick College

  • Hope Irion, 2013, “Links between theory of mind and inhibition in young children.”
  • Lauren Wetzel, 2012: “Negative mood predicts impaired executive function on tasks concerning emotion in non-clinical children.”
  • Victoria Halsted, 2012: "Homophobia's effect on eyewitness memory"
  • Mackenzie Chapman, 2011: "Effects of individuals with Autism or Down Syndrome on the emotional adjustment of their siblings."

Independent Research Projects, Hartwick College

  • Adam Blefari, 2012-13: "Precursors of theory of mind in preschoolers"
  • Victoria Halsted, 2010-present: "Theory of mind development in preschoolers."

Honors Thesis Students, University of Colorado at Boulder

  • Julia Stadele, 2011 magna cum laude: "Generalization in infants"
  • Garrett Hedman, 2010 summa cum laude: "Seeing the big picture: A benefit of blocked learning"
  • Kelly Reid, 2009 summa cum laude: "Cognitive flexibility in 5- and 6-year-olds: Are children aware of conflict, and does this help their flexibility?"
  • Grant Leitheser, 2006 cum laude: "Running toward an understanding of object permanence knowledge"

Independent Projects, University of Colorado at Boulder

  • Yura Oh, Fall 2007: "Do infants remember hidden objects?"
  • Daniel Cashmore, Fall 2006: "The effects of articulatory suppression on adults’ cognitive flexibility"

Student Awards

  • Victoria Halsted, Freedman Prize in Cognitive Science, Spring 2012.
  • Garrett Hedman, Nominated for Jacob Van Ek Award, Spring 2010
  • Julia Stadele, Undergraduate Research Opportunities Program grant, Summer 2009.
  • Garrett Hedman, Undergraduate Research Opportunities Program grant, Summer 2009.
  • Garrett Hedman, Nominated for Imogene Jacobs Scholarship, Spring 2009.
  • Kelly Reid, Summer Undergraduate Research Fund grant, Summer 2008.
  • Daniel Cashmore, Undergraduate Research Opportunity Fund grant, Fall 2006.
  • Julia Stadele, Finalist, Roche Colorado Boulder Valley Research Symposium, April 2007.

Publications

Blackwell, K.A., & Munakata, Y. (in press). Costs and benefits of developments in cognitive control. Developmental Science.

Cepeda, N.J., Blackwell, K.A., & Munakata, Y. (2013). Speed isn’t everything: Complex processing speed measures mask individual differences and developmental changes in executive control. Developmental Science, 16, 269-286.

Blackwell, K.A., Cepeda, N.J., & Munakata, Y. (2009). When simple things are meaningful: Working memory strength predicts children's cognitive flexibility. Journal of Experimental Child Psychology, 103, 241-249.

Manuscripts in Preparation

Blackwell, K.A., Chatham, C. H., Wiseheart, M., & Munakata, Y. (under review). A developmental window into trade-offs in executive function: The case of task switching versus response inhibition in 6-year-olds.

Chatham, C. H., Blackwell, K.A., Wiseheart, M., & Munakata, Y. (in preparation). Selective stopping may support task switching.

Blackwell, K. A. (in preparation). Integrating Head Start service learning in a Developmental Psychology course improves community engagement and student-reported content learning.

Non-Academic Publications

Blackwell, K.A. (2010). They're just not that into your research: Rejection in academia. APS Observer, 23(2), 45-46.

Conference Presentations

Chatham, C. H., Blackwell, K.A., Wiseheart, M., & Munakata, Y. (2013, October). Selective stopping may support task switching. Poster accepted for presentation at the biennial meeting of the Cognitive Development Society, Memphis.

Blackwell, K. A., & Munakata, Y. (2013, April). Benefits and costs of proactive control: Flexible task-switchers are more susceptible to distraction than perseverators. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle.

Cepeda, N. J., Blackwell, K. A., & Munakata, Y. (2013, April). Speed isn't everything: Complex processing speed measures mask individual differences and age-related changes in executive control. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle.

Wetzel., L., & Blackwell, K. A. (2013, April). Negative mood predicts impaired executive control on tasks concerning emotion in non-clinical children. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle.

Blackwell, K. A. (2013, April). Head Start service learning in a Child Development course. Poster presented at the biennial meeting of the Society for Research in Child Development Teaching Institute, Seattle.

Blackwell, K. A. (2013, April). Alternatives to tests and papers: Creative and applied learning assessments. Workshop presented at the biennial meeting of the Society for Research in Child Development Teaching Institute, Seattle.

Blackwell, K.A., & Munakata, Y. (2011, March). How do children switch between tasks? Contributions from both working memory and interference control. Poster presentated at the biennial meeting of the Society for Research in Child Development, Montreal.

Blackwell, K.A., Cepeda, N.J., & Munakata, Y. (2009, October). Stop one thing or stop everything: Developmental trade-offs in global vs. selective inhibition. Poster presented at the biennial meeting of the Cognitive Development Society, San Antonio.

Blackwell, K.A., Cepeda, N.J., & Munakata, Y. (2009, April). Why do children perseverate? Contributions from working memory and directed inhibition to flexible behavior. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver.

Blackwell, K.A., & Munakata, Y. (2009, April). Is saying "that was wrong" enough? Factors influencing children's use of negative feedback to overcome perseveration. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver.

Invited Workshops

Sessions, S., Blackwell, K. A., et al. (2011, October). The human question: The phantom of the opera[ting system]. Roundtable discussion of consciousness at Hartwick College, Oneonta.

Blackwell, K. A. (2009, September). A learner-centered approach to teaching students to read research papers. Workshop for the University of Colorado Graduate Teacher Program, Boulder.

Blackwell, K.A., & Williams, L. (2009, August). Teaching: Do you have the personality for it? Workshop for the University of Colorado Graduate Teacher Program, Boulder.

Blackwell, K.A. (2008, October). How to incorporate writing skills and requirements into your course. Workshop for the University of Colorado Graduate Teacher Program, Boulder.

Professional Development

ACMHE Summer Session on Contemplative Pedagogy (2012, August)
Jean Piaget Society Pre-Conference on Developmental Contemplative Science (2012, May).
Society for Research in Child Development Teaching Institute (2011, March).
Society for Language Development Annual Symposium (2010, November).
Society for Research in Child Development Teaching Institute (2009, April).
Colorado Learning and Teaching with Technology Conference (2008, August).
Academic Leadership, Management, & Teacher Consultation Seminar (2008, May).

Professional Memberships

Association for Psychological Science (since 2006).
Cognitive Development Society (since 2009).
Society for Research in Child Development (since 2011).
Association for Contemplative Mind in Higher Education (since 2012).

Service Activities

SRCD Developments Teaching Column Moderator, 2013- present.
Campus Theme Committee, Hartwick College, 2012-13.
Psi Chi Faculty Advisor, Hartwick College, 2011-13.
Library & Educational Technology Committee, Hartwick College, 2011-13.
SUMMA Taskforce, Hartwick College, 2011-13. Charged with evaluating and replacing the end-of-semester surveys used to assess student perceptions of teaching.


website c.2011-13 Katharine Blackwell (katharine.blackwell AT salem.edu)
last updated 2013.08.12