Psychology

Lauren Littlefield

Associate Professor of Psychology
Education

B.A., Washington College, 1991

M.S., Drexel University, 1994

Ph.D., Drexel University, 1997

Research

• The interplay between reading skills and learning/memory ability
• The role of the frontal lobes in multitasking and working memory
• Mild traumatic brain injury (TBI) and its adverse impact on attention

I love involving students in my research and supporting them down their own research paths.

Select Works

Littlefield, L. M. (in press). Self-regulation, assessment of. In B. J. Carducci (Editor-in-Chief & Vol Ed.), The Wiley-Blackwell encyclopedia of personality and individual differences: Vol. II. Research methods and assessment techniques. Hoboken, NJ; John Wiley & Sons.

Klein, E. & Littlefield, L. with Cross, N. (2017 edition forthcoming). Association Memory (AM) Test: Inhibiting extraneous information when learning. Updated experiment and conversion to HTML-5. (2014 version). Association Memory Test: Connections Between Line-Drawn Symbols and Words. Online Psychology Laboratory experiment. American Psychological Association. http://opl.apa.org/Experiments/About/AboutAMT.aspx

Littlefield, L. M. & Siudzinski, R. (2013).  Education Reform Strategies for Student Self-Regulation and Community Engagement (Ch. 9; pp.125-148). In A. M. Culp (Ed.) Child and Family Advocacy: Bridging the Gaps Between Research, Practice, and Policy. Issues in Clinical Child Psychology Series. Springer.

Littlefield, L. M., Klein, E. R., & Coates, S. (2012). An experimental evaluation of the effects of using training sentences to aide young children’s word recall. Effective Education, 4, 1-15. doi: 10.1080/19415532.2012.712840.

Littlefield, L. (2012). Multitasking (Ch.4). In Gibson, Klatzkin & Littlefield’s Research Readings and Statistical Exercises Using SPSS and Excel. The Society for Teaching Psychology’s Office of Teaching Resources in Psychology. http://teachpsych.org/page-1603793

Teaching

• Neuropsychology
• Psychological assessment and diagnosis
• Group processes

I challenge myself to engage students and get them excited about the topics I teach.



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