doctoral thesis in neuropsychology

Cognitive Neuroscience - Thesis and dissertation

It is expected that the Master of Arts (MA) thesis will be completed within the first two years in the program. The Master's degree will normally be required before studies for the doctorate are begun.

The main component of the doctoral program is the dissertation. Students are usually assigned to a specific research supervisor when they are admitted to the program based on interests and background. Any of the core or cross-appointed faculty listed on the faculty page can serve as supervisors for the doctoral program. In addition, the adjunct appointees to the department are also occasionally willing to supervise our doctoral students. Completion of the Doctoral dissertation typically requires another three years after completing the MA.

Examples of dissertation research topics in Cognitive Neuroscience

• The benefits and boundary conditions of drawing on episodic memory. Melissa Meade, 2019.
• The desire to act: Exploring situational, dispositional and genetic correlates of a fundamental motivational state. Andriy Struk, 2019 .
• The Perceptual Mechanisms of Probability Effects. Syaheed Jabar, 2018.
• Emotions and the Environment: The Variable Effect of Environmental Complexity on Pleasure and Interest. Vedran Dzebic, 2017.
• Adapting to Change: The Role of Priors, Surprise and Brain Damage on Mental Model Updating. Alex Filipowicz, 2017.
• The Interdependence of Attention, Memory, and Performance Based Reward. Christie Haskell, 2016.
• Neural processing of fearful and happy facial expressions: effects of fixation to facial features and task demands. Karly Neath, 2015.
• The effects of eye gaze and head orientation on covert attention capture. Adam Palanica, 2014.
•  Modulation of gaze-oriented attention with facial expressions: ERP correlates and influence of autistic traits. Amandine Lassalle, 2013.
• Remembering Faces in Different Places:  The Influence of Context in Face Memory. Shahnaz Koji, 2013
• The science of wayfinding:  An analysis of navigational differences between good and poor wayfinders. Punya Singh, 2013
• The Investigation of Long-Term Cognitive Changes After Mild Traumatic Brain Injury Using Novel and Sensitive Measures. Lana Ozen, 2012
• Perceptuomotor Incoordination During Manually-Assisted Search.  Grayden Solman, 2012
• Mechanisms of the Aging-Related Positivity Effect in Memory and Attention. Jennifer Tomaszczyk, 2012
• The Consequences of Everyday Inattention.  Jonathan Carriere, 2011
• “ Oops! I can’t believe I did that!!” Inducing Errors in a Routine Action Sequence. Amanda Clark, 2011
• June Must Be Right and 9 is on Top:  An Investigation of Time-Space and Number-Form Synaesthesia. Michelle Jarick, 2011
• Studying Journal Articles Under Time Pressure. Lisa Meschino, 2011
• Towards a Theory of Visual Concealment. Kelly Malcolmson, 2010
• The influence of study context on recollection: Cognitive, neural, and age-related processes. Erin Skinner , 2009

Graduate School

Neuropsychology (ph.d.), neuropsychology (ph.d.) | graduate.

We prepare students for careers as clinical neuropsychologists, practitioners, research scientists, and university and college faculty. Our graduates advance clinical and applied neuroscience research to improve the care of patients with neurocognitive disorders, particularly in historically underserved communities.

The APA-accredited Ph.D. program in Psychology (specialization in Neuropsychology) at Howard’s Graduate School provides didactic and research training in the study of brain-behavior interactions and human behavior as it relates to normal and abnormal functioning of the central nervous system. Our Ph.D. program exposes students to a wide range of procedures and techniques used in studying the neural bases of cognitive, affective, and behavioral processes. Our program has unique strengths in research on the dynamic interplay between the brain and physical health as it relates to racial and ethnic health disparities. As a doctoral student in the Neuropsychology graduate program, you'll be part of an active research culture at Howard. Students are required to initiate a research project in collaboration with a faculty member in their first year of graduate study. Students interested in Clinical Neuropsychology, a service-delivery specialty in neuropsychology, should apply to our Clinical Psychology Program. In past years, students have engaged in research collaborations with faculty in the Departments of Psychiatry, Neurology, Genetics, Biology, Neurosurgery, Pharmacology, Surgery (Bariatric and Transplant), and Communication Science and Disorders, and with research mentors at the National Institutes of Health. You'll have numerous opportunities to present your research findings at key meetings in Washington, D.C., and benefit from the close mentorship of faculty with wide-ranging research interests, including behavioral and cognitive neuroscience, psychoneuroimmunological correlates of disease, and cardiovascular disease risk factors related to neurocognitive aging.

Program Snapshot

      ❱  72 credit hours        ❱  Full-time       ❱  On-campus format       ❱  Degree: Ph.D. 

Spring 2025 entry:         ❱  No spring entry

Fall 2025 entry:         ❱  Nov. 15, 2024  (priority deadline)       ❱  Jan. 15, 2025  (final deadline)

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle.

Transfer credits accepted  (reviewed by committee)

Dr. Alfonso Campbell Jr.

Dr. debra roberts, l. adeboyeku, lorena daniels, program details.

• Degree Classification: Graduate
• Related Degrees: Ph.D.

Admission Requirements

Application for admission .

• Online PSYCAS application
• Statement of purpose/ Statement of academic interest ( 500-1,000 words )
• GRE scores not required
• Official transcripts sent to PSYCAS
• 3 letters of recommendation
• Bachelor's degree from an accredited college or university or the international equivalent
• Resume or Curriculum Vitae
• Autobiographical statement ( 500-750 words )

GRE Required?

Gre preferred minimums.

• GRE Verbal Reasoning: N/A
• GRE Quantitative Reasoning: N/A
• GRE Analytical Writing: N/A

GPA Required Minimums

• Overall GPA minimum: 3.0
• Undergrad GPA minimum: 3.0

Reference Requirements

Evaluator type accepted:

• Professor (Required)
• Supervisor/Manager

Evaluator type not accepted:

• Family Member

Personal Statement Guidance

Statement of purpose/statement of academic interest should highlight why you wish to pursue a degree in neuropsychology and address the following:

• Describe your academic and research interests, identifying specific faculty member(s) with whom you want to work.
• Describe your personal, professional, and educational goals related to the Ph.D. in Neuropsychology.
• How will obtaining your Ph.D. in Neuropsychology enhance you in your current position and/or future career?

Letter of Recommendation Guidance

Provide three (3) letters of recommendation from individuals who are familiar with your ability and/or potential for rigorous graduate study, clinical work, and/or research. Whenever possible, Howard University recommends seeking recommendations from faculty members in psychology or practicing professionals in psychology or other mental health disciplines. Letters of recommendation should be submitted through the PSYCAS system.

Additional Guidance 

To be considered for admission to the program, applicants should demonstrate substantial undergraduate training in the biological and physical sciences. Successful applicants normally have their undergraduate degree in a biological/life science discipline or in experimental psychology. Students with degrees in other fields (physical sciences, mathematics, engineering) and a strong interest in the foundations of neuroscience and behavior are also encouraged to apply and will be considered for admission. 

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Neuro Psychology Dissertation Topics & Titles

Published by Jamie Walker at January 2nd, 2023 , Revised On August 11, 2023

You can expect to face several challenges when writing a dissertation. However, the topic selection is the most notable one because if you choose an inappropriate neuro psychology dissertation topic, you may end up failing the thesis project.

Trending and manageable neuropsychology dissertation topics are not as easy to find because you will need to spend several hours browsing the internet and finding relevant sources in the library before you can come up with the list of issues of neuropsychology you could base your thesis.

On this page, we have some excellent neuropsychology dissertation topics, ideas and suggestions for you, so your search is over. Our expert psychology writers have reviewed hundreds of sources and come up with titles that are feasible, understandable, focused and precise.

The following factors should be considered while constructing a list of potential neuropsychology dissertation ideas /topics if you are curious about our standards:

List of Neuro Psychology Dissertation Ideas

• A systematic analysis of neuropsychology: What lies ahead?
• Case study Violence’s neuropsychological characteristics.
• Patients with severe brain injuries receive comprehensive neuropsychological rehabilitation.
• Sports concussions’ effects and potential implications for neuropsychology in young athletes.
• Perspective on neuropsychology and difficulties faced by patients with Huntington’s disease.
• Assessment and treatment of drug misuse in outpatients using neuropsychology.
• The clinical treatment of schizophrenia’s cognitive and neuropsychological aspects.
• Critical analysis of depression from a cognitive perspective.
• The psychological effects of drug and alcohol misuse in developing nations.
• Brain reorganization and neuroplasticity in hemispherectomy (removal or inactivation of a brain hemisphere) patients
• Top sociocultural factors and life circumstances that endanger people’s mental health in the United States
• A Buddhist monk’s brain was examined using functional MRI during various deep meditations.
• Gene expression changes brought on by meditation and prospective effects on brain function
• An examination of the psychological foundations of faith in the Alcoholics Anonymous rehabilitation programs.
• Case study: Neuropsychological care for victims of domestic violence who have suffered brain damage.
• The impact of social autonomy and the long-term neuropsychological outcome of traumatic brain injury.
• Behavior and cognitivism in the evaluation of human and animal neuropsychology.
• Review of the neuropsychology of memory with special reference to cultural consideration in pediatric neuropsychology.

Now that you have gone through these topics start working on your dissertation. You might also want to review our list of development psychology topics because they are correlated with the field of psychology

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Work hard to earn a top grade once you have selected the best neuropsychology research questions to address as part of your dissertation project. Keep in mind that we are available 24/7 to assist you with any questions.

Our dissertation writing services are the best in the world because they include free topic suggestions, a 100% plagiarism-free guarantee and free revisions. Get in touch with us to find out how we can help you with your upcoming project. Additionally, check the aforementioned neuropsychology dissertation ideas/topics we have come up with for you. They are unique and appealing and will get you an amazing grade!

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How to find neuro psychology dissertation topics.

To find neuro psychology dissertation topics:

• Research recent breakthroughs.
• Explore brain-related disorders.
• Review cognitive processes.
• Investigate brain imaging techniques.
• Analyze neurological treatments.
• Opt for a topic that intrigues you and contributes to the field.

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Cognition and Neuroscience PhD

This degree offers a Cognitive or Systems and Cellular Neuroscience Track

In order to find out about ongoing research opportunities, search our faculty, and learn about admissions, please choose either the (1) Cognitive Neuroscience or (2) Systems and Cellular Neuroscience track by selecting one of the two buttons below.

Choose Your Preferred Track

What’s the difference between “cognitive” and “systems and cellular” neuroscience tracks.

Cognitive neuroscience research in the School of Behavioral and Brain Sciences (BBS) includes research in human psychology, including memory, perception, music and addiction. It is centered in our Department of Psychology and utilizes human neuroimaging tools such as MRI, EEG and PET. New students are directly admitted to a single research laboratory.

Systems and cellular neuroscience research in BBS focuses on neurobiological approaches in neuroscience, including molecular, cellular and systems approaches in animal models and humans. Research foci include learning and memory, stress, addiction and pain. It is centered in our Department of Neuroscience . New students typically rotate through multiple research laboratories to choose a dissertation laboratory.

All Program Faculty

Cognition and neuroscience phd faq.

Financial support of full-time doctoral students in cognition and neuroscience is awarded through teaching or research assistantship stipends, as well as tuition scholarships. Admitted students are automatically eligible for these sources of financial support. Please see the UT Dallas Graduate Admissions site for information on other sources of financial support for PhD students.

The University of Texas at Dallas in 2019 was ranked third among U.S. universities founded in the past 50 years and is in the top 20 such universities worldwide. The total enrollment is approximately 30,000, with more than 8,000 graduate students. The main UT Dallas campus is in Richardson, Texas — about 15 miles north of downtown Dallas. However, several research centers of the School of Behavioral and Brain Sciences are located in Dallas, near the campus of the UT Southwestern Medical Center. Both Richardson and Dallas are vibrant with opportunities for art, drama, music, athletics, and other activities. Visit the UT Dallas visitors website for more information about the University.

Richardson and Dallas are richly diverse cities located in one of America’s largest and fastest growing metropolitan areas. The Dallas area boasts 50,000 acres of public park land, the nation’s largest urban arts district with an excellent symphony orchestra, opera, and art museums, five major sports franchises, multiple entertainment districts, and a thriving culinary scene. The DART rail system runs from the suburbs of Plano and Richardson to the arts district, downtown Dallas, and DFW airport. Yes, it is hot in the summer, but the average annual daily temperature is 65 degrees (spring, fall, and winter are great!). The area offers a reasonable cost of living and an abundance of sunshine.

Most doctoral classes are held on the main UT Dallas campus in Richardson. Depending on the lab location of your faculty advisor, your duties as a research assistant may take place on the main campus in Richardson or at one of the centers in Dallas. Some student housing is available on the main campus in Richardson, but on-campus housing caters primarily to undergraduates. You can use online search engines to find options that fit your price range and target location.

The admissions committee evaluates applications on several dimensions, including research experience, GPA and GRE scores (optional for both tracks), letters of recommendation and personal statements. In addition, the fit between the research interests of the applicant and faculty is very important. One to three preferred faculty mentors should be named in the application.

The admissions committee invites a short list of qualified candidates to visit UT Dallas for an interview. Admissions decisions generally are made in February, and admissions offers must be accepted or declined by April 15 .

Yes. We encourage you to identify faculty who share your research interests and contact them about current opportunities for admission. A primary consideration in PhD admission in the Cognitive Neuroscience track is a faculty member’s agreement to serve as a student’s mentor. For the Systems and Cellular Neuroscience track , there are options to do rotations with multiple faculty to determine the best fit for you.

Decisions on admission are made in mid- to late-February.

There typically are 70-80 students enrolled in the cognition and neuroscience PhD program. We accept, on average, 10-20 new students per fall semester.

Over the last five years, the cognition and neuroscience program has graduated 43 PhD students. Of the 43 graduates, 30 have continued their careers at institutions of higher education, while 11 of our graduates have found employment in the private sector.

The PhD program in cognition and neuroscience overlaps with other programs in BBS. For example, many students do research and take courses in neuroscience, psychology and audiology. BBS provides an atmosphere where students are encouraged to learn from and work with experts in other programs. The cognition and neuroscience program can be distinguished from the other BBS programs by the focus on understanding the neural basis of behavior, cognition, perception, and sensory and motor processing.

This depends on your goals. The master’s degree is appropriate for students interested in cognition and neuroscience training beyond the undergraduate level, or additional training to prepare them for doctoral programs or medical school. The PhD program is appropriate for students interested in careers in research and teaching and involves extensive training in research design and methodology.

These two programs have a number of things in common. There is overlap in some coursework of these programs and many of the faculty members involved in the Cognitive Neuroscience track are involved with both programs. The cognition and neuroscience program focuses more narrowly on cognitive neuroscience or systems and cellular neuroscience, including basic neurobiology (e.g., animal behavior and neurophysiology). The psychology program allows for broader training in psychology; students can select a concentration in developmental psychology, cognitive psychology or social/personality psychology. One way to decide what program may be best for you is to think about what type of department with which you see yourself affiliated in the future, and which degree best serves your career goals. The main departments serving the PhD programs are the Department of Neuroscience, Department of Psychology, and Department of Speech, Language, and Hearing.

