Professor
Department Chair, Former Director of Clinical Training

Ph.D. University of Cincinnati, 1997

Contact Information

Email: gartstma@wsu.edu
Office: Johnson Tower 233E
Phone: (509) 335-4651
Website: Infant Temperament Lab

Curriculum Vita

Classes Taught

• Psychology 333: Abnormal Psychology
• Psychology 361: Principals of Developmental Psychology
• Psychology 440: Introduction to Clinical Psychology
• Psychology 464: Behavior Disorders of Children and Adolescents
• Psychology 530: Ethics & Professional Issues
• Psychology 538: Clinical Supervision
• Psychology 542: Evidence-Based Therapy for Children and Adolescents

Research Interests

• Child Temperament
• Developmental Psychopathology
• Biological Underpinnings of Temperament
• Cross-cultural Differences

Selected Publications

Gartstein, M.A., Seamon, E., Mattera, J.A., Bosquet Enlow M., Wright, R.J., Perez-Edgar, K., Buss, K.A., LoBue, V., Bell, M.A., Goodman, S.H., Spieker, S., Bridgett, D.J., Salisbury, A.L., Gunnar, M.R., Milner, S.B., Muzik, M., Stifter, C.A., Planalp, E.M., Mehr, S.A., Spelke, S.E., Lukowski, A.F., Groh, A.M., Lickenbrock, D.M., Santelli, R., DuRocher Schudlich, T., Anzman-Frasca, S., Thrasher, C., Diaz, A., Dayton, C., Moding, K.J., & Jordan, E.M. (2022). Using machine learning to understand age and gender classification based on infant temperament. PLoS ONE, 17, e0266026. https://doi.org/10.1371/journal.pone.0266026

Gartstein, M.A., *Warwick, H., & *Campagna, A.X. (2021). Electroencephalogram (EEG) frontal asymmetry changes during emotion-eliciting tasks and parent-child interaction dynamics. Social Development, 30, 496–514.

*Desmarais, E. E., *Brown, K, *Campbell, K., French, B., Putnam, S., Casalin, S., Linhares, B., Lecannelier, F., Wang, Z., Raikkonen, K., Heinonen, K., Tuovinen, S., Montirosso, R., Provenzi, L., Park, H., Han, S., Lee, E., Huitron, B., de Weerth, C., Beijers, R., Majdandžić, M., Benga, O., Slobodskaya, H., Kozlova, E., Gonzalez-Salinas, C., Acar, I., Ahmetoglu, E., Gartstein, M. A. (2021). Links between television exposure and toddler dysregulation: Does culture matter? Infant Behavior and Development, 63, e101557.

Gartstein, M.A., Hancock, G.R., *Potapova, N.V., Calkins, S.D., & Bell, M.A. (2020). Modeling development of frontal electroencephalogram (EEG) asymmetry: Sex differences and links with temperament. Developmental Science, 23, e12891.

*Iverson, S.L., *Desmarais, E.E., *Neumann, A.A., & Gartstein, M.A. (2020). Brief temperament guidance program for parents of infants: A pilot evaluation. Journal of Child and Adolescent Psychiatric Nursing, 33, 38-48.

Kozlova, E.A., Slobodskaya, H.R., & Gartstein, M.A. (2020). Early temperament as a predictor of child mental health. International Journal of Mental Health and Addiction, 18, 1493-1506.

*Neumann, A.A., *Desmarais, E.E., *Iverson, S.L., & Gartstein, M.A. (2020). Ecological contributions to maternal-infant functioning: Differences between rural and urban family contexts. Journal of Community Psychology. https://doi.org/10.1002/jcop.22313

Sánchez-Pérez, N., Putnam, S.P., Gartstein, M.A. & González-Salinas, C. (2020). ADHD and ODD symptoms in toddlers: Common and specific associations with temperament dimensions. Child Psychiatry and Human Development, 51, 310-320.

*Underwood, J., *Kirchhoff, C., *Warwick, H. & Gartstein, M.A. (2020). Leveraging Python to process cross-cultural temperament interviews: A novel platform for text analysis. Journal of Cross-Cultural Psychology, 51, 168-181.

*Erickson, N.L., Hancock, G.R., Oberlander, T.F., Brain, U., Grunau, R.E., & Gartstein, M.A. (2019). Prenatal SSRI antidepressant use and maternal internalizing symptoms during pregnancy and postpartum: Exploring effects on infant temperament trajectories for boys and girls. Journal of Affective Disorders, 258, 179–194.

Gartstein, M.A. (2019). Frontal electroencephalogram (EEG) asymmetry: Exploring contributors to the Still Face procedure response. International Journal of Behavioral Development, 44, 193–204.

Gartstein, M.A. & Hancock, G.R. (2019). Temperamental growth in infancy: demographic, maternal symptom, and stress contributions to over-arching and fine-grained dimensions. Merrill-Palmer Quarterly, 65, 121-157.

Gartstein, M.A. & Skinner, M.K. (2018). Prenatal influences on temperament development: The role of environmental epigenetics. Development and Psychopathology, 30, 1269-1303.

