Collaborative Projects

Anti-inflammatory Intervention and Neurobehavioral Outcome in Neonatal Ischemia (2011 - Present)

Investigator:  Steven Threlkeld, Rhode Island College
Collaborator/Mentor:  Barbara Stonestreet, Women & Infants Hospital

Abstract:  Neonatal cerebral oxygen deprivation and reduced blood flow (hypoxia/ischemia (HI) respectively) can result from umbilical cord occlusion, prolonged labor or preterm birth producing an inflammatory response and neuronal cell death contributing to poor cognitive outcome and learning disabilities later in life. Given limitations of longitudinally monitoring cognitive outcomes in humans following perinatal brain injury, rodent models continue to be utilized to assess potential long-term benefits of translational experimental treatment strategies. More

Faculty Development Projects

The Role of Operant Contingencies and Environmental Stressors in an Animal Model (2009 - Present)

Investigator:  Christopher Bloom, Providence College
Mentor:  Matthew Nock, Harvard University 

Abstract:  The term non-suicidal self-injury (NSSI) has been applied to a wide range of behaviors that result in the damage of one’s own body tissue in the absence of intent to die. Populations comprised of those suffering from genetic syndromes, such as Prader-Willi, and psychological disorders such as autism and normative populations have all demonstrated NSSI (Kies & Devine, 2004). More

Student Training Projects

Early Comprehension of Nouns and Verbs (2009 - Present)

Investigator:  Beverly Goldfield, Rhode Island College
Mentor:  J. Steven Reznick

Abstract:  Children's productive vocabularies suggest that words that label objects (nouns) are easier to learn than words that label actions (verbs). Are words that label actions also more difficult to comprehend? This project consists of two studies that examine young children's comprehension of nouns and verbs.  More

An Experimental Test of the Intergroup Relations Model: Understanding the Origins of Intergroup Conflict  (2009 - Present)

Investigator:  Thomas Malloy, Rhode Island College
Mentor:  David Kenny, University of Connecticut 

Abstract:  Intergroup conflict is a leading cause of death, injury, and illness worldwide.  If the origins of intergroup conflict can be understood and prevented, human health and welfare will be enhanced worldwide.  Proposed are two experiments designed to test a theoretical model of intergroup relations that will provide intensive research training for undergraduate students. More

Internet-Based Addiction Counselor Education Study (2009 - Present)

Investigator:  Robin Montvilo, Rhode Island College
Mentor:  Kat Quina, University of Rhode Island 

Abstract:  Rhode Island College students and faculty within the Chemical Dependency & Addiction Studies (CDAS) Program will partner to conduct an investigation of an Internet-based preparatory training modality for addictions counselors. Despite government initiatives to translate evidence based research to substance abuse treatment context^4,8,17, the transmission of research to practicing behavioral health professionals has been limited^25,30. More

The Comparison of Three Behavioral Therapy Approaches for Children with Autism in Terms of the Acquisition of Joint Attention (2009 - Present)

Investigator:  Sheila Quinn, Salve Regina University
Mentor:  Stephen Sheinkopf, Brown University

Abstract:  While the effectiveness of therapy techniques based on applied behavior analysis (ABA) has been empirically verified¹ the relative effectiveness of different varieties of discrete trial training has not been established. More

Student Training Pilot Projects

The Development of the Representation of Pretense (2011 - Present)

Investigator:  Jennifer Van Reet, Providence College

Abstract:  Two studies are proposed to test the theory that mental representations of pretend actions must be cognitively quarantined from representations of the real world in order to ensure that knowledge of the real world remains accurate and is not corrupted by pretend experiences. Both studies will be conducted with three age groups, preschoolers, elementary school age children, and adults in order to determine whether the representation of pretense changes with age.  More