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New2Neuropsychology

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• Subscribe for N2N Emails
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• Doctoral Degree & Applications
• Learn About Neuropsychology
• How Do I Become a Neuropsychologist?

Doctoral Degree

After completing your bachelor’s degree (and maybe taking a  gap year  or two), the next step in your education is to complete a psychology doctoral degree. Most neuropsychologists in the United States have a  PhD in Clinical Psychology , and some instead have a  PsyD in Clinical Psychology . (A PhD is a “Doctor of Philosophy” and a PsyD is a “Doctor of Psychology”). Other options include a PhD or PsyD in Counseling Psychology or (rarely) an EdD in School or Counseling Psychology. 

Click the tabs below to learn more about earning a doctoral degree in psychology:

Whereas both prepare you to be a clinician (i.e., to work directly with patients), the PhD degree tends to incorporate more research training than the PsyD. Here are some additional differences between PhD and PsyD programs:

Doctoral programs can be further broken down based on the following models:

• These are programs with the most emphasis on research, but less so on direct patient care. They best prepare you for an academic career (e.g., as a full-time professor or researcher). 
• These are programs that balance research and clinical training. They prepare you to be proficient both in conducting your own research and translating that research to your patient care (and also translating what you observe from working with patients to inform your research!) 
• *Most programs that offer a PhD in Clinical Psychology adhere to this model.
• These are PsyD programs, and they have the most emphasis on clinical training and the least on how to conduct your own research. They prepare to you to be consumers of scientific research and to conduct high-quality, evidence-based patient care.

No matter which model your program adheres to, your time during a clinical or counseling psychology doctoral program will typically include some arrangement of:

(a) taking classes

(b) conducting research (a thesis and dissertation)

(c) clinical training (learning how to work with patients)

While you are being trained broadly as a psychologist, you can begin to specialize in neuropsychology during your doctoral program through all 3 of these activities. For example, you may take classes in neuropsychological assessment, conduct research about brain functioning, and work with patients in a neuropsychology clinic (e.g., as a psychometrist). 

• The first milestone in your doctoral program is typically to complete and orally defend a  thesis  (research) project, allowing you to earn your Master’s degree.
• Note : If you already completed a terminal Master’s degree in psychology prior to entering a doctoral program, you may be able to skip or streamline this step (but be sure to do your research on this, as the requirements vary by doctoral program!)
• The second major milestone in your doctoral program is to pass  written exams  (referred to as “qualifying”, “preliminary”, or “comprehensive” exams). This will allow you to become a qualifying student for the doctoral degree.
• The third major milestone in your doctoral program is to complete and orally defend your  dissertation , which is another (typically more advanced) research project. Most programs also include an oral examination at the time of your dissertation defense.
• The final year of your doctoral program is a  Predoctoral Internship during which you work at a clinic or hospital and fill remaining gaps in your training. Read more about the Predoctoral Internship here .

Applying to doctoral programs in psychology is a very intensive and competitive process, and many students have to try a couple times before they are successfully admitted to a program. For support and guidance in this process, we highly recommend that you connect with a mentor, and fortunately there are many mentorship programs available for individuals interested in applying to graduate school for psychology and neuropsychology!  Find a mentor here !

The Society for Clinical Neuropsychology (SCN) has a great tool you can use to begin your search for doctoral programs in the United States and Canada that have specialty courses and experiences in neuropsychology. Click here  to begin searching!

The programs listed in the SCN search tool are not the only programs where you can get training in neuropsychology. Other free resources to search for doctoral programs include APA’s list of accredited programs , the National Matching Service’s list of doctoral programs eligible to participate in the Association of Psychology Postdoctoral and Internship Centers (APPIC) match program, and a Google Map of APA-accredited programs.

APA also offers a tool to search and compare admissions information for Masters and doctoral programs at over 300 schools in the United States and Canada for a subscription fee.

Once you’ve found programs you’re interested in applying to, it’s a good idea to keep track of key information about the program (e.g., applications fees and deadlines, admissions data, faculty you may be interested in working with, etc.) in a spreadsheet. You can download a copy of a sample organizational spreadsheet for tracking doctoral programs.

These instructions are meant to be a useful starting point for your emails to potential advisors, but it is not the only way to approach this important step in the graduate school application process!  Please continue consulting with your personal mentors and adapt these instructions to fit your interests, personality, and any specific guidance you receive from supervisors or advisors.

Instructions:

1) Double check that your email address, signature line, and profile photo are what you want them to be before emailing a potential advisor.  Having your full name linked to your email account is one way to help prevent your email from being bounced into a spam folder.

2) Use a clear and succinct subject line:

• “Potential applicant question”
• “Prospective PhD student question”

3) Briefly introduce yourself:

• “I am a senior at Generic University majoring in psychology with a minor in public health, and am planning on applying to Clinical Psychology PhD programs this cycle. I am emailing because I am interested in applying to work with you.”
• Or… “I am a research assistant in the Generic PI lab at Generic Institute and am preparing applications to Social Psychology PhD programs for the upcoming academic year. I believe that my research interests may be a strong fit with your lab and would like to introduce myself.”

4) State your specific interest in the advisor/their lab, using information from their lab website, recent published articles, or other online material to show that you’ve done your due diligence and have a specific interest in their work:

• “I saw on your lab website that you recently began implementing EEG into your study protocols, which is of great interest to me because I have worked with EEG throughout my undergraduate research with Generic PI in a study about cognitive control in individuals with sleep disorders.”
• “I read your recent paper on cultural considerations in PTSD treatment and it sparked many ideas for how to address bilingualism in the clinical context, which is of particular interest to me because I am bilingual in English and Punjabi.”

5) Describe any personal connections that you may have:

• “I spoke to your current student, Generic Name , and they recommended that I reach out to you directly.”
• “My current supervisor, Generic PI , collaborated with you when you were both post-docs back at Generic Institute , and they said that you are a great person to work with.”

6) Make a specific request or ask a specific question.  Be sure that this is not something that could have been easily answered by reading the faculty’s lab website!

• “I am wondering if you would be available to talk over the phone or video conference about the current direction your lab is headed in, and whether my interest in geriatric medication adherence would be a good fit with your lab.”
• “I am wondering if you are planning to take a graduate student for the 2021-22 academic year.”

7) Attach your CV to the email

• “My CV is attached for your convenience.”

8) Conclude

• “Thank you for your time and consideration, and I look forward to hearing back from you.”

If you’re an international student interested in applying to Clinical Psychology programs in the United States, check out this great resource hub with advice about navigating the admissions process and finding funding opportunities:  Click here for more information!

This fantastic resource was prepared by Julie Cristello, MS, Leanna Kalinowski, MA, Molin Shi, PhD, and Xin “Alisa” Zhao, PhD.

Visit again soon to download a N2N template for making your CV.

The following book will be released in September 2023, by Drs. Lynn Schaefer and Hilary Bertisch!

Additional resources for aspiring and current graduate students:

American Psychological Association: Becoming a Psychological Scientist Video Series

This APA page includes video presentations, recorded Q&As, and panel discussions that aim to help you “successfully apply to graduate school and help diversify the field”. 

• “Top Things to Know as You Apply to Graduate School”
• “Write a Compelling Application Statement”
• “Selecting a Program that is a Good Fit for You”

Visit the Society for Clinical Neuropsychology (SCN), Education Advisory Committee (EAC) website

The SCN EAC website has many useful tipsheets to guide you through the steps of earning a doctoral degree in psychology, with a focus in neuropsychology.

Listen to the "Clinically Psyched" podcast

“Clinically Psyched” is a podcast all about helping Clinical Psychology graduate school applicants. 

Listen to their podcast here on Spotify

Follow them on Twitter to learn more: @PodPsyched

Access resources through "Psychin' Out"

“ Psychin’ Out is a global resource hub of aspiring and current psych researchers and practitioners (i.e., Master’s students, Doctoral trainees, etc.) supporting each other.

Together, we dismantle barriers that make training programs and our field exclusive, inaccessible, and ineffective.”

View their resource hub here

Follow them on Twitter to learn more: @PsychinOut

Follow Sanya Jain, the "Graduate School Counsellor", on Twitter

Follow Sanya on Twitter for great tips and resources related to successful application to graduate school! 

Listen to the "Dear Grad Student" podcast

“ Dear Grad Student ” is a weekly podcast for all grad students. Episodes consist of conversations about students’ Day in the Life, Diverse Identities and Racism in Academia, and themed episodes (like, Mental Health in Grad School, fieldwork, and Finances). 

Watch this video by APA on "Guidance for Students with Disabilities"

Find additional video’s on APA’s website, here !

Watch this webinar about specializing in neuropsychology​

This webinar was created by the Association of Neuropsychology Students and Trainees  (ANST ) . 

To learn about additional steps in becoming a neuropsychologist, click below:

Clinical Neuropsychology Stream

The clinical neuropsychology specialty stream provides courses and training opportunities for graduate students planning to seek registration with The College of Psychologists of Ontario and wishing to provide clinical neuropsychological services.

The Clinical Neuropsychology Stream is part of the Clinical and Clinical-Developmental Psychology areas (students MUST be admitted to either the Clinical or Clinical-Developmental areas before joining the Clinical Neuropsychology Stream).

Students in this stream receive a strong foundation in Clinical or Clinical-Developmental Psychology, depending upon the area in which they are enrolled. In addition, students are required to take courses in neuropsychology and obtain practicum training at sites providing neuropsychological services.

• It provides one of the only opportunities in Canada to be enrolled in a program that provides a linked set of courses and training for students seeking clinical neuropsychological training.
• It has one of the largest groups of clinical neuropsychologists in a psychology department in Canada. Faculty have a wide range of interests, work with a variety of patient groups, and have expertise in a diverse range of research methodologies.
• We are developing clinical neuropsychological training opportunities at the  York University Psychology Clinic , an on-site facility that offers a range of psychological services.
• Graduate students in the clinical neuropsychology stream take the core courses required by their home area (Clinical or Clinical-Developmental) and thereby gain excellent clinical training from one of the strongest groups in Canada.
• York has recently developed a top-notch fMRI facility available for use by our faculty.
• Students in this specialty stream attend Clinical Neuropsychology Rounds in which prominent clinical neuropsychologists and other investigators give informative talks on topics of interest to clinical neuropsychologists.
• Our location in the Toronto area provides students access to a diverse range of opportunities at hospitals, rehabilitation settings, and research institutes.
• Application to the clinical neuropsychology specialty stream is completed concurrently or after admission to either the Clinical or Clinical-Developmental area.
• A clinical neuropsychologist is a professional within the field of psychology with special expertise in the applied science of brain-behavior relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and/or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders.
• The clinical neuropsychologist uses psychological, neurological, cognitive, behavioral, and physiological principles, techniques and tests to evaluate patients’ neurocognitive, behavioral, and emotional strengths and weaknesses and their relationship to normal and abnormal central nervous system functioning.
• The specialty of clinical neuropsychology is recognized by the Canadian Psychological Association . Clinical neuropsychologists are independent practitioners (healthcare providers) of clinical neuropsychology and psychology. Our training is in line with the Houston Conference Guidelines for Specialty Training in Clinical Neuropsychology. neuropsychology and psychology.

New applicants must apply to either the Clinical or Clinical-Development programs and indicate their interest in the Clinical Neuropsychology Stream. Admission to the stream is dependent on admission to one of the Clinical areas. For admissions queries, please email [email protected] . To apply online, please visit How to Apply .

The Graduate Program in Neuropsychology (Adult Clinical) received accreditation by the Canadian Psychological Association (CPA) for the period of 2016-2019. The Graduate Program in Neuropsychology (Clinical-Developmental) received accreditation for the period of 2017-2022. Note that the American Psychological Association does not offer accreditation for any psychology programs in Canada.

In 2017, the Clinical Neuropsychology faculty voted to merge the Clinical and Clinical-Developmental Neuropsychology streams into a single stream, while preserving the specialized training of the host programs. The merged Clinical Neuropsychology stream applied for accreditation in fall of 2019.

If you have any questions about the accreditation status of the programs, please contact the Clinical Neuropsychology Program Coordinator Dr. Mary Desrocher 

Clinical Neuropsychology Public Disclosure Tables (.pdf)

Dr. Stewart Madon Registrar, Accreditation Panel Canadian Psychological Association, Accreditation Office 141 Laurier Ave. W., Suite 702 Ottawa, Ontario K1P 5J3

Tel: 1-888-472-0657 (ext. 328 for administrative assistant) Email: [email protected] Website: Canadian Psychological Association

Overall Goal of the Programme : To educate scientist-practitioners in clinical neuropsychology

Please see the  Clinical  and  Clinical-Developmental  pages for requirements as well as the requirements listed below.

Merged Clinical Neuropsychology Program (Revised 2018)

• Completion of Clinical Psychology (Adult) OR Clinical-Developmental Psychology Program.
• Psyc6325 3.0 Clinical Neuroanatomy.
• Psyc6320 3.0 Human Neuropsychology: History and Syndromes.
• Psyc6450 3.0 Principles of Neuropsychological Assessment OR Psyc6945 3.0 Applied Paediatric Neuropsychology.
• Psyc6330 3.0 Cognitive Neurorehabilitation.
• Supervised assessment case (junior) at York University Psychology Clinic .
• External practicum in supervised neuropsychological assessment.
• Supervised assessment case (senior) at York University Psychology Clinic .
• CPA-accredited internship with specialty rotation in clinical neuropsychology.
• Attendance at Clinical Neuropsychology Rounds.
• A Master’s Thesis and/or Academic Breadth Comprehensive (ABC) paper related to neuropsychology.
• Doctoral dissertation on topic relevant to clinical neuropsychology.

Core Knowledge: Neurosciences & Basic Human and Animal Neuropsychology

The neuropsychology specialty stream organizes monthly Clinical Neuropsychology Rounds  in which prominent clinical neuropsychologists and other investigators give informative talks on topics of interest to clinical neuropsychologists.

Recordings of the rounds can be found on the Clinical Neuropsychology Rounds website, which is password-protected (use your PPY). If you are accessing this website off-campus, you must first download and install Juno Pulse client for secure remote access .

Clinical Neuropsychology Stream Brochure (.pdf)

ANST is the trainee organization of the Society for Clinical Neuropsychology, Division 40 of APA. It is the largest trainee, division-based organization of APA, with more than 40 groups at various graduate institutions across North America. York University’s ANST Interest Group strives to create a centralized networking platform for trainees to cultivate new connections and stay attuned to new developments in neuropsychology.

If you are interested in becoming a member, please contact York University’s ANST Interest Group Representatives (Bri Darboh & Karin Kantarovich) at  [email protected]

The Graduate Program in Psychology at York is an exciting environment to pursue innovative, socially engaging, career-ready education. Contact our Graduate Program Assistant to learn more.