Gartstein, M.A., Seamon, E., Lengua, L.J., & Thompson, S.F. (2018). Community Crime Exposure and Risk for Obesity in Preschool Children: Moderation by the Hypothalamic–Pituitary–Adrenal (HPA)-Axis. Journal of Pediatric Psychology, 43, 353–365.

Gartstein, M.A., Hancock, G.R., & Iverson*, S.L. (2018). Positive affectivity and fear trajectories in infancy: Contributions of mother-child interaction factors. Child Development, 89, 1519-1534

*Desmarais, E., Majdandzic, M., Gartstein, M.A. *Bridgett, D.J., French, B. (2017). Cross-cultural differences in temperament: Comparing paternal ratings of US and Dutch infants. European Journal of Developmental Psychology, doi: 10.1080/17405629.2017.1356713

*Erickson, N. L., Gartstein, M. A. & Beauchaine, T. P. (2017) Infant predictors of toddler effortful control: A multi-method developmentally sensitive approach. Infant and Child Development, 26, e1971. doi: 10.1002/icd.1971.

Gartstein, M.A., Hookenson, K.V., Brain, U., Devlin, A.M., Grunau, R.E., & Oberlander, T.F. (2016). Sculpting infant soothability: The role of prenatal SSRI antidepressant exposure and neonatal SLC6A4 methylation status. Developmental Psychobiology, 58, 745-758.

Gartstein, M.A., Putnam, S.P., & *Kliewer, R. (2016). Do infant temperament characteristics predict core academic abilities in preschool-aged children? Learning and Individual Differences, 45, 299–306.

*LowKapalu, C. & Gartstein, M.A. (2016). Boys with Fragile X Syndrome: Investigating temperament in early childhood. Journal of Intellectual Disability Research, 60, 891-900.

Bornstein, M.H., Putnick, D.L., Gartstein, M.A., Hahn, C., Kwak, K., Auestad, N., & O’Connor, D.L. (2015). Infant Temperament across the First Years of Postnatal Life: Stability by Age, Gender, Birth Order, Term Status, and SES. Child Development, 86, 844–863.

Gartstein, M.A., Putnick, D.L., Kwak, K., Hahn, C., Bornstein, M.H. (2015). Stability of Temperament in South Korean Infants from 6 to 12 to 18 Months: Moderation by Age, Sex, and Birth Order. Infant Behavior and Development, 40, 103-107.

Gartstein, M.A., Bell, M.A., & Calkins, S.D. (2014). EEG Asymmetry at 10 Months of Age: Are Temperament Trait Predictors Different for Boys and Girls? Developmental Psychobiology, 56, 1327–1340.

Gartstein, M.A., Seamon, D.E., & Dishion, T.J. (2014). The Geospatial Ecology of Adolescent Problem Behavior and Alcohol Use: Proximal Effects of Peers and Parent Monitoring. Journal of Community Psychology, 42, 299–315.

Gartstein, M.A., *Bridgett, D.J., *Young, B.N., Panksepp, J., & Power, T. (2013). Origins of Effortful Control: Infant and Parent Contributions. Infancy, 18(2), 149-183.

Gartstein, M.A., *Bridgett, D.J., Rothbart, M.K., *Robertson, C., *Iddins, E., *Ramsay, K., & *Schlect, S. (2010). A Latent Growth Examination of Fear Development in Infancy: Contributions of Maternal Depression and the Risk for Toddler Anxiety. Developmental Psychology, 46, 651-668.

* indicates student or former student co-author

Professor of Psychology

Ph.D. University of Illinois, 1993

Contact Information

Email: lfournier@wsu.edu
Office: Johnson Tower 214
Phone: (509) 335-4415
Fax: (509) 335-4050
Website: Attention, Perception & Performance Lab

Classes Taught

• Psychology 198: Honors Introductory Psychology
• Psychology 312: Research Methods
• Psychology 384: Sensation and Perception
• Psychology 401: History of Psychology
• Psychology 592: Cognitive Psychology

Research Interests

• Visual attention
• Memory
• Perception
• Action

Our lab is presently investigating: 1) feature binding and how perception-based actions (both internally and externally guided action) are represented; 2) the role of attention, memory, and the different brain hemispheres in the formation of action plans; and 3) the phenomenon of precrastination (the opposite of procrastination) and the role of cognitive effort, as well as tradeoffs between cognitive and physical effort, in decision-making, and the effects of cannabis use on cognitive performance and brain activity.  Our lab currently utilizes behavioral (reaction time and accuracy) as well as EEG measures.

For more detailed explanation of these research interests and present ongoing projects, please visit the Attention, Perception & Performance Lab.

