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Research & Internships

Students in the Department of Psychology and Neuroscience have multiple opportunities to conduct research with faculty or take advantage of internship opportunities. See below for additional information, as well as an index of student research.

Honors in Major

Volunteer Research Opportunities

We strongly encourage any and all students interested in research to approach faculty they would like to work with to explore volunteer opportunities in that faculty member’s research program. Gaining experience in research is beneficial for students moving into the workforce and is absolutely necessary for those students interested in attending graduate school. Research experience allows students to build practical experience, professional connections, and work experience employers and graduate schools require.

Faculty members have a wide range of research interests. Areas of specialization include:

  • Behavioral Neuroscience
  • Clinical Psychology
  • Cognitive Psychology
  • Developmental Psychology
  • Applied Behavior Analysis
  • Evolutionary Psychology
  • Social Psychology

Independent Study

Students interested in gaining research experience for credit should consider completing independent study. Psychology majors can complete PSYC4990: Independent Study in Psychology. Neuroscience majors can complete NEUR4990: Independent Study in Neuroscience. In these courses, you work with a faculty mentor completing supervised research. This could involve working on a faculty member’s existing research project or it could be as involved as collaborating with a faculty member to develop a new research project. Students interested in completing these courses are encouraged to contact a faculty member they are interested in working with well before any registration deadlines. Often students will start by volunteering in a faculty lab and this work can evolve into completing independent study courses for credit.

Psychology Practicum

Students interested in gaining experience in a clinical psychology setting should consider completing PSYC4810: Practicum in Community Psychology. PSYC4810: Practicum in Community Psychology is geared toward students interested in the clinical and counseling professions. This course is focused on students gaining direct experience within a local human service agency. Students are required to complete a minimum of 70 volunteer hours within a human service agency. Past placements have included school-based programs, substance-abuse and eating disorder treatment centers, youth shelter facilities, and agencies dedicated to providing services for the LGBT community.

PSYC 4700: Practicum in Applied Behavior Modification

Students completing the ABA minor complete at least 90 hours of practicum experience in PSYC 4700: Practicum in Applied Behavior Modification. The practicum is designed to partially meet either the ABA minor requirements (a minimum of 6 hours per week) or the partial supervision requirements for the BCaBA certification (a minimum of 10 hours per week). The successful completion of this practicum satisfies the requirements for students desiring to take the Registered Behavior Technician (RBT) exam. A Registered Behavior Technician is a paraprofessional who practices under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. There are many employment opportunities for RBTs whose primary responsibility consists of implementing behavior-analytic services.

Reproducibility Project: Psychology

The Psychology & Neuroscience department at NSU has been involved in contributing to the Reproducibility Project: Psychology. This project involves teams of Psychology faculty and students from the around the world testing the reproducibility of important psychological research. Students have been involved in collecting and analyzing data and the research will be published as a registered replication report in Perspectives on Psychological Science. Students interested in learning more can contact W. Matthew Collins.

NEUR 4950: Internship in Behavioral Neuroscience

A 16-week work experience in the student’s major area of study or career interest. This can include placement to work in a research laboratory, to engage in applied science in the private sector, or otherwise to gain first-hand experience outside the classroom in behavioral neuroscience or a closely related field. Students will receive guidance from both an on-site supervisor and a behavioral neuroscience faculty member. Contact Jaime Tartar for more information.

PSYC 4950: Internship in Psychology

A 16 week work experience in the student’s major area of study or career interest. This can include placement to work in a community clinical setting, placement in a research laboratory, or otherwise to gain first-hand experience outside the classroom in Psychology or a closely related field. Students will receive guidance from both an on-site supervisor and a Psychology faculty member. Contact W. Matthew Collins for more information.

This page allows researchers to post their research studies and students to participate in these studies. Introduction to Psychology students have the option of participating in research in order to fulfill the Introduction to psychology research experience requirement. Some students have the opportunity to earn extra credit for psychology courses by participating in research. Some studies also offer compensation for participation.

Currently, only Department of Psychology and Neuroscience faculty members, as well as NSU undergraduate students in PSYC 4800 (Practicum in Psychological Research), may post research studies here.

Note to PSYC 1020 Students: This course includes a research experience requirement that is meant to expose you to a wide variety of psychology research either through participation, ethics training, and/or reading the literature. This requirement is worth 5% of your final class grade. You may complete this requirement by participating in the experiments listed here (1 hour per 1% credit) or by fulfilling the alternative assignment (refer to your instructor for details). Any PSYC 1020 students who are not at least 18 years of age should complete the alternative assignment rather than a research study.