Connect with Psychology

Ph.D. in Psychology: Clinical

Wayne State's Ph.D. in Clinical Psychology offers intensive training in clinical neuropsychology and child/adolescent clinical psychology, with additional opportunities in clinical health psychology, clinical/community psychology, substance abuse/dependence and trauma psychology. Our extensive network of affiliated faculty and facilities provides research and clinical training in many other areas, including infant mental health, gerontology, rehabilitation, forensics and primary care.

Ever since its initial accreditation by the APA in 1960, the Wayne State University Ph.D. program in clinical psychology has been widely recognized as a leader in the scientist-practitioner tradition. We proudly follow that model, as we educate highly skilled psychologists who competently provide a broad range of professional services, contribute to scientific development by conducting research and disseminate knowledge effectively by educating and training others.

View student admissions, outcomes and other data

Program benefits

Our students are prepared first as psychologists, second as clinical psychologists and third as clinical psychologists with specific expertise. Thus, all students receive:

• Discipline-specific knowledge about the biological, social, cognitive, affective and developmental bases of behavior, along with the history of psychology.
• Profession-wide competencies, including didactic and clinical training in psychopathology, ethics, psychological assessment and intervention across the age range and with diverse populations, and research methods and statistics.
• Clinical training at our in-house Psychology Clinic , external placements and an accredited predoctoral internship.
• Research training in faculty laboratories and sometimes at external training sites.

All of the above are conducted with substantial exposure to and training in individual and cultural diversity, ethical and legal standards and communication and interpersonal skills.

Wayne State clinical psychology graduates routinely take positions of leadership and innovation in dealing with clinical problems within the context of the individual, family and community. Our urban setting and commitment to addressing the needs of the underserved allow us to offer clinical training and research opportunities in numerous clinical settings with a wide variety of health problems across a broad spectrum of socioeconomic, ethnic and cultural populations.

About the program

Our Ph.D. program is year-round, intensive and full-time; students often spend 60+ hours per week in program-related activities. Most of our students spend five years in residence before conducting a year-long internship in their sixth year, at the end of which they graduate. Students entering with a master's degree in psychology may spend one year less in the program (i.e., four years in residence and one year on internship). Wayne State strives to ensure that all students who are making good progress are funded (a stipend plus almost all of their tuition) for the first four years and students are routinely funded in their fifth year as well.

The Clinical Psychology Graduate Student Handbook provides extensive information about our program. We invite you to review this to learn more about our program. Applicants who are made an offer of admission to our program are expected to read this handbook and endorse its content (including ethics policies) as a condition of admission.

View graduate handbook

As a member of the Council of University Directors of Clinical Training (CUDCP), our program adheres to CUDCP's policies and guidelines for graduate school admissions, offers and acceptance. For additional information about these policies, see the summary of CUDCP policy . More information about clinical psychology and application tips also can be found at clinicalpsychgradschool.org , offered by CUDCP.

The Ph.D. program in clinical psychology at Wayne State University is accredited by the Commission on Accreditation of the American Psychological Association through 2028. Questions related to the program's accredited status should be directed to the Commission on Accreditation:

American Psychological Association Office of Program Consultation and Accreditation 750 First Street, NE Washington, DC 20002-4242 202-336-5979, [email protected]

Federal regulations require Wayne State University (WSU) to publicly disclose, for each educational program designed to meet the educational requirements for a specific professional license or certification required for employment in an occupation (or advertised as meeting those requirements), information about whether program completion would meet those requirements in a state. These public disclosure requirements apply to all programs, regardless of their modality (i.e., in-person, remote/online, and hybrid programs).

The university has determined that the curriculum of the program leading to the Ph.D. in Psychology: Clinical at Wayne State University meets the educational requirements for licensure or certification in all states except California, Hawaii, Kentucky, New Jersey, New York and Oklahoma. In these states, students might need to take one or more additional courses beyond those completed for the curriculum leading to the Ph.D. in Psychology: Clinical at Wayne State University.

The information stated above is based on state educational requirements that were available to the program on June 24, 2024. WSU will continue to update, by program, which of its programs fully meet the requirements of other states for professional licensure and/or certification. Consequently, those students wishing to pursue licensure, who live in a state other than Michigan or those states not listed above, should consult with the licensing board in their state to determine specific requirements of the program and whether the completion of the Ph.D. in Psychology: Clinical at Wayne State University would meet those requirements.

All current and prospective students are also encouraged to connect with the applicable professional licensure/certification boards in their respective states for additional information regarding non-educational requirements for professional licensure/certification, including, but not limited to, work experience, outside agency examinations or background clearance.

Admission to our clinical psychology Ph.D. program is competitive. Each year, we receive about 200 to 250 applications, interview about 35 applicants and admit about 10 to 14 applicants to obtain an incoming class of seven or eight students. Admitted applicants' undergraduate (or master's program) GPAs are always above 3.0 (and usually much higher) and they show evidence of strong language and writing skills as well as quantitative abilities (e.g., good grades in statistics or other math courses or evidence or statistical skill in their research).

Research leaning

Although we are a scientist-practitioner program, we're more research-oriented than many programs that follow this model; thus,  experience in conducting research and interest in continuing to do so are vital and weigh heavily in admissions . Student matches with our program's philosophy and specific faculty research areas are also very important considerations. Potential applicants should consider the interests and expertise of our faculty, compare them to their own educational goals and discuss this in their personal statement as well as identify potential mentors of interest on the application portal.

Portfolio review

We review applicants' entire portfolio to obtain a holistic picture of their backgrounds and unique characteristics. We seek applicants who demonstrate not only strong academic, research and clinical potential but also initiative, resilience and leadership characteristics. We seek applicants who are committed to improving the lives of urban populations, including ethnic/racial minorities and the socioeconomically disadvantaged. We also encourage applications from individuals whose backgrounds are under-represented in clinical psychology.

We expect to recruit seven or eight new students into the clinical psychology program for fall 2025. These core clinical psychology faculty are open to recruiting new graduate students:

• Julia Felton
• Lisa Rapport
• Emily Grekin

In addition, these faculty in other areas of the Department of Psychology are open to mentoring the research of graduate students who are in the clinical psychology program. Students working with one of these faculty have a clinical area faculty member on their mentoring team to serve as a clinical area advisor:

• Ana Daugherty

These clinical psychology faculty are not recruiting students:

• Douglas Barnett
• Mark Lumley
• Valerie Simon
• Christopher Trentacosta
• Rheeda Walker
• John Woodard

Note that the GRE General Test and psychology subtest will be accepted as optional or supplementary material to your application for fall 2025 admission. You may submit one or both sets of scores for consideration if you wish. We will review all applications, with or without GRE scores.

View admissions

Ph.D. in Clinical Psychology curriculum

In addition to the department's  general requirements  and  curriculum  for the Ph.D. degree, students in the clinical program must satisfy additional criteria established by the APA for accredited programs in health service psychology. Clinical program students are required to take History and Systems, at least one course in each of four discipline-specific knowledge areas, and an advanced, integrative course.

Clinical students also complete the following series of courses:

• Psychopathology
• Psychological Assessment I and II
• Research Methods in Clinical Psychology
• Practicum in Psychological Assessment (three semesters)
• Therapeutic Interventions I and II
• Practicum in Therapeutic Interventions (three semesters)
• Ethical Issues in Clinical Psychology (three one-hour seminars)

At a minimum, all clinical psychology graduate students complete a formal master's thesis (unless transferring in one from another graduate program) and a doctoral dissertation. Yet, our scientist-practitioner program encourages and supports students' efforts to enhance their research skills and productivity by participating in activities beyond those that are required. We have extensive collaborations with many research institutes, hospitals, schools, and community organizations as well as other faculty in the psychology department to provide students with a broad array of opportunities in research.

Clinical training consists of practicum courses, internal and external practicum training, and a predoctoral internship. The internal practicum courses in assessment and psychological intervention operate as part of the Psychology Clinic, which is run by our training program. The  Wayne State University Psychology Clinic  is used for training purposes throughout students' graduate years. Clinical graduate students learn about the Clinic and how to conduct assessments in their first year. In their second year, they conduct a psychological assessment practicum, and in their third year, an intervention (therapy) practicum. Students often pursue advanced training in dialectical behavior therapy and other approaches and participate in supervision training in their last year on campus. Supervision is provided by our core clinical faculty (rather than outsiders), who maintain many different theoretical orientations to both assessment and intervention. The clinic serves a very ethnically diverse, socioeconomically challenged population of children, adults, couples, and families from the community.

Students' clinical training also is greatly strengthened by a network of approximately 25 external practicum placements. Students are required to conduct at least one such externship but usually conduct at least two, usually in their third and fourth years of the program. These external placements range from one day to three days per week, and some of them pay the student a stipend directly to the student. Many of these placements are noted below.  Students apply for these placements in January and usually participate in them for a year, starting in September.

Finally, the required predoctoral internship consists of one year of full-time training in an APA-accredited internship program. Successful completion of the internship is required for the conferral of the doctoral degree.

Concentrations in clinical psychology

Our program has long been a national leader in clinical neuropsychology training. We are affiliated with APA Division 40 (neuropsychology) and provide education that is consistent with the Houston conference guidelines for training in clinical neuropsychology. Our program collaborates with Wayne State's Institute of Gerontology and is a member of the Council of Professional Gerontology Training Programs.

Students interested in this concentration are expected to complete courses in the biological basis of behavior, clinical neuropsychology, neuropsychological assessment and may take other courses such as neuroscience and neuroanatomy. These students receive clinical neuropsychology training at various placements in the Detroit area, such as the Rehabilitation Institute of Medicine, Ann Arbor VA, the University of Michigan Medical Center, Beaumont Hospital, Henry Ford Hospital and Children's Hospital, where they are supervised by neuropsychologists. Research related to neuropsychology is usually mentored by Drs. Lisa Rapport or John Woodard (and occasionally by Peter Lichtenberg ) and for those interested in child/pediatric neuropsychology, by Dr. Sarah Raz .

Our program is a member of the Clinical Child and Pediatric Psychology Training Council (CCaPPTC) . Students who wish to pursue a career working with children or adolescents typically complete advanced courses in child psychopathology and various courses related to developmental psychology.

Student research in child clinical psychology is usually mentored by Drs.  Christopher Trentacosta  or  Valerie Simon , as well as developmental psychologists  Marjorie Beeghly ,  Ty Partridge  or  Hannah Schacter .

Other training foci

Our program is a member of the Council of Clinical Health Psychology Training Programs (CCHPTP). Students who wish to pursue careers in medically-oriented settings or health-related problems typically will take Health Psychology I and II and Biological Bases of Health Psychology. These students receive clinical training (and often conduct outside research) at Beaumont Family Medicine, Henry Ford Hospital, Beaumont Pain Clinic and Wayne State Life Stress Center. Student research in health psychology is usually mentored by Dr. Mark Lumley and social health psychologist, Dr. Samuele Zilioli .

Students wishing to focus on community-based problems such as homelessness, poverty, serious mental illness and related issues will usually complete Community Psychology or Theories and Methods of Program Evaluation, as well as courses outside the department (e.g., public health). These students receive clinical training in settings such as the Michigan Forensic Center, the Wayne State Counseling and Psychological Services center and local community mental health organizations. Student research is usually mentored by Dr. Paul Toro .

Students interested in this topic usually conduct research with Dr. Emily Grekin and possibly with other departmental faculty such as social psychologists Antonia Abbey , Catalina Kopetz , or Tim Bogg . Clinical training is typically conducted at Wayne State's Tolan Park Substance Abuse Program, which usually includes clinical research opportunities. Coursework in addictions can be taken in the psychiatry department.

Career insights

This tool provides a broad overview of how major selection can lead to careers and is provided without any implied promise of employment. Some careers will require further education, skills, or competencies. Actual salaries may vary significantly between similar employers and could change by graduation, as could employment opportunities and job titles.

Alia Allen , academic services officer III [email protected] ,  313-577-2823

ScholarWorks at UMass Boston

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Home > DISS_THESES > MASTERS_THESES > 538

Graduate Masters Theses

Neuropsychology and neurogenetics of mental health: risk, resilience & wellbeing.

Keira E. O'Donovan , University of Massachusetts Boston Follow

Date of Award

Document type.

Campus Access Thesis

Degree Name

Master of Arts (MA)

Clinical Psychology

First Advisor

Paul G. Nestor

Second Advisor

Alice Carter

Third Advisor

Richard Hunter

Experiences of childhood adversity have long been associated with poor mental health functioning (Anda et al., 2006) and with impairments in learning and memory (Homberg, Molteni, Calabrese, & Riva, 2014). How these experiences increase risk of mental illness and cognitive dysfunction remains an active area of research; much less is known about how protective factors alter trajectories and contribute to wellbeing. Participants (N=100) completed self-report measures of adverse childhood events, current wellbeing, emotional functioning, and neuropsychological tests of executive functioning. DNA samples were collected and analyzed for functional polymorphisms of the Serotonin Transporter Receptor (5-HTTLPR) and Brain-Derived Neurotrophic Factor (BDNF) genes. This study examined the moderating effect of candidate gene polymorphic variation in the associations between childhood adversity, mental health, and cognitive functioning. We hypothesized that greater exposure to adverse childhood events would be associated with increased psychiatric symptomatology and lower levels of wellbeing. Significant associations were observed between experiences of childhood adversity and psychiatric symptomatology, such that endorsements of greater childhood adversity were correlated with lower levels of wellbeing, higher ratings of global psychiatric symptom severity and distress, as well as higher ratings of psychotic-like experiences. Additionally, adverse childhood events were negatively correlated with scores on measures of attention and working memory. Each genetic polymorphism was examined as a predictor and moderator of psychiatric symptomatology and wellbeing through Gene x Environment (G x E) interactions. Counter to our expectations, polymorphism group did not predict mental health functioning. Last, G x G x E interactions were tested to examine whether childhood adversity and polygenic susceptibility predicted symptoms and wellbeing. Three-way interaction of selected polymorphisms and adversity were not predictive of outcomes. However, endorsement of childhood adversity and being a carrier of the Short 5-HTTLPR alleles and Val/Met or Met/Met BDNF alleles each independently predicted both higher ratings on psychiatric symptoms and lower wellbeing. Taken together, these findings indicate strong evidence to support the influence of individual genetic variation in G x G models predicting psychiatric symptoms and wellbeing, although do not confirm the hypothesized G x E interactions with childhood adversity, despite strong evidence of adversity as predictor of outcomes.

Free and open access to this Campus Access Thesis is made available to the UMass Boston community by ScholarWorks at UMass Boston. Those not on campus and those without a UMass Boston campus username and password may gain access to this thesis through resources like Proquest Dissertations & Theses Global or through Interlibrary Loan. If you have a UMass Boston campus username and password and would like to download this work from off-campus, click on the "Off-Campus UMass Boston Users" link above.

Recommended Citation

O'Donovan, Keira E., "Neuropsychology and Neurogenetics of Mental Health: Risk, Resilience & Wellbeing" (2018). Graduate Masters Theses . 538. https://scholarworks.umb.edu/masters_theses/538

Since November 25, 2019

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• Schools & departments

Human Cognitive Neuropsychology MSc, Diploma, Certificate

Awards: MSc, Diploma, Certificate

Study modes: Full-time, Part-time

Funding opportunities

Postgraduate Virtual Open Days

Join us at this annual event comprising 200+ live webinars covering our postgraduate programmes.