Selected Publications

* Indicates graduate student, ** indicates undergraduate student

Fournier, L.R. & *Richardson, B.  (2022).  Partial repetition between action plans delays responses to ideomotor compatible stimuli, Psychological Research, 86, 627-641. https://doi.org/10.1007/s00426-021-01491-9  (shareable paper at link:  https://rdcu.be/cg7nz )

*Raghunath, N., Fournier, L.R., & Kogan, C. (2021).  Precrastination and individual differences in working memory, Psychological Research, 85, 1970-1985. https://doi.org/10.1007/s00426-020-01373-6

*Richardson, B., Pfister, R., & Fournier, L.R. (2020).  Free-Choice and forced-choice actions:  Shared representations and conservation of cognitive effort.  Attention, Perception & Psychophysics, 82, 2516–2530. Doi: https://doi.org/10.3758/s13414-020-01986-4

Fournier, L.R., *Hansen, D.A., *Stubblefield, A.M., & Van Dongen, H.P.A. (2020; 2018 online). Action plan interrupted:  Resolution of proactive interference while coordinating execution of multiple action plans during sleep deprivation.  Psychological Research, 84, 454-467. Doi: https://doi.org/10.1007/s00426-018-1054-z

Rosenbaum, D.A., Fournier, L.R., Levy-Tzedek, S., McBride, Rosenthal, R., *Saurberger, K., *VonderHaar, R.L., Wasserman, E.A., Zentall, T.R. (2019, online). Sooner rather than later: Precrastination rather than procrastination. Current Directions in Psychological Science, https://doi.org/10.1177/0963721419833652

Fournier, L.R., *Stubblefield, A.M., Dyre, B.P., & Rosenbaum, D.A. (2019). Starting or finishing sooner? Sequencing preferences in object transfer tasks. Psychological Research, 83(8), 1674-1684. https://doi.org/10.1007/s00426-018-1022-7

Fournier, L.R., **Coder, E., Kogan, C., *Nisha Raghunath, N., *Taddese, E., & Rosenbaum, D.A. (2019) Which task will we choose first? Precrastination and cognitive load in task ordering. Attention, Perception & Psychophysics, 81(2), 489-503. https://doi.org/10.3758/s13414-018-1633-5

*Behmer Jr., L.P., & Fournier, L.R. (2016). Mirror neuron activation as a function of explicit learning: Changes in mu-event related power after learning novel responses to ideomotor compatible, partially compatible, and non-compatible stimuli.  European Journal of Neuroscience, 44, 2774-2785.

Reisberg, D., Simons, D.J., & Fournier, L.R.  (2016).  Are we there yet?  Introduction to the forum on when and whether psychological research is ready for use in the justice system.  Journal of Applied Research in Memory and Cognition, 5, 233-235.

Fournier, L.R., *Wiediger, M.D., & *Taddese, E.F. (2015). Action plans can interact to hinder or facilitate reach performance. Attention, Perception & Psychophysics, 77, 2755-2767. DOI: 10.3758/s13414-015-0959-5.

Fournier, L.R., *Behmer Jr., L.P., & *Stubblefield, A.M. (2014). Interference due to shared features between action plans is influenced by working memory span. Psychonomic Bulletin & Review, 21, 1524-1529. DOI:10.3758/s13423-014-0627-0.

Pfister, R., Janczyk, M., Gressmann, M., Fournier, L.R., & Kunde, W. (2014). Good vibrations? Vibrotactile self- stimulation reveals anticipation of body-related action effects in motor control. Experimental Brain Research, 232, 847-854. DOI: 10.1007/s00221-013-3796-6.

*Behmer, L.P. Jr., Fournier, L.R. (2014). Working memory modulates neural efficiency over motor components during a novel action planning task: An EEG study. Behavioural Brain Research, 260, 1-7. DOI:10.1016/j.bbr.2013.11.031.

Fournier, L.R., *Gallimore, J.M., **Feiszli, K. & Logan, G.D. (2014). On the importance of being first: Serial order effects in the interaction between action plans and ongoing actions. Psychonomic Bulletin & Review, 21, 163-169. DOI: 10.3758/s13423-013-0486-0.

Associate Professor, Career Track

Associate Chair for Undergraduate Studies
Director, Online Psychology Degree Program

Ph.D. Washington State University, 2012

Contact Information

Email: ldaffin@wsu.edu
Office: Johnson Tower 207
Phone: (509) 335-2802

Classes Taught

• Psychology 105: Introductory Psychology
• Psychology 201: Degrees and Careers
• Psychology 210: Psychology as a Science
• Psychology 301: Seminar in Psychology
• Psychology 328: Self Control
• Psychology 401: Historical Development of Psychology
• Psychology 470: Motivation
• Psychology 491: Principles of Learning
• Psychology 510: Introduction to Online Education

Research Interests

As the director of the online psychology degree, I split my time between teaching and administrative duties for the Department of Psychology. At the undergraduate level I teach on average one course in the classroom and 2-3 courses online each semester. At the graduate level, I teach a course focused on best practices for teaching online and all instructors new to teaching online are asked to take this course, including both graduate students and adjuncts. I assist the department chair with administrative tasks related to the online psychology degree program, including the curriculum taught in each class, program assessment, and the development of new courses. Our online program includes several professional experiences for online students to help them be more attractive to graduate programs and future employers. These experiences include: Grading TA (PSYCH 497-01), Instructional TA (PSYCH 497-02), Psychology Tutor (PSYCH 497-03), Research Assistant (PSYCH 498), and Independent Study in the form of hypothesis testing, literature review, and team problem solving options (PSYCH 499). I am also engaged in a line of educational psychology research looking at student performance on proctored vs. non-proctored exams in online courses and the utility and perception of Open Education Resources (OER).

