Daniel J. Bauer, Assistant Professor
       E-mail: dbauer@email.unc.edu
       Telephone: TBA

Ph.D. University of North Carolina at Chapel Hill, 2000. Latent variable models, multilevel models, finite mixture models.

• Bauer, D. J. (2003). Estimating multilevel linear models as structural equation models. Journal of Educational and Behavioral Statistics, 28, 135-167.
• Bauer, D. J. & Curran, P. J. (2003). Distributional assumptions of growth mixture models: Implications for over-extraction of latent trajectory classes. Psychological Methods, 8, 338-363.
• Bauer, D. J. & Curran, P. J. (2004). The integration of continuous and discrete latent variable models: Potential problems and promising opportunities. Psychological Methods, 9, 3-29.

Patrick Curran, Associate Professor
       E-mail: curran@unc.edu
       Telephone: 919-962-5235

Ph.D. Arizona State University, 1994. Latent variable models, multilevel models, substance abuse in adolescents.

• Curran, P.J. (in press). Have multilevel models been structural equation models all along? Multivariate Behavioral Research.
• Curran, P.J., Bauer, D.J., & Willoughby, M.T. (in press). Testing and probing main effects and interactions in latent curve analysis. Psychological Methods.

Robert C. MacCallum, Professor & Program Director, Quantitative Psychology
       E-mail: maccallum@unc.edu
       Telephone: 919-962-4016

Ph.D. University of Illinois at Urbana-Champaign, 1974. Latent variable models, multilevel models, longitudinal data analysis, model fallibility and its implications.

• MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130-149.
• MacCallum, R. C. (2003). Working with imperfect models. Multivariate Behavioral Research, 38(1), 113-139.

A. T. Panter, Associate Professor
       E-mail: panter@unc.edu
       Telephone: 919-962-4012

Ph.D. New York University, 1989. Evaluation methodology, measurement and testing, advanced quantitative methods, survey methodology. Content expertise related to personality, evaluation of HIV/AIDS service and educational programs, substance abuse, status of women, educational diversity, and professional advancement educational programs.

• Sansone, C., Morf, C., & Panter, A. T. (Eds.). (2004). The Sage handbook of methods in social psychology. Thousand Oaks, CA: Sage Publishing.
• Huba, G. J., Melchior, L. A., & Panter, A. T. (1998-2002). Knowledge base on HIV/AIDS Care. Online: www.TheMeasurementGroup.com/KB.htm.
• Huba, G. J., Melchior, L. A., Brown, V. B., Larson, T. A., & Panter, A. T. (Eds.) (2000). Evaluating HIV/AIDS treatment programs: Innovative methods and findings. New York: Haworth Press. [Also printed as a special issue of Drugs and Society.]
• Panter, A. T., & Reeve, B. B. (2002). Assessing tobacco beliefs among youth using item response theory. Drug and Alcohol Dependence, 8, 21-39.

David Thissen, Professor
       E-mail: dthissen@email.unc.edu
       Telephone: 919-962-5036

Ph.D., University of Chicago, 1976. Psychometrics, item response theory, statistical models for developmental data, graphical data analysis.

• Thissen, D., Steinberg, L. & Wainer, H. (1993). Detection of differential item functioning using the parameters of item response models. In P. W. Holland & H. Wainer (Eds.), Differential item functioning. Hillsdale, NJ: Lawrence Erlbaum Associates, 67-113.
• Wainer, H. & Thissen, D. (1993). Graphical data analysis. In G. Keren & C. Lewis (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates, 391-457.

Elliot M. Cramer, Professor Emeritus
       E-mail: cramer@unc.edu
       Telephone: 919-962-4021

Ph.D., Johns Hopkins University, 1961. Evaluation of discrimination, applied statistics, computer applications.

• Barton, C.N. & Cramer, E.M. (1989). Hypothesis testing in multivariate linear models with randomly missing data. Communications in Statistics.
• Williams, V., & Cramer, E.M. (1994). Final Report: The 1990 and 1991 Report Cards: Technical Report: L.L.Thurstone Psychometric Laboratory Research Memorandum No. 94-4. Chapel Hill, NC.