Find out more and join our mailing list to hear when registration opens

Programme description

The MSc Human Cognitive Neuropsychology offers you the opportunity to receive intensive training and specialist knowledge within human cognitive neuropsychology, cognitive neuroscience and related fields of study.

Key research areas

Building on the research methods training, you will take topical courses in the core research areas of our department including specialist techniques and contemporary topics in cognitive neuroscience.

The teaching is closely integrated with the Human Cognitive Neuroscience research unit, a group of internationally recognised cognitive psychologists and neuropsychologists. Staff use a variety of research methods to address their research interests in healthy and clinical populations and their expertise covers a range of topics including:

• visual perception
• decision making
• executive functions
• social cognition and language

Learn more about staff within the Human Cognitive Neuroscience Research Group:

• Human Cognitive Neuroscience Research Group

Psychology is rated 3rd in the UK by Times Higher Education for the quality and breadth of the research using the latest Research Excellence Framework (REF 2021).

What will I learn?

You will take courses on the theoretical and methodological aspects of cognitive neuroscience, clinical neuropsychology and brain imaging, and conduct an original research dissertation in one of these areas.

You will also receive thorough training in advanced academic skills and research methods within psychology, including a comprehensive coverage of statistical modelling and research design using the R statistical language.

Is this MSc for me?

This programme provides an understanding of advanced topics, methodologies and issues in the area of cognitive neuroscience and neuropsychology, as well as research design and management, and you can flexibly choose optional courses to customise your learning in areas you are most passionate about.

It provides excellent preparation for further research and knowledge of cognitive neuroscience and neuropsychology. So, whether you want to continue in academic research or move into professional training, this programme is for you.

Reputation, relevance and employability

The University of Edinburgh has a long tradition of research expertise in cognitive neuroscience and neuropsychology. Our large Psychology department is home to academics leading research in these fields.

You will benefit from the breadth and strength of the interdisciplinary academic community at Edinburgh, having the opportunity to select option courses and attend research seminars across different disciplines.

Our students’ research projects are often published in academic or professional journals.

Our programme has an excellent reputation amongst employers and further research opportunities. Many of our graduates have gone onto PhD training and academic careers and advanced clinical training.

We maintain close contacts with professional organisations such as the British Psychological Society (BPS).

• Find out more about our community

The School of Philosophy, Psychology and Language Sciences is home to a large, supportive and active student community, hosting events and activities throughout the year which you can join. As a postgraduate student, you will have access to a range of research resources, state-of-the-art facilities, research seminars and reading groups.

Programme structure

This programme contains two semesters of taught core courses and optional courses followed by a dissertation.

The taught courses and their assessments take place between September to December (Semester 1) and January to April (Semester 2). Planning for the dissertation will take place before April. The dissertation will be carried out between April and August.

Core courses

The core courses include topics specific to cognitive neuroscience and neuropsychology and courses covering advanced academic skills and research methodology, including research design and statistical modelling. The core courses are:

• Psychological Research Skills - General advanced research methodology
• Univariate Statistics and Methodology using R - Introduction to R and statistical models
• Multivariate Statistics and Methodology using R - Advanced statistical modelling
• Specialist Techniques in Cognitive Neuroscience - This course focuses on the major methodological aspects of different cognitive neuroscience techniques, such as fMRI, fNIRS, TMS, EEG, lesion symptom mapping and single case studies; lectures and discussions are coupled with practical workshops that provide students with hands-on experience.
• Contemporary Topics in Cognitive Neuroscience - This course focuses on cutting-edge cognitive neuroscience research at Edinburgh and further afield, with lectures and discussion sessions covering topics such as vision, memory, and language.

Optional courses

The optional course can be selected to tailor the programme to your interests. If you wish, you may choose the optional course from an associated area, such as individual differences, informatics, psycholinguistics, and developmental or social psychology. Examples of optional courses are:

• Brain Imaging in Cognitive Neuroscience (taught by Human Cognitive Neuroscience research group)
• Clinical Neuropsychology (taught by Human Cognitive Neuroscience research group)
• Neuroscience of Language
• Applied Psychometrics
• Qualitative Methodologies in Psychological Research
• Or any other course open to MSc students subject to approval from the programme director

Dissertation

The dissertation involves conducting an empirical research project in close collaboration with an expert supervisor, sometimes also working with fellow MSc students.

You will produce a written report, similar to an academic journal article; indeed, some dissertations are published as journal articles.

The empirical work and writing takes place between April and August and it is due in August.

The dissertation can be based on data collected by the student or existing datasets (for example, from large cohort studies, biobanks or other projects).

Past examples of dissertation topics include:

• Exploring the Visual Information Accessible to Face Selective Areas in human visual cortex
• Memory recall for people and places engages distinct regions of the human brain
• Hippocampal encoding during visual perception and memory: an fMRI multivariate investigation

How will I learn?

Most courses are taught by a combination of live and pre-recorded lectures, seminars/tutorials and practical sessions. The number of contact hours and the teaching format will depend to some extent on the option courses chosen.

After classes finish in April, you will spend all your time working independently on coursework, exam revision and your dissertation. When you carry out your supervised dissertation research, you will receive guidance from your supervisor through one-to-one meetings, comments on written work and email communication.

Learning outcomes

This programme provides you with a range of knowledge and skills to prepare you for a variety of career paths. On successful completion of this programme, you will have gained:

• specialist knowledge within the fields of human cognitive neuroscience/neuropsychology, and integrated areas of study, in addition to training in psychological research methods
• an understanding of cognitive neuroscience research, brain imaging and neurostimulation techniques, cognitive psychology, cognitive/clinical neuropsychology
• an understanding of the basic and advanced principles of research design and application
• competency in applying a range of methods and research tools, including statistical models and programming
• skills in research management, including managing data and conducting and disseminating research in ways consistent with both professional practice and the normal principles of research ethics
• transferable skills in written and verbal communication, group and teamwork, computing, programming and numeracy, time and project management
• the ability to work as an independent researcher and as part of a team

Career opportunities

The programme is primarily designed for students who aspire to pursue a research-oriented career in cognitive neuroscience or neuropsychology or to apply for higher-level clinical training. However, the course also teaches a broad range of transferable skills applicable to a wide range of modern jobs, such as:

• research design
• data management and processing
• statistical modelling and interpretation
• synthesis and communication of complex literature.
• Careers Service

Our award-winning Careers Service plays an essential part in your wider student experience at the University, providing:

• tailored advice
• individual guidance and personal assistance
• internships and networking opportunities (with employers from local organisations to top multinationals)
• access to the experience of our worldwide alumni network

We invest in your future beyond the end of your degree. Studying at the University of Edinburgh will lay the foundations for your future success, whatever shape that takes.

Important application information

Your application and personal statement allow us to make sure that you and your chosen MSc are good matches for each other, and that you will have a productive and successful year at Edinburgh.

We strongly recommend you apply as early as possible. You should avoid applying to more than one degree. Applicants who can demonstrate their understanding and commitment to a specific programme are preferred. If you plan to apply to more than one programme, you should discuss your choices with us before you submit your application.

Personal statements

When applying you should include a personal statement detailing your academic abilities and your reasons for applying for the programme

The personal statement helps us decide whether you are right for the MSc programme you have selected, but just as importantly, it helps us decide whether the MSc programme is right for you.

Your personal statement should include:

• What makes this particular MSc programme interesting for you?
• What are the most important things you want to gain from the MSc programme?
• What are the key (psychology) courses you have taken and that are relevant for this specific programme?
• What is your experience with collecting empirical data (e.g., preparing and carrying out experiments, surveys or interviews)?
• What is your experience with statistical analysis and programming or qualitative research methods?
• What is your experience with writing empirical research reports (including any that have been published)?
• Any other information which you feel will help us ensure that you are a good match for your intended MSc programme.

A strong personal statement can make a big difference to the admissions process as it may be the only opportunity to explain why you are an ideal candidate for the programme.

You will be asked to add contact details for your referees. We will email them with information on how to upload their reference directly to your online application. Alternatively, they can email their comments to:

• [email protected]

Find out more about the general application process for postgraduate programmes:

• How to apply

Psychology at Edinburgh

Entry requirements.

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK first class honours degree, or its international equivalent, in Psychology.

We may also consider students without a psychology degree if you can demonstrate academic study in cognitive psychology, cognitive neuroscience, biological psychology and/or clinical psychology, together with a solid preparation in methodology and statistics.

Entry to this programme is extremely competitive.

Students from China

This degree is Band C.

• Postgraduate entry requirements for students from China

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.5 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 23 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 176 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 62 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees, scholarships and funding.

There are a number of highly competitive scholarships and funding options available to MSc students.

Deadlines for funding applications vary for each funding source - please make sure to check the specific deadlines for the funding opportunities you wish to apply for and make sure that you submit your application in good time.

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK’s governments. The type and amount of financial support you are eligible for will depend on your programme, the duration of your studies, and your residency status. (Programmes studied on a part-time intermittent basis are not eligible.)

• UK government and other external funding

(Revised 1 March 2023 to update scholarship information.)

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• PPLS Postgraduate Office
• Phone: +44 (0)131 651 5002
• Contact: [email protected]
• Programme Director, Dr Edward Silson
• Phone: +44 (0)131 650 3459
• Contact: [email protected]
• Dugald Stewart Building
• 3 Charles Street
• Central Campus
• School: Philosophy, Psychology & Language Sciences
• College: Arts, Humanities & Social Sciences

This programme is not currently accepting applications. Applications for the next intake usually open in October.

Start date: September

Awards: MSc (12 mth FT, 24 mth PT), Diploma, Certificate

Application deadlines

Applications are held for processing over three deadlines:

We operate a gathered field approach to applications for MSc Human Cognitive Neuropsychology. This means that all complete applications that satisfy our minimum entry requirements will be held until the nearest deadline and the admissions panel will meet to consider all applications received together after that date. To be considered as having met the deadline, your application must include transcripts and an academic reference.

Applications will not be accepted after the final deadline.

Applications must be complete with all supporting documentation to be passed on for consideration, this includes references. Please ensure that you inform referees of any deadline you wish to meet.

Please read through the ‘Important application information’ section on this page before applying.

Ph.D. in Clinical Psychology Program

• Program Overview
• UC San Diego
• JDP Justice, Equity, Diversity, and Inclusion (JEDI) Committee
• Program Committees
• Student Council
• SDSU Psychology Clinic
• Program Administration
• Program Faculty
• Practicum Supervisors
• Doctoral Students
• Degree Learning Outcomes
• Major Areas of Study
• Clinical Practicum
• Course Catalog
• Facilities & Centers
• Research and Clinical Training
• Student First-Authored Publications
• Selection Process
• What We Consider for a Competitive Application
• How to Apply
• Faculty Mentorship
• Financial Support
• Admission FAQs
• Student Admissions, Outcome, and Other Data
• Basic Needs Resources
• Community/Cultural Centers
• Financial Aid & Scholarships
• Graduate Affairs
• Graduate Housing
• Student Accommodations
• Student Health & Well-Being
• Student Handbook Table of Contents
• Mentor-Student Guide
• Registration
• Classes / Sample Curriculum
• Cognitive Psychology Requirement
• Statistics and Research Design
• Emphasis in Child and Adolescent Psychopathology
• Emphasis in Quantitative Methods
• Master of Science in Clinical Psychology
• Master of Public Health*
• Class Attendance
• Transcripts
• Change in Major Area of Study
• Waiving Courses
• Grounds for Dismissal
• Student Records
• Program Milestone Checklist/Timelines
• Guidance Committee
• Second Year Project
• Clinical Comprehensive Exam
• Behavioral Medicine Comprehensive Exam
• Experimental Psychopathology Comprehensive Exam
• Neuropsychology Comprehensive Exam
• Dissertation
• Advancement to Candidacy
• After Graduation
• Funding and Benefits
• Tuition and Fees
• Establishing Residency
• International Students
• Financial Aid
• Incentive Awards & Program Support
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Neuropsychology

Clinical neuropsychology is the scientific discipline involving the identification, description, multivariate quantification, and remediation of psychological impairments resulting from central nervous system disease and trauma. The neuropsychology major area of study provides a systematic program in human clinical neuropsychology. Clinical and research practica in neuropsychology include placements in the Department of Psychology at SDSU, Departments of Psychiatry and Neurosciences at UC San Diego, the VA Medical Center, Rady Children’s Hospital and the Salk Institute.

Updated 8/20/2019

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Neuropsychology Emphasis

Science-focused diagnosis & treatment.

Memory. Concentration. Reasoning. Logic. Language. Perception. Personality. The impact of brain function on human behavior is endlessly fascinating – and it’s a great career path for science-minded psychology students.

You will work with medical specialists, clinicians, and researchers to assess and analyze brain structures and symptoms to pinpoint potential causes and treatments.

In addition to clients with psychiatric disorders, you will treat patients diagnosed with autism, epilepsy, and dementia, as well as concussions and other traumatic brain injuries.

Neuropsychology Emphasis Objectives

According to guidelines adopted by the Division of Clinical Neuropsychology (Division 40) of the American Psychological Association (APA), the basic education and training of a clinical neuropsychologist includes:

• Successful completion of a doctoral level degree in psychology from a regionally accredited program
• Successful completion of systematic didactic education (course work in neuropsychology and neuroscience)
• Supervised experiential training (practica, internships) in clinical neuropsychology, including two or more years of supervised training (usually post-doctoral) applying neuropsychological services in a clinical setting >Please  click here  for a link to the Society for Clinical Neuropsychology's doctoral student worksheet, which provides students a framework for planning their doctoral training goals in preparation for internship and postdoctoral training in neuropsychology. >Students may also find it helpful to review this  recent survey  of the expectations of internships offering neuropsychology training, conducted by PAU's own Dr. Rayna Hirst and her graduate students, in preparation for their own internship applications.

The courses required as prerequisites and offered in the Area of Emphasis fulfill the didactic education criteria listed above as approved by Division 40.  Learn more about APA Division 40 guidelines. The required graduate-level courses in this area include prerequisites and specialized courses in neuropsychology.

Curriculum and Requirements

The courses required as prerequisites and offered in the Area of Emphasis fulfill the didactic education criteria listed above as approved by Division 40.  Successful completion of the Neuropsychology Area of Emphasis at PAU is only one component in the education and clinical training necessary to become a clinical neuropsychologist. Further specialty preparation is expected at the pre-doctoral internship and post-doctoral level. Learn more about APA Division 40 guidelines .

Planning Your Schedule

Applications to the Neuropsychology Area of Emphasis open each fall, with the curriculum beginning the following spring. You will need to plan your schedules carefully in order to take the complete sequence during your time on campus – including the two summers of study.

Prerequisites

You must complete the prerequisite course work at PAU (or equivalent course work from another institution) with no grade in any prerequisite course below an “A-”.