Selected Publications

2021 (in press) Invited book chapter, co-authored with Jennifer Coleman of Western New Mexico University, on how to conduct undergraduate research in the behavioral sciences and with online students. In Undergraduate Research in Online, Virtual and Hybrid Courses:  Proactive practices for distant students. Book is expected to be published in 2021 but has been accepted by the publisher.

McRaney, K., Bridley, A., & Daffin, L.W. (2021). The Psychology of Gender, 2nd edition. OER; Published under WSU and Pressbooks. Subject to peer review. Frist published 2020.

Daffin, L.W. (2021). Principles of Learning and Behavior, 2nd edition. OER; Published under WSU and Pressbooks. Subject to peer review. First published 2019.

Daffin, L.W. & Lane, C. (2021). Essentials of Social Psychology, 2nd edition. OER; Published under WSU and Pressbooks. Subject to peer review. First published 2019.

Daffin, L.W. (2021). Motivation, 2nd edition. OER; Published under WSU and Pressbooks. Subject to peer review. First published 2018.

Daffin, L.W. (2020). Principles of Behavior Analysis and Modification, 3rd edition. OER; Published under WSU and Pressbooks. Subject to peer review. First published 2018.

Bridley, A. & Daffin, L.W. (2020). Abnormal Psychology, 2^nd edition. OER; Published under WSU and Pressbooks. Subject to peer review. First published 2018.

Daffin, L.W. & Jones, A. (2018). Comparing Student Performance on Proctored and Non-Proctored Exams: Determining if a Culture of Cheating Exists in Online Classes. Online Learning (ISSN: ISSN 2472-5730). https://olj.onlinelearningconsortium.org/index.php/olj/about.

Swindell, S., Daffin, L.W., & Fournier, L.R. (2014). Training tomorrow’s teachers: Graduate training in university instruction in the department of psychology at Washington State University. In J. Busler, B. Beins, & W. Buskist (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers (pp. 76-81).

Daffin Jr., L.W. (2013). Fundamentals of psychology: Exploring behavior and cognitive processes. Dubuque, IA: Kendall Hunt Publishing Company.

Devan, B.D., Pistell, P.J., Daffin, L.W., Nelson, C.M., Duffy, K.B., Bowker, J.L., Bharati, I.S., Sierra-Mercado, D., Spangler, E.L., & Ingram, D.K. (2007). Sildenafil citrate attenuates a complex maze impairment induced by intracerebroventricular infusion of the NOS inhibitor N^ω-nitro-L-arginine methyl ester. European Journal of Psychopharmacology, 563(1-3), 134-140.

Pistell, P.J., Daffin, L.W., Nelson, C.M., Duffy, K.A., Bowker, J.L., Spangler, E.L., Ingram, D.K., & Devan, B.D. (2007). Combined administration of sub-threshold doses of the nitric oxide inhibitor, nitro-L-arginine, and muscarinic receptor antagonist scopolamine, impairs complex maze learning in rats. Behavioural Pharmacology, 18(8), 801-805.

Costa PT, Jr., Samuels J, Bagby M, Daffin L & Norton H. (2005).     The Obsessive-Compulsive Personality Disorder (OCPD): A Review. In: Maj M, Akiskal H, (Eds): Evidence and Experience in Psychiatry, Wiley & Sons, West Sussex, UK, Chapter 6.

Devan, B.D., Duffy, K.B., Bowker, J.L., Bharati, I.S., , Nelson, C.M., Daffin Jr., L.W., Spangler, E.L., & Ingram, D.K.     (2005). Phosphodiesterase type 5 (PDE5) inhibition and cognitive enhancement. Drugs of the Future, 30(7), 725-736.

Associate Professor

Ph.D. University of British Columbia, 2008

Contact Information

Email: carrie.cuttler@wsu.edu
Office: Johnson Tower 211
Phone: (509) 335-0681
Office Hours: By Appointment
Website: The Health & Cognition (THC) Lab

Vita

Classes Taught

• Psychology 311: Elementary Statistics in Psychology
• Psychology 312: Experimental Methods in Psychology
• Psychology 333: Abnormal Psychology
• Psychology 361: Fundamentals of Developmental Psychology
• Psychology 490: Cognition and Memory
• Psychology 511: Experimental Design, T-Tests, and Analysis of Variance
• Psychology 512: Non-Experimental Design, Correlation, and Regression

Research Interests

Research in Dr. Cuttler’s Health and Cognition Lab focuses on elucidating the potentially beneficial and detrimental effects of chronic cannabis use and acute cannabis intoxication. Our current and recent work focuses on examining links between cannabis use and mental health (e.g., depression, anxiety, OCD), physical health (e.g., pain, sleep), stress, and cognition (e.g., memory, decision-making, executive functioning, creativity, attention). Further, we are interested in examining effects of cannabis with different concentrations of THC and CBD as well as effects of cannabis concentrates to better understand their influence on mental health, physical health, and cognition.

