I am a Georgia Tech student graduating with a B.S. in Neuroscience and moving onto be a student at Dental College of Georgia (DCG). I joined the GT PARK Lab in Spring 2021 as an undergraduate research assistant, and I hope to use the lab experience and skills I gain in my future career!
I recently joined the PARK Lab in Spring 2021 as an undergraduate research assistant. I am a Psychology major with a minor in Biology, and I am planning on attending a Physician Assistant school after I graduate.
I am majoring in Psychology with a minor in Health and Medical Sciences. I joined the PARK Lab in Spring of 2021 and will graduate in Spring of 2022. After graduation, I plan to attend medical school. IO Psychology is an important aspect of research to me as a future physician who will spend the majority of my life in the workplace.
A long “intellectual” journey
The representational function of clinic design: Staff and patient perceptions of teamwork
We offer a worker-centric perspective on the impact of the COVID-19 pandemic for the aging workforce. We briefly describe 3 broad characteristics of pandemics—mortality salience, isolation from the workplace, and rising unemployment—in terms of their associated pathways of influence on older workers, and recommendations for future research.
For whom the pandemic tolls: A person-centric analysis of older workers
I graduated with a Bachelor’s of Science in Psychology from the University of Central Missouri before attending Georgia Tech to pursue I/O Psychology as a graduate student. I joined the PARK Lab in Fall 2020. My primary research interests include the practical application of motivational theories in the workplace and the future of work regarding Human-Robot and Human-AI Interaction.
I graduated from Texas A&M University in May 2020 with a Bachelor’s of Science in Psychology before joining the GT PARK Lab as an I/O Psychology graduate student. Currently, my research interests include motivation, lifelong learning, and social dynamics in the workplace.
This paper is an attempt to provide a brief guide to major conceptual and statistical problems that are unique to the study of individual differences in intelligence and various intellectual abilities, in the context of laboratory experimental studies, and to suggest strategies to successfully navigate these problems. Such studies are generally designed so that the goal is to evaluate the relationships between individual differences in basic task performance or related markers on the one hand, and individual differences in intellectual abilities on the other hand. Issues discussed in this paper include: restriction-of-range in talent, method variance and facet theory; speed vs. power; regression to the mean; extreme-groups designs; difference scores; differences in correlations; significant vs. meaningful correlations; factor- pure tests; and criterion variables. A list of representative “do” and “don’t” recommendations is provided to help guide the design and evaluation of laboratory studies.
A primer on assessing intelligence in laboratory studies
Effort as a concept, whether momentary, sustained, or as a function of different task conditions, is of critical importance to resource theories of attention, fatigue/boredom, workplace motivation, career selection, performance, job incentives, and other applied psychology concerns. Various models of motivation suggest that there is an inverted-U-shaped function describing the personal utility of effort, but there are expected to be individual differences in the optimal levels of effort that also are related to specific domain preferences. The current study assessed the disutility of effort for 125 different tasks/activities and also explored individual differences correlates of task preferences, in a sample of 77 undergraduate participants. The participants rated each activity in terms of the amount of compensation they would require to perform the task for a period of 4 h. They also completed paired comparisons for a subset of 24 items, followed by a set of preference judgments. Multidimensional scaling and preference scaling techniques were used to determine individual differences in task preference. Personality, motivation, and interest traits were shown to be substantially related to task preferences. Implications for understanding which individuals are oriented toward or away from tasks with different effort demands are discussed, along with considerations for the dynamics of attentional effort allocations during task performance.
Subjective (dis)utility of effort: Mentally and physically demanding tasks
This project seeks to identify and empirically evaluate a “whole person” model of training efficacy and learning outcomes among working adults engaged in Georgia Tech’s Online Master’s Program in Computer Science (OMSCS). The project will develop and validate a new multidimensional measure of adult training efficacy, and investigate the relative influence of personal/social resources and task demands on efficacy judgments, training strategies, and program progress. Using a diverse adult learning population and multi-format methodology, the project will also explore gender differences in the determinants and consequences of efficacy at different points in the program. Results are expected to establish the benefits of a whole person framework for further improving training for mid-career adults.
Sloan Foundation grant awarded to Ruth Kanfer (Psychology) and Julia Meekers (Public Policy)
B.S. Psychology and History, Technology, and Society, 2021
B.S. Biomedical Engineering and Psychology, 2022
B.S. Psychology, 2020
B.S. Psychology, 2020
B.Ss Neuroscience, 2021
B.S. Psychology, 2021
Norfolk Southern Railway
B.S. Psychology, 2020