Required courses include:

• ASMT800 Psychopathology and Psychodiagnosis I
• ASMT818/819 Psychopathology and Psychodiagnosis II
• PSYS805 Psychological Science II: Biological Bases of Behavior I: Biological Psychology
• ASMT810 Psychometric Theory
• ASMT809 Intellectual Assessment
• ASMT826 Assessment of Psychopathology
• ASMT815 Assessment of Personality

You can take these courses after applying to the Area of Emphasis; however, low grades in these courses may be grounds for probation status and/or dismissal from the Area of Emphasis.

Course Requirements

The following courses must be taken in the order listed. You cannot register for these classes until you have been accepted into the Neuropsychology track (typically winter of your second year). All neuropsychology track classes are held on Tuesdays.

• ASMT 860 Neuropsychological Assessment I (3 units - Spring 2nd Year) - Required
• ASMT 861 Neuropsychological Assessment II (3 units - Summer 2nd Year) - Required
• ASMT 862 Clinical Neuropsychology I (3 units - Fall 3rd Year) - Required
• ASMT 863 Clinical Neuropsychology II (3 units - Winter 3rd Year) - Required
• ASMT 864 Neuroanatomy and Neuroimaging (3 units - Spring 3rd Year) - Required
• ASMT 865 Cognitive Rehabilitation (3 units - Summer 3rd Year) - Optional w/substitution

The first five classes of the Neuropsychology sequence are required. The sixth class is optional, and may be substituted with a neuropsychology-related elective (e.g., a class in Forensic Psychology, Health Psychology, Child and Family Assessment, Trauma, etc.). The Director, Dr. Hirst, must approve the substituted elective class.

Please note: Given the heavy workload of the first class in the track, I strongly recommend that you schedule as few classes as possible during Spring quarter of your second year. Ideally, your only classes should be the required course ASMT 815 Assessment of Personality and ASMT 860 Neuropsychological Assessment I.

Progress Assessment

Once admitted to the program, you must complete the full sequence of courses to complete the Area of Emphasis. Progress is evaluated on an ongoing basis and any grade below a A- in a class within the Neuropsychology or Assessment curriculum will result in a placement on probation status.

A grade below a A- in a Neuropsychology or Assessment course while on probation status may be grounds for dismissal from the Area of Emphasis.

Neuropsychological Testing Class

You will be required to administer neuropsychological test batteries to one or two subjects per quarter for each of the Assessment “ASMT” courses.

It is often difficult for students to locate subjects on short notice if they attempt to do so on a quarter-by-quarter basis. This means you will need to plan ahead to secure volunteers or set up a placement site (or more than one site) where you can test subjects.

• If the subjects are volunteers, no clinical supervisor is needed since no report will be issued to a clinical agency or patient.
• If the subjects are actual clinical cases at an agency, you must arrange for supervision/co-signing of clinical assessment reports by a licensed psychologist other than the course instructor.

For more information, contact the Director of the Neuropsychology Area of Emphasis.

Dr. Rayna Hirst's BRAIN lab (Behavioral Research and Assessment In Neuropsychology) conducts research in brain-behavior relationships and neuropsychological assessment.

Outside the Classroom

Students must complete an official practicum placement (one year of full or supplemental) in a setting that provides clinical neuropsychological experience in their 3rd or 4th year.  

PhD students who plan to take the Neuropsychology Area of Emphasis need to plan their schedules carefully in order to be positioned to take the complete sequence during their time on campus; two summers of study are required.  A complete offering of this sequence begins every spring.

Dissertation

Neuropsychology Practicum Requirement

Students in the Neuropsychology Area of Emphasis must complete a dissertation that makes a scientific contribution to the field of neuropsychology.

Completion of the Area of Emphasis

Completion of the Neuropsychology Area of Emphasis will be granted following the completion of all coursework requirements, completion or securement of a neuropsychology practicum, and approval of the dissertation proposal by the dissertation committee.

Professional Development

In addition to these courses, students in the Neuropsychology Area of Emphasis are expected to engage in other professional activities to advance their knowledge in the field.

This includes membership in the Association for Neuropsychology Students in Training as well as other professional organizations (e.g., APA Division 40) and attendance at PAU Neuropsychology Grand Rounds.

Application

Students can apply to the Neuropsychology Area of Emphasis each fall to begin the curriculum the following spring. Applications are available here and are due on the last day of fall quarter. No late applications will be accepted. Grades (both overall and in the prerequisite courses), instructor evaluations, references, curriculum vitae, and overall fit with the program will be considerations in decisions to accept students.

If you are a graduate student at PAU, in at least your second year of the program, please complete your application to the Neuropsychology Area of Emphasis. Applications should be submitted to Dr. Hirst and are accepted starting in the middle of the Fall Quarter of your Second Year, with a Due Date of the Last Day of Fall Quarter.

Complete your Application

Mylea Charvat, PhD, became interested in the brain as a teenager, when her grandmother showed signs of memory loss. Her work recently became even more personal when she was involved in a bicycle accident that left her with a traumatic brain injury (TBI).

“The neuropsych program trained me to be comprehensive, precise, and to evaluate people in ways that others cannot. The rigors of training and highly competent and outstanding mentors also contributed to my current level of knowledge,” said Heitzmann.

Home > FACULTIES > NEUROSCIENCE > NEUROSCIENCE-ETD

Neuroscience Theses and Dissertations

This collection contains theses and dissertations from the Department of Neuroscience, collected from the Scholarship@Western Electronic Thesis and Dissertation Repository

Theses/Dissertations from 2024 2024

The Effect of High-frequency Cortical Stimulation on SEEG-recorded Interictal Epileptiform Discharges , Ahdyie Ahmadi

Combining Repetitive Transcranial Magnetic Stimulation (rTMS) with Corticosteroid Joint Injections (CJI) for the Treatment of Chronic Axial Pain (CAP): A Pilot Double-blinded Randomized-Controlled Trial , Anike A. Alarape Ms

Responding when time is of the essence: An analysis of signal timing in the macaque superior colliculus during reflexive visually guided reaching , Amirhossein Asadian

Impact of vaporized nicotine and cannabis co-exposure in adolescence on sex-specific behavioural and neural effects in adulthood , Iman S. Aziz

Modulation of the Alpha Oscillation Associated with Semantic and Somatic Self-referential Processing with Non-invasive Brain Stimulation , Zhongjie Bao

Investigating the neuroprotective effects of pharmacological Bax inhibition , Jordyn Beda

Therapeutic Promise and Insights for Parkinson's Disease from the Living Brain , Simon M. Benoit

Motivational Consequences of Unsuccessful Memory Retrieval , Gregory Brooks

An Exploration of Causal Cognition in Large Language Models , Vicky Chang

Investigating the role of ATF4 in models of Parkinson's disease , Matthew D. Demmings

Cholinergic Modulation of Parvalbumin Neurons in Attention , Marcus A. Doyle

Outclimbing Cognitive Decline: Age, Western Diet, Resistance Exercise, and the Brain. , Leila Dzinic

Oscillator Network Spectra, Chimeras, and Transient Dynamics in the Non-Asymptotic Limit , James W. Graham

Assessing Cognition and Quality of Life in People With Epilepsy: A Feasibility Study , Hannah Gabrielle Gray

Quantifying Resting-State Functional Connectivity in Critically Brain-Injured Patients: A Graph-Theoretical Approach with fNIRS , Ira Gupta

Statistical Learning in the Hippocampus and Neocortical Regions: Evidence From Intracranial Neural Entrainment , Daniela Herrera Chaves

Developing a Novel Touchscreen-based Test of Cognitive Judgement Bias , Ashlyn Hersey

The Influence of Familiarity on Neural Correlates of Rhythm and Beat Perception , Joshua Hoddinott

Harnessing Implicit Learning to Support the Discovery of Second Language Phoneme Patterns in Adult Learners , Émilie R. Hoeppner

Improving Diagnosis and Prognosis in Acute Severe Brain Injury , Karnig Kazazian

Examining Sex and Gender Differences in Cognitive Recovery of Cardiac Arrest and Myocardial Infarction , Sophie A. Kelly

Investigating the Effect of Apolipoprotein E4 on Attention Following Repeated Mild Traumatic Brain Injuries in hAPP and hMapt mice , Khashayar Khasheeipour

Examining macropinocytosis regulation and its role in Alzheimer's Disease , Jordan M. Krupa

Analyzing Sensory Gating Capacity in Misophonia , Facundo Federico Lodol

Characterizing The Auditory Processing Alterations At The Electrophysiological Neuronal Level In The Cntnap2-/- Rat Model Of Autism , Rajkamalpreet S. Mann

Infant Communication Outcomes Relate to Language Network Connectivity in Utero , Rutva Master

Sex Differences in Sucrose Sensitization , Vangel Matic

Cortical Thickness Changes as a Potential Biomarker for Epilepsy in People with First-Time Unprovoked Seizure , Keza T. Motlana

Investigation of a TRIM28 novel variant linked to intellectual disability , Niloofar Namavari

Investigating the effects of xyloside and TD874 on chondroitin sulfate proteoglycan levels in spinal cord injured rats , Ben Nazar

Early Isoform-dependent Effects of Human Apolipoprotein E on Alzheimer’s disease Pathobiology , Dika A. Ojiakor

Cognitive Changes in Early Untreated Parkinson's Disease , Kunj Patel

Investigation of Human Stem Cell-Derived Network Development Using In Vitro Microelectrode Arrays , Kartik Pradeepan

Striatal Dopamine Neuromodulation in Cognitive Function During Health and Disease , Oren Princz-Lebel

The Effect of a Single Bout of Sub-Symptom Threshold Aerobic Exercise on Executive Function During Early Sport-Related Concussion Recovery , Alma Rahimidarabad

Frontoparietal Circuitry Underlying Saccade Control in the Common Marmoset , Janahan Selvanayagam

Understanding the Foundations: Systemic Inflammation’s Role in Chronic Axial Pain and Treatment Response , Thivya Sivarajan

Investigating Synergistic Effects of Mild Traumatic Brain Injury and Reduced Cholinergic Tone on Attentional Deficits and Alzheimer's-Like Pathology in hAβ and hTau mice , Elizabeth M. Teasell

Posture Dependant Changes in Perceptual Threshold During Light Touch Foot Sole Stimulation , Justin Watts

The Impact of Emotional Sounds on Arousal and Task Performance , Brian Wu

Towards Understanding and Improving Speech Processing , Sonia Yasmin

Validation of a virtual auditory space, and its use to investigate how pitch and spatial cues contribute to perceptual segregation of auditory streams , Nima Zargarnezhad

The Neural Basis of Altered Acoustic Processing in Cntnap2 Knock-out Rats , Alice Zheng

Theses/Dissertations from 2023 2023

Investigating the Effects of Infantile Hydrocephalus on Visuomotor Integration: A Study Utilizing Behavioural and Neuroimaging Analyses , Derya Adil

Invariant Object Recognition in Deep Neural Networks and Humans , Haider Al-Tahan

Structural magnetic resonance imaging in Parkinson’s disease and rapid eye movement sleep behaviour disorder , Erind Alushaj

The Modulation of LFP Characteristics In The Freely Moving Common Marmoset , William JM Assis

The effects of lipopolysaccharide (LPS) on conditioned disgust: Expanding the rodent model of lithium chloride (LiCl)-induced anticipatory nausea , Indra R. Bishnoi

Multimodal connectivity of the human basal forebrain , Sudesna Chakraborty

Neural dynamics of visual processes in challenging visibility conditions , Saba Charmi Motlagh

Maturation of default mode network functional connectivity strength in utero and the association with subcortical macrostructure: mapping brain ontogeny supporting early cognitive processing , Susana Correa

Neural responses in the lateral prefrontal cortex and hippocampus of macaques navigating virtual environments , Benjamin W. Corrigan

The Roles of Vestibular and Proprioceptive Signals in Updating Spatial Selective Auditory Attention during Head Motion , Erisa Davoudi

Parvalbumin-Expressing Neurons As Modulators Of An Integrated Prefrontal Cortex: Relevance To Cognitive Impairments In Neuropsychiatric Disease , Tyler Dexter

The Combined Effects of Physical Exercise and Cognitive Training on Gait Speed and Primary Motor Cortex Metabolism in Individuals with Mild Cognitive Impairment: A 1H-MRS Analysis , Jack Thomas Emsey Elkas

Investigating the Age-Dependent Impact of Lactate Dehydrogenase on Cognition in Flies and Mice , Ariel Khaya Frame

Cholinergic Regulation of Alzheimer's-Like Pathology , Liliana German-Castelan

Modelling Prenatal Hypoxia As A Risk Factor For Schizophrenia Vulnerability In Patient-Derived Cerebral Organoids , Dana M. Gummerson

The Role of Serotonin in the Estradiol-dependent Selectivity of Auditory Regions in Songbirds , Calista J. Henry

Fraction Magnitude Understanding Across Learning Formats: an fMRI Study , Chloe A. Henry

Chemogenetic modulation of microglial activity in vivo , Aja Hogan-Cann

Neural Dynamics of Target Processing in Attentional Blink , Mansoure Jahanian

The sensory properties of the fast visuomotor system , Rebecca Kozak

Neurocognitive Mechanisms & Genetic Variants Underlying Apathy in Neurodegenerative Dementias , Rubina Malik

The Effect of Prenatal THC Exposure on ASD-Relevant Sensorimotor Behaviour in Rats , Melvin Maroon

Perceptual benefits from long-term exposure to naturalistic sound patterns , Bruno A. Mesquita

Shedding Light on Hearing in Coma: Investigating the Applicability of Functional Near-infrared Spectroscopy for Assessing Auditory Function and Aiding Prognosis in Patients with Acute Disorders of Consciousness , Reza Moulavi Ardakani

Sex Differences in Mood and Anxiety-Related Outcomes in Response to Adolescent Nicotine Exposure , Tsun Hay Jason Ng

Exploring Brain-Derived Progenitor Cells as a therapeutic delivery system to Glioblastoma , Andrew T. Olin

Neuropsychological Outcomes After Cardiac Surgery: A Pilot Feasibility Study , Sydni G. Paleczny

Exploring the role of the ATRX chromatin remodeling protein in mouse astrocytes , Miguel A. Pena-Ortiz

Investigating the Roles of the Dorsal and Ventral Striatum in Humor Comprehension and Appreciation Throughout Health, Aging, and Parkinson’s Disease , Maggie Prenger

Examining the Emergence of Mood and Anxiety Molecular Phenotypes Resulting from Chronic Prenatal Nicotine Exposure in Cerebral Organoids , Emma K. Proud

Category Learning DLPFC Single-Dissociation by fNIRS , Tim Qiu

DISENTANGLING THE ROLE OF PARVALBUMIN-EXPRESSING INTERNEURONS IN STIMULUS-RESPONSE LEARNING AND COGNITIVE FLEXIBILITY , Harleen Rai

Quantifying Neuromelanin Content Across Varying Magnetic Field Strengths: A Comparative Analysis , Laiba Rizwan

Aging Effects on the Motivational Consequences of Unsuccessful Memory Recall , Rachel Sargeson