Dr. Cuttler will be considering graduate student applications for Fall 2024 admission to the Experimental Psychology PhD Program.

Selected Publications

Cuttler, C., LaFrance, E. M., & Stueber, A. (2021). Acute effects of high potency cannabis flower and cannabis concentrates on everyday life memory and decision making. Scientific Reports, 11, 13784. doi: 10.1038/s41598-021-93198-5

Glodosky, N., Cuttler, C., & McLaughlin, R. M. (2021). A review of the effects of acute and chronic cannabinoid exposure on the stress response. Frontiers in Neuroendocrinology, 63, 100945.

Stueber, A, & Cuttler, C. (2021). Self-reported effects of cannabis on ADHD symptoms, ADHD medication side effects, and ADHD-related executive dysfunction. Journal of Attention Disorders. doi: 10.1177/10870547211050949

Cuttler, C., LaFrance, E. M., & Craft, R. M. (2020). A large-scale naturalistic examination of the acute effects of cannabis on pain. Cannabis and Cannabinoid Research. doi:10.1089/can.2020.0068

Cuttler, C., Spradlin, A., Cleveland, M., & Craft, R. M. (2020). Short- and long-term effects of cannabis on headache and migraine. The Journal of Pain, 21(5-6), 722-730. doi: 10.1016/j.jpain.2019.11.001

Glodosky N. C., Cuttler, C., Freels, T. G., Wright, H. R., Rojas, M. J., Baglot, S. L., Hill, M. N., & McLaughlin, R. J. (2020). Cannabis vapor self-administration elicits sex- and dose-specific alterations in stress reactivity in rats. Neurobiology of Stress, 13, 100260. doi: 10.1016/j.ynstr.2020.100260

LaFrance, E. M., Glodosky, N., Bonn-Miller, M. & Cuttler, C. (2020). Short and long-term effects of cannabis on symptoms of post-traumatic stress disorder. Journal of Affective Disorder, 274, 298-304. doi: 10.1016/j.jad.2020.05.132

LaFrance, E. M., Stueber, A., *Glodosky, N. C., Mauzay, D., & Cuttler, C. (2020). Overbaked: Assessing and predicting adverse reactions to cannabis. Journal of Cannabis Research, 2, 1-10. doi: 10.1186/s42238-019-0013-x

Petrucci, A., LaFrance, E. M., & Cuttler, C. (2020). A comprehensive examination of the links between cannabis use and motivation. Substance Use & Misuse, 55, 1155-1164. doi: 10.10826084.2020.1729203

Spradlin, A., Marcus, D. K., & Cuttler, C. (2020). The latent structure of cannabis misuse: A taxometric analysis. Psychological Assessment, 32(8), 803-808. doi: 10.1037/pas0000828

Professor Emerita

Retired: no longer mentoring students

Ph.D. University of North Carolina, 1991

Contact Information

Email: craft@wsu.edu
Website: Psychopharmacology Lab

Classes Taught

• Psychology 265: Biopsychological Effects of Alcohol and Other Drugs
• Psychology 372: Biological Basis of Behavior
• Psychology 577: Behavioral Pharmacology

Research Interests

• Psychopharmacology
• Drug Abuse and Dependence
• Sex Differences in Drug Effects
• Hormonal Modulation of Pain, Analgesia and Mood

My research is currently focused on sex differences in the effects of psychoactive drugs – primarily opioids (e.g., morphine, codeine) and cannabinoids (e.g., THC, the psychoactive compound in marijuana). Opioids are widely used therapeutically and cannabinoids have broad therapeutic potential; additionally, both classes of drugs are abused by millions of people in the U.S., including many women. However, as with most commonly used medications, the myriad effects of opioids and cannabinoids have been well-characterized only in males. Yet recent data from a number of laboratories indicate that opioids and cannabinoids may not affect males and females exactly the same way, producing differential analgesic, reinforcing (rewarding), subjective and other effects in each sex. Sex differences in drug effects are often attributable to the different gonadal hormone milieu in males vs. females, during development or adulthood. Thus, our primary research goal is to determine how endocrinological and neurobiological differences between males and females may explain their differential sensitivity to psychoactive drugs. Ultimately this research will inform us about whether we need to adjust the way we use drugs medicinally in men vs. women, and whether there is any biological explanation for differential drug abuse in men vs. women.

Selected Publications

Cooper ZD, Craft RM (2018).  Sex-dependent effects of cannabis and cannabinoids: A translational perspective. Neuropsychopharmacology 43, 34-51.

Britch SC, Goodman AG, Wiley JL, Pondelick AM, Craft RM (2020).  Antinociceptive and immune effects of delta-9-tetrahydrocannabinol or cannabidiol in male versus female rats with persistent inflammatory pain. Journal of Pharmacology and Experimental Therapeutics 373, 416-428.