Instructions to All Potential Study Participants

Make Reservation - Students, login here to make a reservation to participate in a research project. Before making a reservation, please follow these instructions for using the SONA system:

  1. Go to the SONA homepage.
  2. Sign up for free account.
  3. If you are participating for credit, sign in to your professor's section. (Make sure it's the right section. Some professors teach multiple sections of the same class.)
  4. Begin signing up for studies.

Note that the last day to participate in a research study for credit will be at 11:59 p.m. on the Friday of the last week of classes (before finals week).

Directions for Students Planning to Complete the Alternative Assignment

There are two alternative assignment options for earning research credit. Completing the CITI training earns 2 research credits and the research paper alternative assignment earns one credit per paper. You may complete a combination of the CITI training and three research papers or complete five research papers to earn the required research credit.

Information for the CITI Training Alternative Assignment

  1. Go to www.citiprogram.org.
  2. Click on "Register."
  3. Participating Institutions: Choose "Nova Southeastern University."
  4. Click on "Continue to Step 2."
  5. Enter your name and email.
  6. Click on "Continue to Step 3."
  7. Create a username and password.
  8. Click on "Continue to Step 4."
  9. Answer demographic questions (you can choose to not disclose).
  10. Click on "Continue to Step 5."
  11. Answer questions.
  12. Click on "Continue to Step 6."
  13. Enter information for NSU:
    • Department: College of Psychology, Department of Psychology and Neuroscience
    • Your role in research: Student Researcher—Undergraduate
    • Area of research: Social and Behavioral Investigator Course Only
  14. Click on "Continue to Step 7."
  15. Answer questions.
  16. Click on "Continue to Step 8."
  17. Answer "What area of research are you working" with "Human Research (IRB Required Program)."
  18. Click "next."
  19. Select "2. College of Psychology, Department of Psychology and Neuroscience."
  20. Click "next."
  21. Click on "Finalize registration" and you will receive an email with instructions for what to do next.

For 2 hours of research participation credit, you must complete all training modules with a 90% passing grade. If you have any questions, you may contact the Research Participant Pool Coordinator at sneill@nova.edu. Please put "Research Participant Pool" in the subject of your email, and be aware that, due to the high volume of requests received, you may have to wait up to three days for a reply.
Note that the last day to turn in CITI Training for credit will be at noon on the last day of classes (not final exam).” and change it to: “Note that the last day to turn in CITI Training for credit will be on your last day of classes (not final exam).

Information for the Research Paper Alternative Assignment

You will choose an article from an approved journal and write-up a 1–2 page analysis of the paper. One article analysis equals 1 hour of research credit; you may earn up to 5 credits by writing up to 5 article analyses. You must answer the following questions in the body of your paper:

  1. What is the topic of the article?
  2. What kind of research has been done on the topic before the current study?
  3. What type of research design was used in this study? How do you know?
  4. Who were the participants in studies? What did they do? Make sure to distinguish between studies.
  5. What was the independent (manipulated) variable? Make sure to distinguish between studies.
  6. What was the dependent (measured) variable? Again, make sure to distinguish between studies.
  7. How did what the researchers manipulated affect what they measured? That is, what were the results of the study (use non-technical language here)?
  8. What do the results mean?

Do not simply provide a list of the answers but discuss the answers to these questions in the body of your paper along with an overall analysis of the research.

You must select empirical journal articles. The following journals are acceptable:

  • American Journal of Psychology
  • Behavior Therapy
  • Child Development
  • Cognition and Emotion
  • Cognitive Psychology
  • Cognitive, Affective, & Behavioral Neuroscience
  • Developmental Psychology
  • Educational Psychology
  • Journal of Abnormal Psychology
  • Journal of Animal Behavior
  • Journal of Applied Behavior Analysis
  • Journal of Applied Psychology
  • Journal of Comparative and Physiological Psychology
  • Journal of Consulting and Clinical Psychology
  • Journal of Counseling Psychology
  • Journal of Educational Psychology
  • Journal of Experimental Child Psychology
  • Journal of Experimental Psychology
  • Journal of Experimental Psychology: Animal Behavior Processes
  • Journal of Experimental Psychology: General
  • Journal of Experimental Psychology: Human Learning and Memory/Learning
  • Journal of Experimental Social Psychology
  • Journal of Health Psychology
  • Journal of Individual Differences
  • Journal of Personality
  • Journal of Personality and Social Psychology
  • Journal of Psychology
  • Journal of Social and Personal Relationships
  • Journal of Social Behavior and Personality
  • Journal of Social Relationships
  • Journal of the Experimental Analysis of Behavior
  • Journal of Verbal Learning and Verbal Behavior
  • Learning and Behavior
  • Memory and Cognition
  • Perception and Psychophysics
  • Perceptual and Motor Skills
  • Personality and Social Psychology Bulletin
  • Professional Psychology
  • Psychology and Aging
  • Psychonomic Bulletin and Review
  • Social Psychology Quarterly