Neural correlates of online movement preparation , Mahdiyar Shahbazi

Selective recruitment of cerebellum in cognition , Ladan Shahshahani

Temporal dynamics of natural sound categorization , Ali Tafakkor

Investigating Task-Free Functional Connectivity Patterns in Newborns Using functional Near-Infrared Spectroscopy , Homa Vahidi

LBNP reduces cerebral perfusion but does not impact executive function , James Van Riesen

Assessing the Neurological Sequelae of COVID-19 and Acute Respiratory Distress Syndrome , Rachel Wagner

Investigating the differential effects of oxytocin on empathy deficits across patients with Frontotemporal Dementia , Soojung Yu

The roles of corticotropin-releasing hormone (CRH) in stress-induced cognitive deficits in mice , Xin Zhao

Theses/Dissertations from 2022 2022

Rhythmic, Motor, and Non-Motor Dysfunctions in Parkinson’s Disease, A Window Into Regularity Processing, Freezing Of Gait, And Anxiety , Abdullah Al Jaja

The Effect of Active Learning on Viewpoint Dependence for Novel Objects , Cassandra Wallace Bacher

Using Spoken Narratives to Measure Listening Engagement in Children , Sarah Bobbitt

The Role of Autonomic Arousal in Curiosity Sparked by Unsuccessful Memory Recall , Sundari Chatterton

Human neuroimaging reveals that agency in a video game boosts functional connectivity within and between networks , Emily J. Davidson

The Effects Of Transcranial Direct Current Stimulation On Beat Perception And Motor Performance , Marina Emerick

Neural circuitry of the midbrain pedunculopontine tegmental nucleus regarding its role in sensorimotor gating , Niveen Fulcher

Mapping The Functional Organization of Human Frontoparietal Cortex With fMRI , Geetika Gupta

The influence of intersegmental dynamics on limb position sense , Peyman R. Heidari

Coordinate Frame for Proprioception Acuity Changes Accompanying Motor Learning , Heba Hussian

Relation of spontaneous and evoked brain activity to language development in young children , Tahereh Karami Shoar

Monitoring intraventricular hemorrhage in preterm infants , Lilian MN Kebaya

Virtual hand actions show behavioural and neural signatures of right handedness , Jaana Leppala

Data-driven Neuroanatomical Subtypes in Various Stages of Schizophrenia: Linking cortical thickness, glutamate, and language functioning , Liangbing Liang

Prognostic indicators of functional outcome in first episode psychosis: Linguistic, Anatomical, and Metabolic Predictors of Early Social and Vocational Outcome , Michael L. MacKinley

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©1878 - 2016 Western University

Clinical Psychology

• College of Liberal Arts and Social Sciences
• Department of Psychology

Developmental Neuropsychology Lab

Clinical Psychology Department of Psychology University of Houston 3695 Cullen Boulevard Room 126 Houston, TX 77204-5022 (713) 743-8500

December 2021 Kelly Halverson successfully defends her dissertation, Impact of acculturation on math achievement in community college students. Way to go Kelly! DNL members have 12 scientific papers published in 2021! Key outlets included Developmental Neuropsychology; Journal of the International Neuropsychological Society; Journal of Cognition and Development; Contemporary Educational Psychology; Journal of Experimental Child Psychology, Scientific Studies of Reading; and Bilingualism: Language and Cognition, among others. Dr. Cirino completes his term as Editor-in-Chief of Learning and Individual Differences , where the impact factor rose from 1.37 to 3.90 during his six-year tenure. He will remain as Outgoing Editor-in-Chief for 2022. 

August 2021 The DNL welcomes Cassidy Salentine to the lab! The Developmental Neuropsychology Clinic (DNC) opens! The DNC provides neuropsychological evaluations for school-aged children (kindergarten through high school). Dr. Cirino runs the clinic, which serves as a practicum setting for his graduate students, who are integral to its operation.

June-August 2021 DNL members current and former moving! Kelly Macdonald begins clinical internship at Texas Children’s Hospital (Houston). Kelly Halverson begins clinical internship at the Minnesota VA (Minneapolis). DNL alumnus Dr. Amanda Child secures a position as a neuropsychologist at UT-Health (Houston). Dr. Emily Warren alumnus secures a position as a neuropsychologist at UAB Medical Center (Birmingham, AL). DNL alumnus Dr. Jesse Fischer secures a position as a neuropsychologist at the UCLA Semel Institute (Los Angeles, CA).

February 2021 Several members of the DNL (Kelly Macdonald, Abby Farrell, Anthony Gioia) presented posters (virtually) at the International Neuropsychological Society Meeting in San Diego, CA.

December 2020 Congratulations to Kelly Macdonald, who successfully defended her dissertation, entitled “Classifying the degree of balanced bilingualism among struggling middle school English learners and relations to reading outcomes”.

August 2020 The DNL welcomes Abby Farrell to the lab!

July 2020 Congratulations to Will Lacey, who successfully defended his dissertation, entitled “The role of number line estimation and cognitive attention in procedural fractions”.

May 2020 Congratulations to Kelly Halverson, who successfully defended her master’s thesis, entitled “Executive functioning in struggling readers: The NIH Examiner”.

February 2020 Several members of the DNL (Kelly Macdonald, Kelly Halverson, Anthony Gioia, Andrea Ochoa-Lopez) presented posters at the International Neuropsychological Society Meeting in Denver, CO. 

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August 2019 The DNL welcomes Natalie Ridgely to the lab!

June-August 2019 DNL members moving! Will Lacey begins clinical internship at Henry Ford (Detroit). Dr. Amanda Child begins postdoctoral fellowship (Kennedy Krieger, Baltimore). Dr. Emily Warren begins postdoctoral fellowship (Texas Children’s, Houston). Dr. Jesse Fischer begins postdoctoral fellowship (UCLA). DNL alumnus Dr. Elyssa Gerst secures a position as a neuropsychologist at Children’s Hospital of Atlanta.

April 2019 DNL undergraduate member (and now first year graduate student in Dr. Luis Medina’s CARMA lab at UH) Andrea Ochoa successfully defended her senior honors thesis, entitled “Internalizing and externalizing symptoms and their relation to math difficulties and spina bifida”.

March 2019 DNL member Kelly Macdonald is awarded a 3-year, $106K NIH predoctoral NRSA (F-31), entitled “The roles of first and second oral language processes in reading and math outcomes among English language learners in middle school”. What a fantastic accomplishment!

February 2019 Several members of the DNL (Amanda Child, Kelly Halverson, Kelly Macdonald, Emily Warren) presented posters at the International Neuropsychological Society Meeting in New York, NY.

December 2018 Dr. Cirino hosts the advisory panel for his new NSF grant on math learning disabilities in college.

November 2018 The Texas Center for Learning Disabilities hosts the annual meeting of the NIH research consortium, Learning Disabilities Research Center, including scientists from all 3 Centers (Texas, Colorado, and Florida State).

September 2018 Dr. Cirino received a $2.5M grant from the National Science Foundation (NSF), entitled “Math learning disabilities among young adults in college: Structure, identification, and validation”. Dr. Cirino has attained the rank of Full Professor, at the University of Houston.

August 2018 The DNL welcomes Anthony Gioia to the lab! DNL member Emily Warren successfully defended her doctoral Dissertation, “Predictors of social adjustment in pediatric brain tumor survivors: A comparison of proton and photon radiation therapy groups”. She is currently on clinical internship at Nationwide Children’s Hospital in Columbus, OH. DNL member Kelly Macdonald submitted an F-31 proposal to NIH, entitled “The roles of first and second oral language processes in reading and math outcomes among English language learners in middle school”.

July 2018 DNL members Amanda Child and Kelly Macdonald (with Dr. Cirino) publish the manuscript, “Longitudinal overlap of reading and math and their predictors” in Contemporary Educational Psychology. TCLD team members (with Dr. Cirino) publish the manuscript, “Control engagement during sentence and inhibition fMRI tasks in children with reading difficulties”, in Cerebral Cortex.

June 2018 Dr. Cirino presented at a symposium of the annual meeting of the Society for the Scientific Studies of Reading, in Brighton, UK, reviewing a series of studies focused on executive function. TCLD team members (with Dr. Cirino) publish the manuscript, “Executive functions and response to intervention: Identification of struggling readers”, in Learning Disability Quarterly .

May 2018 DNL member Jesse Fischer successfully his doctoral Dissertation, “Frontostriatal white matter integrity relations with ‘cool’ and ‘hot’ self-regulation following pediatric traumatic brain injury”. He is currently on clinical internship at the UCLA Semel Institute in Los Angeles. DNL member Amanda Child successfully defended her doctoral Dissertation, “Academic fluency in pediatric brain tumor survivors treated with proton beam radiation therapy versus photon radiation therapy”. She is currently on clinical internship at the University of Chicago School of Medicine. DNL undergraduate member Andrea Ochoa received a Summer Undergraduate Research Fellowship (SURF), to work in the DNL this summer. Congratulations Andrea! Dr. Cirino publishes the manuscript, “Longitudinal algebra prediction for early versus later takers”, in the Journal of Educational Research .

March 2018 DNL undergraduate member Rachel O’Reilly successfully completed her senior honors thesis, entitled “Internalizing and externalizing symptoms and their relation to math difficulties and spina bifida”. Dr. Cirino gave a plenary talk at the 24th Butters-Kaplan West Coast Neuropsychology Conference, entitled “Understanding the developmental neuroscience of mathematics: Application to neurodevelopmental populations”, in San Diego, CA. DNL member Amanda Child (with Dr. Cirino) has her thesis, “A cognitive dimensional approach to understanding shared and unique contributions to reading, math, and attentional skills”, published in the Journal of Learning Disabilities.

February 2018 Several members of the DNL (Amanda Child, Kelly Macdonald) presented posters at the International Neuropsychological Society Meeting in Washington, DC. Dr. Cirino presented as well. Dr. Cirino (with TCLD team members and DNL member Elyssa Gerst), have their manuscript, “A framework for executive function in the late elementary years”, published in Neuropsychology .

January 2018 TCLD team members (with Dr. Cirino), have their manuscript, “Cortical thickness and local gyrification” in children with developmental dyslexia”, published in Cerebral Cortex .

October 2017 Dr. Cirino is PI of a new project on attention and achievement. The project is one of five in the new Texas Center for Learning Disabilities (TCLD), which you can read more about by clicking here .

September 2017 DNL member Jesse Fischer’s thesis work sleep and internalizing disorders in children with TBI, is now in press in the Journal, Neuropsychology .

August 2017 The DNL welcomes Kelly Halverson to the lab! DNL member Kelly Macdonald publishes a first-author paper in the Journal Frontiers in Psychology , on “neuromyths”. You can read a summary of this paper here . Kelly was featured (along with co-author Dr. Lauren McGrath, and also Dr. Daniel Willingham) on the NPR show “Science Friday” with Ira Flato, which you can listen to here . A Special Issue on executive functions and achievement (edited by Dr. Cirino, with Dr. Erik Willcutt) is published in the Journal of Learning Disabilities . A link to the table of contents of the special issue is available here . Included in the special issue is an article by TCLD team members (including Dr. Cirino, and DNL members Elyssa Gerst, Amanda Child, and Emily Warren), “Executive function, self-regulated learning, and reading comprehension: A training study”.

July 2017 DNL member Jesse Fischer completed all requirements of his comprehensive exams, including passing the EPPP, and attains LPA status.

May 2017 Congratulations to Dr. Elyssa Gerst, who received her Ph.D. at UH commencement! She completed her internship, and is heading off to her postdoctoral fellowship at Children’s National Hospital in Washington, D.C. Way to go, Dr. Gerst – welcome to the DNL alumni club! Congratulations to Dr. John Elias, who received his Ph.D. at UH commencement! He completed his internship, and is now beginning his postdoctoral fellowship at the University of New Mexico Health Sciences Center in Albuquerque, NM. Way to go, Dr. Elias, and welcome to the DNL alumni club!

April 2017 DNL member Will Lacey successfully defends his thesis, “The Role of Magnitude Processes and Working Memory for Learning Algebra”.

February 2017 Several members of the DNL (Emily Warren, Elyssa Gerst, Amanda Child, Will Lacey) presented posters at the International Neuropsychological Society Meeting in New Orleans, LA. Dr. Cirino presented as well.

January 2017 DNL member Elyssa Gerst’s thesis work, “Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children”, is published in Child Neuropsychology .

August 2016 The DNL welcomes Kelly Macdonald to the lab! DNL member Amanda Child completes all requirements of her comprehensive exams, including passing the EPPP, and attains LPA status.

June 2016 DNL member Elyssa Gerst successfully defends her dissertation, “Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading”

May 2016 DNL member Emily Huston-Warren successfully defends her thesis, “The Role of Executive Functions and Self-Regulated Learning in Math Development: A Path Analytic framework”

February 2016 Several members of the lab (John Elias, Amanda Child) presented posters at the International Neuropsychological Society Meeting in Boston, MA. Dr. Cirino presented as well. DNL member Elyssa Gerst matches for internship at Children’s Hospital Colorado in Aurora, CO. Congratulations Elyssa! DNL member John Elias matches for internship at the University of New Mexico Health Sciences Center in Albuquerque, NM. Congratulations John!

January 2016 Dr. Cirino is named Editor-in-Chief of Learning and Individual Differences

December 2015 DNL member Amanda Child successfully defends her thesis, “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder”

November 2015 Elyssa Gerst thesis paper is in press in Child Neuropsychology. Way to go Elyssa!

October 2015 Dr. Cirino presented a talk on executive functions in a symposium at the International Dyslexia Association John Elias successfully defended his dissertation, "A model for the contributions of executive functions, math anxiety, and parental expectations toward math achievement". Congratulations, John!

September 2015 Dr. Cirino is named Associate Editor of the journal, Learning and Individual Difference

August 2015 A special issue in the Journal of Learning Disabilities, on Executive Functions and Their Contribution to Academic Skills (and edited by Dr. Cirino, with Dr. Erik Willcutt), is in press.

July 2015 Dr. Cirino presented on executive function and reading comprehension in a symposium at the annual meeting of the Scientific Studies of Reading, Waikaloa, HI Emily Maxwell began a postdoc with Children's Hospital Colorado

June 2015 Emily Maxwell successfully defended her dissertation, "The role of executive functioning, anxiety, and family burden on mathematical performance in children with traumatic brain injury." Congratulation, Emily

February 2015 Several members of the lab (Emily Maxwell, Emily Huston-Warren, Amanda Child, and Elyssa Gerst) presented posters at the International Neuropsychological Society Meeting in Denver, CO. Dr. Cirino presented as well.

November 2014 Elyssa Gerst Successfully defended her thesis, "Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Congratulations Elyssa!

September 2014 The DNL welcomes Will Lacey to the lab!

April 2014 Elyssa Gerst successfully defends her thesis proposal, “ Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children ” Elyssa Gerst is named student representative to the Houston Neuropsychological Society ( HNS )

March 2014 Dr. Cirino presents an address on the neuropsychology of math at the West Coast Neuropsychology Conference in San Diego, CA.

