I’m from Tennessee, but I don’t have a southern accent. When I’m not conducting research or teaching psychology, I can be found alongside my wife watching movies (of the non-horror variety), hiking, or traveling. Photography, music, and Earl Grey tea are my other passions.
Academic Background and Research
Our perception of time is fundamental to how we interact with the world around us. Perceptions of tempo (speed) and availability (affluence) influence and are influenced by numerous endogenous (e.g., emotions) and exogenous (e.g., environment) variables. My research attempts to elucidate these relationships by addressing the following (and other related) questions: How do positive and negative emotions that differ in motivational direction (approach vs. withdrawal) and intensity influence our perceptions of time? How does time affluence (vs. famine) impact the speed at which we perceive time passing? What is the relationship between attentional scope and our perception of time?
In this line of research, I examine how approach- or withdrawal-motivated emotions broaden or narrow attentional scope. I have also examined how this broadening/narrowing relates to various neurophysiological markers of attention, such as frontal cortical asymmetry, the N1 ERP component, and the late positive potential ERP component.
emotions and cognitive breadth/load
If emotion and motivation interact to influence perceptual (e.g., attentional) processes, how do they influence other cognitive processes? How do approach- or withdrawal-motivated emotions influence cognitive categorization? What about working cognitive load or memory capacity?
I’m also interested in testing different methods of improving teaching effectiveness in the classroom. Specifically, I want to find practical ways to enhance students’ self-efficacy (and enjoyment) when learning research methods and statistics.
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