Note: The last day to turn in a research paper for credit will be 3 weeks before the last day of classes (not final exam).

Turning in Alternative Assignments

If you complete the alternative assignments, you must notify your professor that you have all modules of online training (worth 2 hours of research credit) by providing a copy of the certificate of completion and/or submitting your papers (worth 1 hour each) to your professor at his/her NSU email address.

In addition to gaining research experience in the Psychology & Neuroscience department here at NSU, a number of our students seek out and complete summer internship programs at other universities around the country. Generally, these programs are announced from November onwards and deadlines can be as early as in December. Check these links for information about internships or potentially even research jobs/paid training for those with a bachelor’s degree. You can also google “behavioral neuroscience internships” or “psychology undergraduate summer internships” and look for postings at specific colleges.

(undergraduate *; graduate **)

Journal Articles and Book Chapters

Banks, J. B., Welhaf, M. S. **, Hood, A. V. B.**, Boals, A.., & Tartar, J. L. (2016). Examining the role of emotional valence of mind wandering: All mind wandering is not equal. Consciousness and Cognition, 43, 167-176.

Banks, J., B., Tartar, J. L., & Tamayo, B. A.** (2015). Examining factors involved in stress related working memory impairments: Independent or conditional effects? Emotion, 15(6), 827-836.

Benny, B.**, & Banks, J.B. (2015) Under pressure: An examination of the predictors of choking. Journal of Individual Differences, 36 (2), 93-100.

Banks, J. B., Welhaf, M. S.**, & Srour, A.** (2015). The protective effects of brief mindfulness meditation training. Consciousness and Cognition, 33, 277-285.

Banks, J. B., Tartar, J. L., & Welhaf, M.* (2014). Where’s the Impairment: An Examination of Factors that Impact Sustained Attention Following a Stressor. Cognition and Emotion, 28, 856-866. DOI: 10.1080/02699931.2013.857643

Fernandez, M., Tartar, J.L., Padron, D.*, & Acosta, J.** Neurophysiological marker of inhibition distinguishes language groups on a non-linguistic executive function test. Brain & Cognition, 83, 330-336, 2013.

Fernandez, M., Acosta, J.**, Douglass, K.*, Doshi, N*. & Tartar, J.L., Speaking Two Languages Enhances an Auditory but not a Visual Neural Marker of Cognitive Inhibition AIMS Neuroscience,1(2), 145‐157 DOI: 10.3934/Neuroscience.2014.2.145, 2014.

Ma, M., Malcolm, L.R.**, Diaz-Albertini, K.**, Sanchez, J.C.**, Simpson, B.*, Cortes, L.**, & Kibler, J.K. (in press). Cultural Assets and Substance Use among Hispanic Adolescents. Health Education & Behavior.

Ma, M., Malcolm, L.**, Diaz-Albertini, K.**, & Klinoff, V.A.** (2016). HIV testing characteristics among Hispanic adolescents. Journal of Community Health, 41, 11-14.

Ma, M., Malcolm, L.R.** (2016). Cultural influences on HIV testing among Latino youth. Culture, Health & Sexuality, 18, 470-480.

Ma, M., Malcolm, L.R.**, Diaz-Albertini, K.**, Klinoff, V.A.**, Leeder, E.**, Barrientos, S.*, & Kibler, J.L. (2014). Latino cultural values as protective factors against sexual risks among adolescents. Journal of Adolescence, 37, 1215-1225.

Kibler, J.L., Tursich, M.*, Ma, M., Malcolm, L.**, & Greenbarg, R.* (2014). Metabolic, autonomic and immune markers for cardiovascular disease in PTSD. World Journal of Cardiology, 6, 455-461. 

Ma, M., Kibler, J.L., Vigil-Otero, A.*, Sarpong, D., Lally, M, & Mayer, K.H. (2013). Correlates of willingness to participate in microbicide research among African Americans. Journal of Health Psychology, 18, 65-74.