Craft RM, Hewitt KA, Britch SC (2021).  Antinociception produced by non-steroidal anti-inflammatory drugs in female vs male rats. Behavioural Pharmacology 32, 153-169.

Professor

Ph.D. University of Connecticut, 1985

Contact Information

Email: glburns@wsu.edu
Office: Johnson Tower 212
Phone: (509) 335-8229

Classes Taught

• Psychology 514: Psychometrics (Measurement Theory and Applied Confirmatory Factor Analysis)
• Psychology 516: Applied Structural Equation Modeling

Professional Associations

Fellow, Association for Psychological Science

Fellow, American Psychological Association (Divisions 5, 12, and 53)

Research Interests

My research uses latent variable models to study child and adolescent psychopathology. A particular focus is on the development and validation of measurement procedures to better understand the occurrence of child and adolescent psychopathology within and across settings/cultures.

Current Research

My current research focuses mostly on cognitive disengagement syndrome.

Publications

Cognitive Disengagement Syndrome

1. Başay, O., Çiftçi, E., Becker, S. P., & Burns, L. (2021). Validity of sluggish cognitive tempo in Turkish children and adolescents. Child Psychiatry and Human Development, 52, 191-199.
2. Becker, S. P., Epstein, J. N., Burns, G. L., Fershtman, C. E. M., Mossing, K. W., Schmitt, A. P., Vaughn, A. J., Zoromski, A. K., Peugh, J. L., Simon, J. O., & Tamm, L. (2022). Academic functioning in children with and without sluggish cognitive tempo. Journal of School Psychology, 95, 105-120.
3. Becker, S. P., Mossing, K. W., Zoromski, A. K., Vaughn, A. J., Epstein, J. N., Tamm, L., & Burns, G. L.(2020). Assessing sluggish cognitive tempo and ADHD inattention in elementary students: Empirical differentiation, invariance across sex and grade, and measurement precision. Psychological Assessment, 32, 1047–1056.
4. Becker, S. P., Willcutt, E. G., Leopold, D. R., Fredrick, J. W., Smith, Z. R., Jacobson, L. A., Burns, G. L., Mayes, S. D., Waschbusch, D. A., Froehlich, T. E., McBurnett, K., Servera, M., & Barkley, R. A. (2023). Report of a work group on sluggish cognitive tempo: Key research directions and a consensus change in terminology to cognitive disengagement syndrome.Journal of the American Academy of Child and Adolescent Psychiatry, 62, 629-645. 
5. Burns, G. L., Becker, S. P., Geiser, C., Leopold, D. R., & Willcutt, E. G. (2020). Are sluggish cognitive tempo, ADHD, and oppositional defiant disorder trait or state-like constructs from pre-kindergarten to fourth grade?  Journal of Clinical Child and Adolescent Psychology, 49, 460-468.
6. Burns, G. L., Becker, S. P., Servera, M., Bernad, M., M., & García-Banda, G. (2017). Sluggish Cognitive Tempo and ADHD Inattention in the Home and School Contexts: Parent and Teacher Invariance and Cross-Setting Validity.  Psychological Assessment, 29, 209-220.
7. Burns, G. L. & Becker, S. P. (2021). Sluggish cognitive tempo and ADHD in nationally representative U.S. children: Empirical and clinical differentiation using categorical and dimensional approaches.  Journal of Clinical Child and Adolescent Psychology, 50, 267-280.
8. Burns, G. L., Preszler, J., Ahnach, A., Servera, M., & Becker, S. P. (2022). Multisource network and latent variable models of sluggish cognitive tempo, ADHD-inattentive, and depressive symptoms with Spanish Children: Equivalent findings and recommendations.  Research on Child and Adolescent Psychopathology, 50, 881-894.
9. Fredrick, J. W., Burns, G. L., Langberg, J. M., Becker, S. P. (2022). Examining the structural and external validity of the Adult Concentration Inventory for assessing sluggish cognitive tempo in adults. Assessment, 29, 1742-1755.
10. Jung, S., Lee, S., Burns, G. L., & Becker, S. P. (2021). Internal and external validity of self-report and parent-report measures of sluggish cognitive tempo in South Korean adolescents, Journal of Psychopathology and Behavioral Assessment, 43, 355-366.
11. Preszler, J., Burns, G. L., Litson, K., Geiser, C., Servera, M., & Becker, S. P. (2019). How consistent is sluggish cognitive tempo across occasions, sources, and settings? Evidence from latent state-trait modeling. Assessment, 29, 99-110.
12. Sáez, B., Servera, M., Becker, S. P. & Burns, G. L. (2019). Optimal Items for Assessing Sluggish Cognitive Tempo in Children across Mother, Father, and Teacher Ratings. Journal of Clinical Child and Adolescent Psychology, 48, 825-839.
13. Sáez, , Servera, M., Burns, G. L., & Becker, S. P. (2019). Advancing the multi-informant assessment of sluggish cognitive tempo: Child self-report in relation to parent and teacher ratings of sluggish cognitive tempo and impairment.  Journal of Abnormal Child Psychology, 47, 35-46.
14. Servera, M.,Sáez, B., Burns, G. L., & Becker, S. P. (2018). Clinical differentiation of sluggish cognitive tempo and attention-deficit/hyperactivity disorder in children. Journal of Abnormal Psychology, 127, 818-829. 