Lyle V. Jones, Research Professor, Alumni Distinguished Professor Emeritus
       E-mail: lvjones@email.unc.edu
       Telephone: 919-962-2325

Ph.D., Stanford University, 1950. Evaluation and Measurement, Data Analysis.

• Jones, L. V. & Olkin, I. (Eds.). (2004). The nation's report card: Evolution and perspectives. Bloomington, Indiana: Phi Delta Kappa International.
• Jones, L. V. (2001). Assessing achievement vs. high-stakes testing: A crucial contrast. Educational Assessment, 7 (1), 21-28.
• Jones, L. V., Lindzey, G., and Coggeshall, P. E. (Eds.). (1982). An assessment of research-doctorate programs in the United States (5 volumes). Washington, D.C.: National Academy Press.
• Jones, L. V. & Tukey, J. W. (2000). A sensible formulation of the significance test. Psychological Methods, 411-414.
• Williams, V. S. L., Jones, L. V., & Tukey, J. W. (1999). Controlling error in multiple comparisons, with examples from state-to-state differences in educational achievement. Journal of Educational and Behavioral Statistics, 24, 42-69.

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Forrest Young, Professor Emeritus
       E-mail: forrest.young@mac.com

Ph.D., University of Southern California, 1967. Computer Interfaces; Statistical Visualization.

• Young, F.W. & Lubinsky, D.J. (1995). Guiding Data Analysts with Visual Statistical Strategies. Journal of Computational and Graphical Statistics. 4(4), 229-250.
• Young, F.W., Faldowski, R.A., & McFarlane, M.M. (1993). Multivariate statistical visualization. In Rao, C.R. (Ed.) Handbook of Statistics, Vol. 9, Elsevier, 959-998.
• Young, F.W. & Bann, Carla, M. (1996). Data Analysis using ViSta. In: Stine, R.A. & Fox, J. (Eds.), Statistical Computing Environments for Social Research, pp. 207-236. Sage Publications.

Jennifer Arnold, Assistant Professor
       E-mail: jarnold@email.unc.edu
       Telephone: 919-843-5737

Ph.D., Stanford University, 1998. Psychological processes of language comprehension and production; language development.

• Arnold, J. E., Tanenhaus, M. K , Altmann, R. J., & Fagnano, M. (2004). The old and thee, uh, new: Disfluency and reference resolution. Psychological Science, 15(9), 578-582.
• Arnold, J. E., Wasow, T., Asudeh, A., & Alrenga, P. (2004). Avoiding attachment ambiguities: The role of constituent ordering. Journal of Memory and Language, 51(1), 55-70.

Ute J. Bayen, Associate Professor
       E-mail: ubayen@unc.edu
       Telephone: 919-962-6729

Ph.D., Pennsylvania State University, 1994. Human memory, cognitive aging.

• Bayen, U. J. & Murnane, K. (1996). Aging and the use of perceptual and temporal information in source memory tasks. Psychology and Aging, 11, 293-303.
• Bayen, U. J., Murnane, K., & Erdfelder, E. (1996). Source discrimination, item detection, and multinomial models of source monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 197-215.

Peter C. Gordon, Professor and Program Director, Cognitive Psychology
       E-mail: pcg@email.unc.edu
       Telephone: 919-962-2440

Ph.D., University of Michigan, 1984. Psychological process underlying use of natural language.

• Gordon, P. C., Grosz, B. J., & Gilliom, L. A. (1993). Pronouns, names, and the centering of attention in discourse. Cognitive Science, 17, 311-347.
• Gordon, P. C., Eberhardt, J. L., & Rueckl, J. G. (1993). Attentional modulation of the phonetic significance of acoustic cues. Cognitive Psychology, 25, 1-42.

Marilyn Hartman, Associate Professor
       E-mail: marilyn_hartman@unc.edu
       Telephone: 919-962-3987

Ph.D., University of Minnesota, 1987. Clinical and cognitive neuropsychology, adult development and aging, memory, attention, dememtia.

• Hartman, M. & Dusek, J. (1994). Direct and indirect memory tests: What they reveal about age differences in interference. Aging and Cognition.
• Hartman, M. & Pirnot, M. L. (in press). Indirect memory tests and Alzheimer's Disease. In P. Allen & T. Bashore (Eds.), Age differences in word and language processing, New York: North Holland.