February 2014 Becca Martin, John Elias, Elyssa Gerst, and Emily Huston-Warren present at the International Neuropsychological Society ( INS ) Meeting in Seattle, WA. Congratulations to Emily Maxwell, who successfully matched with Denver Children’s Hospital APA accredited clinical psychology internship. Way to go, Emily!

December 2013 Emily Maxwell successfully defends her dissertation proposal, “The role of anxiety, family environment, and executive functioning on mathematical performance in children with traumatic brain injury” John Elias successfully defends his dissertation proposal, “A model for the contributions of executive functions, math anxiety, and parental expectations toward math achievement“

November 2013 Becca Martin successfully defends her Dissertation, “Memory in children with temporal and frontal lobe epilepsy, pre- and post-operatively”

September 2013 The DNL welcomes Amanda Child and Emily Huston-Warren to the lab!

February 2013 Congratulations to Becca Martin, who successfully matched with The Emory University School of Medicine/Grady Health System (Emory/Grady) APA accredited clinical psychology internship. Way to go, Becca! Congratulations to Emily Maxwell and John Elias, who successfully passed Neuropsychology Specialty Comprehensive Exams Becca Martin, Emily Maxwell, and Dr. Cirino present at the International Neuropsychological Society Meeting in Waikoloa, HI.

January 2013 Dr. Cirino is named Treasurer for the Houston Neuropsychological Association (HNS), continuing his long involvement with this organization.

December, 2012 Dr. Cirino is named to the Editorial Board of the Learning Disabilities Quarterly

November, 2012 John Elias successfully defended his Masters Thesis, “ Procedural versus conceptual Algebra Refresher Interventions in adults and the moderating effects of cognitive abilities ”, which he is now preparing for publication.

October, 2012 Becca Martin successfully defended her Dissertation proposal, “ Memory and executive functions in pre- and post-operative epilepsy in children with temporal and frontal lobe epilepsy ” Dr. Cirino is named to the Editorial Board of the Journal of Experimental Child Psychology

September, 2012    Dr. Cirino is awarded tenure as Associate Professor in the Department of Psychology.

August, 2012 Emily Maxwell successfully defended her Masters Thesis, “ Visual perception in children with spina bifida myelomeningocele and the impact of posterior cortical changes ”, which she is now preparing for publication. The lab welcomes Elyssa Gerst, a first year graduate student in neuropsychology

July, 2012  Congratulations to Becca Martin for passing Comprehensive Exams, including successfully passing the EPPP! Way to go Becca!

June, 2012     Congratulations to John Elias and Emily Maxwell for successful defenses of their thesis proposals! John’s thesis is entitled, “ Procedural versus conceptual algebra refresher interventions in adults and the moderating effects of cognitive abilities ”. Emily’s thesis is entitled, “ Visual perception in children with spina bifida myelomeningocele and the impact of posterior cortical changes ”.

April, 2012  Becca Martin, is named student representative to the Houston Neuropsychological Society ( HNS ). Dr. Cirino is named to the Editorial Board of the Journal of Learning Disabilities .

February, 2012  At the 40th Annual meeting of the International Neuropsychological Society ( INS ), the lab was active in presenting posters! John Elias presented Magnitude representation, spatial abilities, and mathematical performance in adults. Emily Maxwell presented Symbolic and non-symbolic magnitude comparison and math skills in adults . Becca Martin presented, Counting procedural skill and conceptual knowledge in kindergarten as predictors of grade 1 math skills .

January, 2012   Becca Martin is named as the Programs Coordinator, for Students in Neuropsychology (SINS), an organization of the International Neuropsychological Society ( INS ). Dr. Cirino is named to the Association for Doctoral Education in Clinical Neuropsychology ( ADECN ). He is Treasurer for ADECN. Dr. Cirino is named Member at Large for the Houston Neuropsychological Association ( HNS ), continuing his long involvement with this organization.

December, 2011 The competing continuation of the Texas Center for Learning Disabilities ( TCLD ) is funded. Dr. Cirino is PI of Project II, Development of a Framework for Executive Functions in the Context of Reading Comprehension Skills and Difficulties

April, 2011 The lab is currently running a study evaluating the contributions of number sense and other cognitive skills in relation to mathematical skill in undergraduates. Current UH students may sign up for this study within the SONA system. Dr. Cirino will present a talk at the meeting of the Society for Research in Child Development (SRCD) in Montreal, entitled, “ Profile Analysis of Children with MD With and Without RD on Mathematical Competencies in 2nd and 3rd Grade ”

February, 2011 Becca Martin presented two first-author posters at the International Neuropsychological Society (INS) meeting in Boston in February, 2011.  The title of the posters were “ Stability of math skills in children categorically and continuously ”, and “ The role of non-symbolic and symbolic estimation and comparison in computational ability in adults ”.

March, 2011 Dr. Cirino recently received an Institute for Education Sciences (IES) Exploration grant with Co-PI’s Tammy Tolar, Ph.D. (at TIMES/UH), and Lynn Fuchs, Ph.D. (at Vanderbilt University), entitled “ Arithmetical and Cognitive Antecedents and Concomitants of Algebra Skill ”. The grant will run from August, 2011 to August 2015.

August, 2010 We welcome Emily Maxwell and John Elias to the lab. Emily and John are first year graduate students in the Neuropsychology Track of the Clinical Psychology program at UH.

Postdoctoral Fellowship in Clinical Neuropsychology

Northwestern University Feinberg School of Medicine offers a two-year postdoctoral fellowship training program in clinical neuropsychology. In accordance with Houston Conference guidelines (Archives of Clinical Neuropsychology, 1998, 13, 160-166), fellows receive intensive residency training in the science and practice of clinical neuropsychology, including opportunities for assessment, research, treatment and teaching. Fellows are expected to be eligible for ABPP board certification in clinical neuropsychology by the completion of their postdoctoral training.

Clinical Training Tracks

Applicants are asked to indicate their interest in one or both of the clinical training tracks described below. Training tracks are defined by a major rotation which forms the primary focus of the fellow’s postdoctoral training experience. To ensure the breadth of clinical training experience, fellows also participate in two secondary rotations throughout the course of their training. The secondary rotations include:

1) Conducting comprehensive outpatient neuropsychological evaluations for a wide variety of referral questions and conditions including neurologic, neurodegenerative, transplant, neoplastic, cerebrovascular, psychiatric and neurodevelopmental syndromes

2) Cross-training between the Medical/CL and Neurosurgical Neuropsychology tracks

Provided sufficient time and resources, other available training experiences may include:

• Seeing geriatric cases as part of the Neurobehavior and Memory Clinic at the Mesulam Center for Cognitive Neurology and Alzheimer’s Disease
• Forensic Neuropsychology experience as part of the Division of Psychiatry and the Law

Medical/Consultation-Liaison Neuropsychology Track

The major rotation for this track is housed within the consultation-liaison neuropsychology service at Northwestern Memorial Hospital. As part of this rotation, the fellow receives extensive training in neuropsychological sequelae of acute medical illness and clinical experience in the bedside assessment and treatment of inpatients admitted for a variety of neurologic, neoplastic, cardiovascular, toxic/metabolic, psychiatric and developmental disorders, traumatic brain injuries and systemic conditions with mental status changes. As part of a multidisciplinary care team, the fellow acts as a consultant-liaison between the patient, their family, the primary care team, other consultants and allied health professionals. Caseload is variable, ranging from two to eight patients per week. Supervision of graduate-level practicum externs is also a potential experience within this track.

N eurosurgical Neuropsychology Track

The major rotation for this track is shared between the Departments of Psychiatry and Behavioral Sciences and Neurological Surgery. The clinical population is patients undergoing neurosurgical intervention primarily for brain tumors, and more rarely for epilepsy or cerebrovascular conditions. The fellow conducts pre- and post-surgical neuropsychological assessments and participates in intraoperative cortical mapping during awake craniotomies. Typical caseload is two to four outpatients per week plus four hours in the operating room. Neuropsychological evaluations are typically conducted in the outpatient clinic, though occasionally are seen inpatient.

Academic Activities

Northwestern Medicine and the Feinberg School of Medicine offer a rich spectrum of educational and academic activities, including grand rounds, journal club, case conferences, seminar series in behavioral and clinical neuroscience, monthly seminars highlighting ongoing research, professional development series and more.

Fellows have opportunities for classroom teaching within the clinical psychology PhD program and the medical school, and for clinical supervision of graduate-level clinical psychology externs and psychiatry residents. Fellows are expected to actively participate in supervised research with one or more of the program faculty members (see below for a description of faculty research interests).

Learn more about our educational programs on the Department of Psychiatry and Behavioral Sciences Education page .

Requirements & Eligibility

Qualified applicants will have successfully completed a PhD in clinical psychology, including a one-year APA/CPA-approved internship with concentration in neuropsychology. Preference will be given to applicants with a strong theoretical foundation in neuropsychological assessment and functional neuroanatomy, and research experience including publications and conference presentations.

How to Apply

Email your CV and letter of interest to our Associate Director of Fellowship Training, Kristina Johnson, PhD by December 1st 2024. Three letters of recommendation may also be requested later so please have your writers prepared if necessary.

We are an independent fellowship training site and do not participate in the APPCN match process. Please address all inquiries to Kristina Johnson, PhD at [email protected]

Neuropsychology Fellowship Faculty

• Michael Brook, PhD, ABPP
• Robert Hanlon, PhD, ABPP
• Kristina Johnson, PhD
• Melissa-Ann Mackie, PhD
• James Reilly, PhD
• Erica Sieg, PsyD, ABPP
• Matthew Tate, MD, PhD (neurosurgery track)
• Sandra Weintraub, PhD, ABPP

Current Fellows 2021-2023

Cheshire Hardcastle, PhD

Dr. Hardcastle received her bachelor’s degree from the University of Cincinnati in Psychology. She completed her master’s degree in Manchester, England in Neuroimaging for Clinical and Cognitive Neuroscience before completing her doctoral training at the University of Florida in clinical psychology under the neuropsychology concentration. During her doctoral training, she researched functional brain changes that accompany normal aging and older adults aging with mild cognitive impairment. Her dissertation focused on functional brain changes that occur in an older adult population who underwent computerized cognitive training aimed at reducing dementia risk. She completed her internship at the University of Chicago in the neuropsychology track. Her research and clinical focus continues to be in medically complex older adults who may be at risk for cognitive decline and dementia. In her free time she enjoys dancing ballet and modern dance, and trying out new restaurants

Kaitlynne Leclaire, PhD

Dr. Leclaire received her bachelor’s degree in psychology from the University of Massachusetts Amherst. She then went on to obtain her Ph.D. in clinical psychology, with an emphasis in neuropsychology, from the University of Wisconsin Milwaukee where her dissertation examined the association between aerobic fitness and network connectivity in the default mode network in healthy emerging adults.     She completed her internship at Rush University Medical Center in the neuropsychology track.  Her research interests include utilizing neuropsychological and neuroimaging methods to better understand how genetic and modifiable health factors relate to neurocognition, particularly in aging, as well as in examining the neurocognitive effects of brain cancer and its treatment. In her free time, she enjoys trying new restaurants, staying active outdoors, traveling, and spending time with her chocolate lab.   

Recent Alumni (past 10 years)

• Jazmin Mogavero, PhD (2023)
• Kristina Johnson, PhD (2023)
• Courtney Eskridge, PhD (2021)
• Daniel Kern, PhD (2021)
• Melissa Mackie, PhD (2019)
• Caterina Mosti, PhD (2019)
• Olivia Harner, PhD (2017)
• Erica Cotton, PsyD (2017)
• Teresa Susmaras, PhD (2015)
• Michael Brook, PhD (2013)

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• Nebraska Medicine
• Current Students
• Current Faculty

Neuropsychology Fellowship

Dr. Pamela May-Weeks, Program Director

University of Nebraska Medical Center offers a two-year post-doctoral fellowship in Clinical Neuropsychology under the Department of Neurological Sciences, Neuropsychology division. This fellowship position is located on the hospital's main campus in midtown Omaha, Nebraska. The Neuropsychology division staff includes three full-time neuropsychologists, four psychometrists, an administrative assistant, a receptionist and one neuropsychology fellow.

Nebraska Medicine is the primary teaching partner for the University of Nebraska Medical Center.  Nebraska Medicine includes two highly respected hospitals, Nebraska Medicine (main Omaha campus) and Nebraska Medicine—Bellevue campus, as well as approximately 40 specialty and primary care clinics in Omaha and the surrounding areas.  We have an international reputation for solid organ and bone marrow transplantation services; and we are a leader in oncology, cardiology and neurology services.  Nebraska Medicine employs more than 8,000 employees and has a medical staff of more than 1,000 students each year.  Nebraska Medicine has more than 350 medical and surgical fellows, and trains and educates approximately 1,000 students each year. 

Current Fellow

• Kyle Greenman, PhD (UNMC Neuropsychology Fellow 2023-2025) Graduate Program: Palo Alto University (Clinical Psychology, 2021) Internship: Samaritan Health Services (Corvallis, OR)

Fellowship Training Faculty:

• Nick Kavish, PhD
• Pamela May-Weeks, PhD, ABPP-CN
• Vaishali Phatak, PhD, ABPP-CN

Clinical Training & Research Opportunities

Training is based on the Houston Conference guidelines for specialty training in clinical neuropsychology. Fellows will receive a minimum of two hours per week of individual face-to-face supervision with a clinical neuropsychologist. Fellows will attend and present relevant evaluation findings at multidisciplinary team meetings. The program emphasizes clinical training with an opportunity for clinical research, with the expectation that the fellow will co-author at least one paper or poster during their two-year tenure. 

Patient Population

Fellows will receive substantial clinical training in general adult neuropsychology. The patient population is diverse and is primarily outpatient focused. Patients present with a broad range of medical conditions treated in a tertiary care hospital. Specific emphases and specialty populations include:

• Adult epilepsy, including pre-surgical assessment and Wada evaluation
• Memory disorders
• Movement disorders, including pre-surgical assessment for deep brain stimulation placement for Parkinson's disease
• Multiple sclerosis
• Central nervous system (CNS) tumor
• Brain injury
• Solid organ transplant
• Psychiatric disorders

Didactic Training Opportunities

Fellows will be expected to attend and participate in regular neuropsychology didactics including neuropsychology seminar, journal club, and professional development discussions. There are opportunities for additional educational programming offered by UNMC, including neurology grand rounds, neurology resident lecture series, and neurology movement disorders fellowship didactics. Fellows will be expected to present at the neuropsychology seminar and to present at neurology grand rounds once during their fellowship. Opportunities can also be arranged for shadowing physicians to further the fellow’s knowledge regarding the neurological examination and differential diagnosis of relevant disorders.