Test Development Research on Child and Adolescent Behavior Inventory Publications

1. Burns, G. L., Geiser, C., Servera, M., & Becker, S. P. (2023). Consistency and source specificity of symptom ratings for Child and Adolescent Behavior Inventory Scales with mother, father, and teacher ratings of Spanish children. Psychological Assessment, 34, 827-837.
2. Burns, G. L., Preszler, J., & Becker, S. P. (2021). Psychometric and normative information on the Child and Adolescent Behavior Inventory in a nationally representative sample of United States children. Journal of Clinical Child and Adolescent Psychology.
3. Burns, G. L., Servera, M., & Becker, S. P. (2021). Psychometric properties and initial normative information on the Child and Adolescent Behavior Inventory with mother, father, and teacher ratings of Spanish Children.  Psicothema, 33, 139-145.
4. Burns, G. L., & Becker, S. P. (2021). Convergent and discriminant validity of the Child and Adolescent Behavior Inventory Scale scores with well-established psychopathology and achievement measures in adolescents with ADHD.

Application of the Bifactor S – 1 Model to Child Psychopathology

1. Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. P. (2020). Application of the bifactor S – 1 model to multisource ratings of ADHD/ODD symptoms: An appropriate bifactor model for symptom ratings. Journal of Abnormal Child Psychology, 48, 881-894.
2. Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. D. (2020). Promises and pitfalls of latent variable approaches to understanding psychopathology: Reply to Burke and Johnston, Eid, Junghänel and colleagues, and Willoughby. Journal of Abnormal Child Psychology, 48, 917-922.
3. Heinrich, M., Geiser, M., Zagorscak, P., Burns, G. L., Bohn, J., Becker, S. P., Eid, M., Beauchaine, T. P., & Knaevelsrud, C. (2021). On the meaning of the “P-Factor” in symmetrical bifactor models of psychopathology: Recommendations for future research from the bifactor-(S−1) perspective. Assessment. Advance online publication.

Application of Latent State-Trait Model to Child Psychopathology

1. Burns, G. L., Becker, S. P., Geiser, C., Leopold, D. R., & Willcutt, E. G. (2020). Are sluggish cognitive tempo, ADHD, and oppositional defiant disorder trait or state-like constructs from pre-kindergarten to fourth grade?  Journal of Clinical Child and Adolescent Psychology, 49, 460-468.
2. Litson, K., Geiser, C., Burns, G. L., & Servera, M. (2018). Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children.  Journal of Clinical Child and Adolescent Psychology, 47, 699-712.
3. Preszler, J., Burns, G. L., Litson, K., Geiser, C., & Servera, M. (2017). Trait and State Variance in Oppositional Defiant Disorder Symptoms: A Multi-Source Investigation with Spanish Children. Psychological Assessment, 29, 135-147.
4. Preszler, J., Burns, G. L., Litson, K., Geiser, C., Servera, M., & Becker, S. P. (2019). How consistent is sluggish cognitive tempo across occasions, sources, and settings? Evidence from latent state-trait modeling. Assessment, 29, 99-110.
5. Seijas, R., Servera, M., Garcia-Banda, G., Burns, G. L., Preszler, J., Barry, C., Litson, K., & Geiser, C. (2019). Consistency of limited prosocial emotions across occasions, sources, and settings: Trait- or state-like construct in a young community sample?  Journal of Abnormal Child Psychology, 47, 47–58.

Network Models of Child Psychopathology

1. Burns, G. L., Preszler, J., Ahnach, A., Servera, M., & Becker, S. P. (2022). Multisource Network and Latent Variable Models of Sluggish Cognitive Tempo, ADHD-Inattentive, and Depressive Symptoms with Spanish Children: Equivalent Findings and Recommendations.  Research on Child and Adolescent Psychopathology.
2. Preszler, J., & Burns, G. L. (2019). Network Analysis of ADHD and ODD Symptoms: Novel insights or redundant findings with the latent variable model? Journal of Abnormal Child Psychology, 47, 1599-1610.
3. Preszler, J., Burns, G. L., Becker, S. P., & Servera, M. (2022).  Multisource longitudinal network and latent variable model analyses of ADHD symptoms.  Journal of Clinical Child and Adolescent Psychology, 51, 211-218.