Joseph Hopfinger, Assistant Professor
       E-mail: joehop@email.unc.edu
       Telephone: 919-962-5085

Mark Hollins, Professor
       E-mail: mhollins@email.unc.edu
       Telephone: 919-962-2441

Ph.D., Brown University, 1971. Sensory information processing.

• Hollins, M., Faldowski, R., Rao, S., & Young, F. (1993) Perceptual dimensions of tactile surface texture: A multidimentional scaling analysis. Perception & Psychophysics, 54, 697-705.
• Hollins, M., & Favorov, O. (1994). The tactile movement aftereffect. Somatosensory and Motor Research, 11, 153-162.

Neil W. Mulligan, Associate Professor
       E-mail: nmulligan@unc.edu
       Telephone: 919-962-5038

Ph.D., University of North Carolina at Chapel Hill, 1994.

Dave Eckerman, Professor Emeritus
       E-mail: david_eckerman@unc.edu
       Telephone: 9l9-962-2130

Ph.D., Columbia University, 1966. Operant conditioning, learning theory, behavioral toxicology.

• Eckerman, D. A. & Bushnell, P. J. (1992). The Neurotoxicology of Cognition: Attention, Learning, and Memory. In H. Tilson & C. L. Mitchell (Eds.) Neurotoxicology. New York: Raven Press. pp. 213-270.
• Moy, S. S., Breese, G. R., & Eckerman, D. S., (in press). Altered activity patterns following neonatal 6-hyroxydopamine lesions to dopaminergic nearons: effect of SKF-38393, Brain Research.

Samuel Fillenbaum, Professor Emeritus
       E-mail: sam_fillenbaum@unc.edu
       Telephone: 919-962-4002

Ph.D., University of California, 1956. Psychology of language.

• Fillenbaum, S. (1986). The use of conditionals in inducements and deterrents. In E. Traugott, C. Ferguson, J. S. Reilly & A. ter Meulen (Eds), On Conditionals, Cambridge University Press, 179-195.
• Fillenbaum, S., Wallsten, T. S., Cohen, B. L., & Cox, J. A. (1991) Some effects of vocabulary and communication task on the understanding and use of vague probability expressions. American Journal of Psychology, 104, 35-60.

Edward Johnson, Professor Emeritus
       E-mail: ed_johnson@unc.edu
       Telephone: 919-962-4020

Ph.D., University of North Carolina, 1961. Human problem solving, spatial ability, cognitive sex differences.

• Johnson, E. (1984). Sex differences in problem solving. Journal of Educational Psychology, 76, 1359-1371.
• Johnson, E., & Meade, A. (1987). Developmental patterns of spatial ability: An early sex difference. Child Development, 58, 725-740.

Peter Ornstein, Professor, Developmental Psychology
       E-mail: peter_ornstein@unc.edu
       Telephone: 919-962-4138

Ph.D., University of Wisconsin, 1968. Cognitive development, development of memory and learning.

• Ornstein, P.A., Larus, D. M., & Clubb, P. A. (1991). Understanding children's testimony: Implications of research on the development of memory. In R. Vasta (Ed.), Annals of Child Development, 8, 145-160.
• Ornstein, P. A., Gordon B. N., Baker-Ward, L., & Merritt, K. A. (in press). Children's memory for medical experiences. In D. Peters (Ed.), The child witness in cognitive, social and legal contexts. Amsterdam: Kluwer.

Anne Buu, (Investigator/statistician, Frank Porter Graham Child Development Institute) Research Assistant Professor, Quantitative Psychology
       E-mail: buu@mail.fpg.unc.edu

Stephanie Lanza, (Investigator/statistician, Frank Porter Graham Child Development Institute) Research Assistant Professor, Quantitative Psychology
       E-mail: slanza@email.unc.edu

Michele Poe, (Investigator/statistician, Frank Porter Graham Child Development Institute) Research Assistant Professor, Quantitative Psychology
       E-mail: poe@mail.fpg.unc.edu

Margaret (Peg) Burchinal, (Director, Design and Statistics, Frank Porter Graham Child Development Institute) Research Professor, Quantitative Psychology
       E-mail: burchinal@unc.edu
       Telephone: 919-966-5059