Training Objectives

The Clinical Neuropsychology Fellowship Program is designed to fulfill the Nebraska state psychology licensure requirements and to ensure that trainees are prepared for future board certification in clinical neuropsychology. By the completion of the 24-month residency, fellows will be expected to be proficient in conducting neuropsychological assessments with a wide variety of patient populations, including conducting clinical interviews, selecting and administering neuropsychological test batteries appropriate to the referral question and population, and conducting feedback sessions to explain results to patients and family members. General knowledge of neurological and psychiatric disorders and associated neuropsychological assessment patterns is expected by completion of the training program, with administration of a practice written examination and mock fact-finding oral examination similar to those used for ABPP board certification at the completion of the program. The fellow is also expected to pass the EPPP by the completion of the 24-month fellowship. Professional practice evaluations are completed and reviewed with trainees every six months. Any identified training needs are incorporated into subsequent rotations.

• Projected salary is $52,881
• Comprehensive health, dental and vision insurance is available. Basic life and disability insurance are available.
• One day of sick leave is accrued each month.
• Each year, twelve days of paid vacation are accrued, and seven traditional holidays and five floating holidays are granted. Additionally, five days of leave with pay for professional or educational meetings are allowed annually and the fellow is given a $2,500 professional fund each year.

UNMC is an equal opportunity employer. Individuals from diverse backgrounds are encouraged to apply. 

Our next recruitment season will begin in October, 2024 for the February, 2025 APPCN Match. Deadline for applications is 12/15/2024. 

University of Nebraska Medical Center is a member of the Association of Postdoctoral Programs in Clinical Neuropsychology (APPCN) and participates in the APPCN match. To be considered for this Postdoctoral Fellowship in Clinical Neuropsychology, applicants must have completed an APA/CPA-accredited doctoral program and an APA/CPA accredited internship. Applications must include: 

• A letter of application outlining specific training and eventual professional goals, as well as the status of your dissertation
• Vitae or resume describing background training and experience, including a description of internship and other scholarly activities and research
• Two sample de-identified neuropsychological evaluation reports
• Three letters of recommendation, at least one from an internship supervisor (sent directly from referees)
• Copies of graduate transcripts
• Verification of Completion of Doctorate (to be completed by Dissertation Chair or Director of Clinical Training).  The form may be downloaded  here .

Please submit all materials through the U.S. mail or by email to:

Pamela May-Weeks, PhD, ABPP-CN Training Director, Clinical Neuropsychology Residency Program Department of Neurological Sciences, University of Nebraska Medical Center Neuropsychology Division 988425 Nebraska Medical Center Omaha, NE 68198-8425 Email

About Omaha

UNMC's campus is located in the area of 10 square blocks in a central area of the city. Omaha is home to a world-class zoo, the nation’s top-ranked playhouse and some of the best restaurants in the country.

gsl_tmp6: gsl_tmp1:NULL --> School School of Philosophy, Psychology and Language Sciences College College of Arts, Humanities and Social Sciences Credit level (Normal year taken) SCQF Level 11 (Postgraduate) Course type Dissertation Availability Available to all students SCQF Credits 60 ECTS Credits 30 Summary The student will conduct a research project in a field relevant to human cognitive neuropsychology. Course description The course consists of preparing for, carrying out and writing up a dissertation, in collaboration with the supervisor. The topic for the project, and thereby supervisor, can be selected from among those offered by the Department; alternatively, students can suggest their own projects to available supervisors. Typically, the topic and supervisor selection are completed by January; planning is completed by the end of April and the empirical part of the project is completed by late July. Typically, the project involves setting up a rationale and hypotheses / specific research questions for an empirical project; collecting and analysing data, or re-analysing existing data, to address the hypotheses / questions; and writing the rationale, methods and results up, alongside a discussion and similarly to a journal article. The dissertation is up to 6,000 words long. Students can work in pairs to prepare for the project and collect data, but the dissertations are written and marked individually. Entry Requirements (not applicable to Visiting Students) Pre-requisites Co-requisites Prohibited Combinations Other requirements None Information for Visiting Students Pre-requisites None High Demand Course? Yes ---- call to this SRL ---- Course Delivery Information Learning Outcomes On completion of this course, the student will be able to: Reading List Relevant literature depends entirely on the project and is agreed in discussion with the supervisor. Additional Information Graduate Attributes and Skills Skills for accessing, synthesizing and critical evaluation of academic literature Skills for verbal and written communication, academic writing, and quantitative / qualitative data analysis Experimental design skills; participants testing, data curation and IT skills. Autonomy, self-discipline, time-management, and team-collaboration Keywords research project,human cognitive neuropsychology,cognitive neuroscience Contacts Course organiser Dr Robert McIntosh (0131 6)50 3444 [email protected] Course secretary Mrs Elinor Lange (0131 6)51 3188 [email protected] Navigation Help & Information Regulations Degree Programmes Courses Other Information   University home Working here Alumni and supporters Our departments Visiting us Doctoral College Doctoral Theses Show simple item record Holistic Modernism: Virginia Woolf and Neuropsychology dc.contributor.author Jin, UC-L dc.date.accessioned 2022-03-21T09:58:38Z dc.date.issued 2022-03-21 dc.date.updated 2022-03-18T09:17:56Z dc.description.abstract In this research, I aim to place Virginia Woolf’s literary representation of the mind-body relation within the context of neuropsychology. To do this, I will draw a parallel, between her holistic understanding of the human mind and body, and the holism movement in early-twentieth-century neuroscience. In recent years, Virginia Woolf’s literary representation of the mind-body relation has been discussed not only in the field of medical humanities, but also in the comparative studies of contemporary neuroscience and literature. Nevertheless, her biographical links and intellectual resonances with neuropsychology have not yet been widely explored. One might suggest that Woolf did not consider neuropsychological ideas in her work; she was not a neuroscientist, but a writer whose exploration of the mind-body relation is literary and aesthetic. It is possible to argue that Woolf’s writing about the mind and body should be seen as more psychological than neurological; she was acquainted with several psychoanalysts and psychologists, and she did read their works. The current study, however, will explore Woolf’s link to earlytwentieth- century neuropsychology through her relationship with her doctor, Sir Henry Head. By extension, it will also explore her link to the neuropsychology that came after Woolf and Head. Using the historical/cultural framework, and textual analysis, the current study suggests that Woolf’s understanding of ‘the whole’ in the mind-body relation, and of perception and experience, can contribute to our knowledge of the human mind, as well as the material world in which we live. I argue that Woolf can be seen as a holistic modernist; she embodied the concept of ‘the whole’ in her texts, which resonated with the works of the holistic neuropsychologists, including Henry Head, Kurt Goldstein, Alexander Luria, and Oliver Sacks. en_GB dc.identifier.uri http://hdl.handle.net/10871/129099 dc.publisher University of Exeter en_GB dc.title Holistic Modernism: Virginia Woolf and Neuropsychology en_GB dc.type Thesis or dissertation en_GB dc.date.available 2022-03-21T09:58:38Z dc.contributor.advisor Salisbury, Laura dc.contributor.advisor Bolin, John dc.publisher.department English dc.rights.uri http://www.rioxx.net/licenses/all-rights-reserved en_GB dc.type.degreetitle PhD in English dc.type.qualificationlevel Doctoral dc.type.qualificationname Doctoral Thesis rioxxterms.version NA en_GB rioxxterms.licenseref.startdate 2022-03-21 rioxxterms.type Thesis en_GB refterms.dateFOA 2022-03-21T09:58:55Z Files in this item This item appears in the following collection(s). Show Statistical Information 187 IMAGES (PDF) Department of General Psychology Master Degree in Cognitive Course Notes Clinical Neuropsychology PART 1 The Cognitive Neuropsychology of Schizophrenia. By C,. D. Frith. (Pp (PDF) EC PSYCHOLOGY AND PSYCHIATRY Thesis Common Neural Activations (PDF) Evidence-Based Research and Practice in Clinical Neuropsychology Doctoral Degree & Applications VIDEO How to Prepare for Clinical Psychology Schools How Important is Research for Applying to Grad School The Path to Clinical Neuropsychology Specialty Doctoral Training and Preparation PhD student about her PhD project in #Neuroscience 🧠 #shorts Why are Psychologists/Therapists Leaving the Field? How to Find a Mentor in Grad School COMMENTS Cognitive Neuroscience Cognitive Neuroscience - Thesis and dissertation. It is expected that the Master of Arts (MA) thesis will be completed within the first two years in the program. The Master's degree will normally be required before studies for the doctorate are begun. The main component of the doctoral program is the dissertation. Neuropsychology (Ph.D.) The APA-accredited Ph.D. program in Psychology (specialization in Neuropsychology) at Howard's Graduate School provides didactic and research training in the study of brain-behavior interactions and human behavior as it relates to normal and abnormal functioning of the central nervous system. Our Ph.D. program exposes students to a wide range ... Psychology, Ph.D., Clinical Neuropsychology Psychology. Department of Psychology: [email protected]. Graduate Program: [email protected]. Clinical neuropsychology is a scientific discipline that involves expert understanding and application of the science of brain-behavior relationships. Clinical neuropsychologists advance and use evidence-based assessment and intervention to evaluate and ... Recent Theses Recent Theses - University of Houston. UH Home. College of Liberal Arts and Social Sciences. Department of Psychology. Clinical Psychology. Major Areas of Study. Clinical Neuropsychology (CN) Training. Research. Neuro Psychology Dissertation Topics & Titles Neuro Psychology Dissertation Topics & Titles. Published by Jamie Walker at January 2nd, 2023 , Revised On August 11, 2023. You can expect to face several challenges when writing a dissertation. However, the topic selection is the most notable one because if you choose an inappropriate neuro psychology dissertation topic, you may end up failing ... Cognition and Neuroscience PhD New students typically rotate through multiple research laboratories to choose a dissertation laboratory. All Program Faculty. Cognition and Neuroscience PhD Faculty. ... The PhD program in cognition and neuroscience overlaps with other programs in BBS. For example, many students do research and take courses in neuroscience, psychology and ... Psychology PhD thesis collection Developmental pathways of suicidality and self-harm among youth . Zhu, Xinxin (The University of Edinburgh, 2024-03-18) Suicidality and self-harm among youth are significant public health concerns. This thesis seeks to elucidate the developmental pathways and predictors underpinning these issues, with a particular emphasis on the roles of ... Doctoral Degree & Applications Thesis. The first milestone in your doctoral program is typically to complete and orally defend a thesis (research) project, allowing you to earn your Master's degree. Note: If you already completed a terminal Master's degree in psychology prior to entering a doctoral program, you may be able to skip or streamline this step (but be sure to do your research on this, as the requirements vary ... Clinical Neuropsychology Stream MA thesis related to neuropsychology. MA Oral exam pass within 24 months of program entry. PhD dissertation related to neuropsychology PhD Oral exam pass. Publications and presentations reported in annual student reports and CVs. Additional Comments: See also statistics and research design requirements of the Clinical and Clinical-Developmental ... Ph.D. in Psychology: Clinical The Ph.D. in Clinical Psychology offers intensive training in clinical neuropsychology and child/adolescent psychology. Skip to site menu; Skip to page menu ... all clinical psychology graduate students complete a formal master's thesis (unless transferring in one from another graduate program) and a doctoral dissertation. Yet, our scientist ... Graduate Masters Theses Experiences of childhood adversity have long been associated with poor mental health functioning (Anda et al., 2006) and with impairments in learning and memory (Homberg, Molteni, Calabrese, & Riva, 2014). How these experiences increase risk of mental illness and cognitive dysfunction remains an active area of research; much less is known about how protective factors alter trajectories and ... PhD in Applied Cognitive and Brain Sciences Drexel University's doctoral (PhD) program in Applied Cognitive and Brain Sciences is focused on psychological questions of real-world significance, grounded in basic science. The program emphasizes rigorous quantitative and methodological training, and students receive substantial personal interaction with faculty mentors.This doctoral program prepares scholars to excel in careers across ... Human Cognitive Neuropsychology MSc, Diploma, Certificate Planning for the dissertation will take place before April. The dissertation will be carried out between April and August. Core courses. The core courses include topics specific to cognitive neuroscience and neuropsychology and courses covering advanced academic skills and research methodology, including research design and statistical modelling. PDF Educational Psychologists and Paediatric Neuropsychology: Expanding the thesis has provided the first exploration of the types of neuropsychological cases EPs encounter in their daily practice. Phase 1 in particular has highlighted that knowledge of neuropsychology theory and research has applications that go beyond EPs' role in specialist settings, considering that over 90% of EPs reported having worked on Neuropsychology Clinical neuropsychology is the scientific discipline involving the identification, description, multivariate quantification, and remediation of psychological impairments resulting from central nervous system disease and trauma. The neuropsychology major area of study provides a systematic program in human clinical neuropsychology. Clinical and ... Neuropsychology Emphasis According to guidelines adopted by the Division of Clinical Neuropsychology (Division 40) of the American Psychological Association (APA), the basic education and training of a clinical neuropsychologist includes:. Successful completion of a doctoral level degree in psychology from a regionally accredited program; Successful completion of systematic didactic education (course work in ... Neuroscience Theses and Dissertations Theses/Dissertations from 2022. PDF. Rhythmic, Motor, and Non-Motor Dysfunctions in Parkinson's Disease, A Window Into Regularity Processing, Freezing Of Gait, And Anxiety, Abdullah Al Jaja. PDF. The Effect of Active Learning on Viewpoint Dependence for Novel Objects, Cassandra Wallace Bacher. PDF. Developmental Neuropsychology Lab August, 2012 Emily Maxwell successfully defended her Masters Thesis, " Visual perception in children with spina bifida myelomeningocele and the impact of posterior cortical changes", which she is now preparing for publication. The lab welcomes Elyssa Gerst, a first year graduate student in neuropsychology Postdoctoral Fellowship in Clinical Neuropsychology Qualified applicants will have successfully completed a PhD in clinical psychology, including a one-year APA/CPA-approved internship with concentration in neuropsychology. Preference will be given to applicants with a strong theoretical foundation in neuropsychological assessment and functional neuroanatomy, and research experience including ... Frontiers in Psychology A new neuropsychological tool for simultaneous reading and executive functions assessment: initial psychometric properties. Using behavior and eye-fixations to detect feigned memory impairment. Editorial: Cognition and brain activity in Latin America. A historical perspective on the neurobiology of speech and language: from the 19th century to ... Neuropsychology Fellowship Kyle Greenman, PhD (UNMC Neuropsychology Fellow 2023-2025) Graduate Program: Palo Alto University (Clinical Psychology, 2021) Internship: Samaritan Health Services (Corvallis, OR) ... Verification of Completion of Doctorate (to be completed by Dissertation Chair or Director of Clinical Training). Course Catalogue Postgraduate Course: Dissertation in Human Cognitive Neuropsychology (PSYL11032) The student will conduct a research project in a field relevant to human cognitive neuropsychology. The course consists of preparing for, carrying out and writing up a dissertation, in collaboration with the supervisor. Holistic Modernism: Virginia Woolf and Neuropsychology In this research, I aim to place Virginia Woolf's literary representation of the mind-body relation within the context of neuropsychology. To do this, I will draw a parallel, between her holistic understanding of the human mind and body, and the holism movement in early-twentieth-century neuroscience. In recent years, Virginia Woolf's ... essay homework paper phd project review speech study thesis