Limited Prosocial Emotions Specifier

1. Chrysosferidis, J. R., Burns, G. L., Becker, S. P., Beauchaine, T. P., & Servera, M. (2023). Oppositional Defiant Disorder in the DSM-5: Does the limited prosocial emotions specifier portend a more severe clinical presentation?  Research on Child and Adolescent Psychopathology, 51, 1037-1050.
2. Seijas, R., Servera, M., Garcia-Banda, G., Burns, G. L., Preszler, J., Barry, C., Litson, K., & Geiser, C. (2019). Consistency of limited prosocial emotions across occasions, sources, and settings: Trait- or state-like construct in a young community sample?  Journal of Abnormal Child Psychology, 47, 47–58.
3. Seijas, R., Servera, M., Garcia-Banda, G., Barry, C., & Burns, G. L. (2018). Evaluation of a four-item DSM-5 limited prosocial emotions specifier scale within and across settings with Spanish children.  Psychological Assessment, 30, 474-485.
4. Servera, M. Seijas, R., García-Banda, G., Barry, C. T., Beauchaine, T. P., & Burns, G. L. (2020). Longitudinal associations of callous/unemotional and oppositional defiant behaviors over a three-year interval for Spanish children.  Development and Psychopathology, 32, 481-490.

Quantitative Articles and Chapters

1. Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2020). Latent variable modeling of person-situation data. In J. F. Rauthmann, R. Sherman, & D. C. Funder (Eds.), The Oxford Handbook of Psychological Situations (pp. 230-252).  New York: Oxford University Press.
2. Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2021). Multitrait-multimethod-multioccasion modeling of personality data. In J. F. Rauthmann (Ed.), Handbook of personality dynamics and processes (pp 909-934).  Elsevier.
3. Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2021). Longitudinal structural equation modeling of personality data. In J. F. Rauthmann (Ed.),Handbook of personality dynamics and processes (pp. 949-984).  Elsevier.
4. Geiser, C., Hintz, F., Burns, G. L., & Mateu, S. (2019). Structural equation modeling of multiple-indicator multimethod-multioccasion data: A primer.  Personality and Individual Differences, 136, 79-89.
5. Hintz F. A., Geiser C., Burns G. L., & Servera, M. (2019) Examining quadratic relationships between traits and methods in two multitrait-multimethod models. Frontiers in Psychology. 10:353.
6. Molina, J., Servera, M., & Burns, G. L. (2020). Structure of ADHD/ODD Symptoms in Spanish Preschool Children: Dangers of confirmatory factor analysis for evaluation of rating scales.  Assessment, 27, 1748-1757.

Professor and Scientist, Emeritus
Executive Secretary, Washington State Emeritus Society

Ph.D. University of Kansas, 1970

Contact Information

Email: brigham@wsu.edu
Office: Johnson Tower 353
Phone: (509) 335-4634
Website: Psychology 106: Daily Living

Research Interests

I am interested in self-management theory and procedures. My research is focused on using these procedures to reduce the personal and societal costs of common self-control problems such as over consumption of alcohol, high-risk sexual behavior over eating, anger difficulties.

Selected Publications

Lindemann, D., Brigham, T.A., Harbke, C. and Alexander, T. (2005) Toward Errorless Condom Use: A Comparison of Two Courses to Improve Condom Use Skills. AIDS and Behavior 18, 35-42.

Brigham, T.A., Donahoe, P., Gilbert, B., Thomas, N., Zemke, S., Koonce, D., and Horn, P. (2002) Psychology and AIDS education: Reducing high risk sexual behavior.  Behavior and Social Issues, 12, 10-18.

Lindemann, D. and Brigham, T. A. (2002).  A Guttman scale to assess condom use skills among college students.  AIDS and Behavior, 15, 23-28.

Godat, L., and Brigham, T.A.(1999).The effects of self-management training program on employees of a mid-sized organization.  Journal of Organizational Behavior,19, 65-83.

Peeler, C., Far, J., Miller, J. and Brigham, T.A.(2000). An analysis of the effects of a program to reduce heavy drinking among college students.  Journal of Alcohol and Drug Education, 39-54.

Brigham, T.A. (1989). Self-management for Adolescents. New York: Guilford Press.

Brigham, T.A. (2005). Psychology Applied to Daily Living: Dealing with friends, school, alcohol, and sex 2nd edition.  Boston: Pearson Publishers.

Executive Vice Chancellor
Washington State University Health Sciences Spokane

Ph.D. Washington State University, 2008

Contact Information

Email: celestina@wsu.edu
Office: SAC 503M (Spokane campus)
Phone: (509) 324-7477

Research Interests

Dr. Celestina Barbosa-Leiker is the Executive Vice Chancellor at Washington State University (WSU) Health Sciences Spokane and a Professor in the College of Nursing. She is also a member of the Committee on Cannabis Research and Outreach at WSU. Dr. Barbosa-Leiker’s primary research investigates gender differences in substance use. He research has demonstrated sex differences in the measurement of opioid withdrawal, relapse while in treatment, and predictors of relapse. Her additional line of research focuses on the transition from pregnancy to parenthood in women with substance use disorders. She is currently leading an interdisciplinary research team to assess mothers, infants, and healthcare providers in order to better care for women with opioid use disorders, as well as for women using cannabis during pregnancy. The results of these studies will help better educate healthcare providers and pregnant women, inform maternal and infant health policy, and improve standards of care. Dr. Barbosa-Leiker has methodological expertise in psychometrics and longitudinal latent variable modeling.