Munroe, C.D.*, Kibler, J.L., Ma, M., Dollar, K.M., & Coleman, M. (2010). The relationship between posttraumatic stress symptoms and sexual risk: Examining potential mechanisms. Psychological Trauma: Theory, Research, Practice and Policy, 2, 49-53.

Kibler, J.K. Joshi, K.*, & Ma, M. (2009). Hypertension in relation to posttraumatic stress disorder and depression in the U.S. National Comorbidity Survey. Behavioral Medicine, 34, 125-131.

Kibler, J.L., Malcolm, L.R.**, Lerner, R.S.*, Findon, K.R.*, & Ma, M. (2013). Women’s cardiovascular health risks associated with posttraumatic stress. In J. Marich (Ed.). The Psychology of Women: Diverse Perspectives from the Modern World. pp. 173-201. Nova Science Publishers, Inc.: Hauppauge, NY.

Kibler, J.L., Ma, M., Dollar, K.M., & Munroe, C.D.* (2009). Posttraumatic stress and risky sexual behaviors among African American women. APA Communiqué. Special Section: Health Disparities, 112-114.

Sternglanz, R. W., Morris, W. L., & Makiyil, J.* (2014). Deception research: DePaulo, Bella. In T. R. Levine (Ed.), Encyclopedia of Deception (Vol. 1, pp. 284-286). Thousand Oaks, CA: Sage Publications.

Sternglanz, R. W., Morris, W. L., Braverman, J.*, & Morrow, M.** (in preparation). Meta-analyses in deception research. In T. Docan-Morgan (Ed.), Handbook of Deceptive Communication. New York, NY: Palgrave Macmillan.

Presentations and Posters at Professional Conferences

Braverman, P. J.*, Morrow, M.**, & Sternglanz, R.W. (January 2017). Individual Differences in Deception Judgments, Personality Judgments, and Meta-Accuracy. Poster presented at the 18th annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.

Sternglanz, R. W., Young, M.**, Alsip, K.**, Makiyil, J.*, & O’Dowd, B.* (February 2014). Can people detect deception from thin slice communications? Poster presented at the 15th annual meeting of the Society for Personality and Social Psychology, Austin, TX.

Welhaf, M. S.**, Hood, A. V. B**., & Banks, J. B. (November, 2016). Narrowing the wandering mind: The impact of an affect manipulation on working memory task performance and number of mind wandering topics. Poster presented at the Psychonomic Society, Boston, MA.

Welhaf, M. S.**, Hood, A. V. B.*, Banks, J. B., & Boals, A. (November, 2015). A tale of three TUTs: The role of emotional valence in cognitive task performance. Poster presented at the Psychonomic Society, Chicago, IL.

Banks, J. B., Welhaf, M. S.**, & Srour, A.** (November, 2014). Brief mindfulness meditation training reduces stress-related working memory decrements. Poster presented at the Psychonomic Society, Long Beach, CA.

Fernandez, M., Tartar, J., Padron, D.*, Harnisch, A.*, Pablos, J.*, Acosta, J.*, & Chocron, R.* (2011). Bilingualism is linked to ERP measures of inhibition. Society for Neuroscience, Washington, DC.

Acosta, J.**, Douglas, K.*, Doshi, N.*, Panameno, M.*, Tartar, J.L., Fernandez, M. Speaking two languages enhances auditory but not a visual neural marker of cognitive inhibition. Society for Psychophysiology Research Atlanta, GA. (2014).

Shaikh, A.* Physiological Markers of Neural Inhibition in Bilinguals Compared to Monolinguals. Oral presentation at the first South Florida STEM Conference (3/16/2013).

Douglass, K.*, Doshi, N.*, Panameno, M.* Auditory but not visual ERP distinguish bilinguals from monolinguals on a non-linguistic Go/NoGo task. Ninth Annual Southeast Cell Science Undergraduate Research Symposium, Miami Gardens, FL. 2014.

Panameno, M.*, Delgadillo, L.*, Musgrove, M.* Non-Linguistic Executive Function Differences between Spanish/English Bilinguals and English Monolinguals. Florida Undergraduate Research Conference, Tampa, FL. 2016.

Panameno, M.* & Musgrove, M.* Does speaking two languages improve non-linguistic executive functions? STEM Research Symposium, Miami Dade College, Miami, FL 2016

Kibler, J.L., Malcolm, L.**, Tursich, M.*, Ma, M., Greenbarg, R.*, & Gold, S. (2015). Cardiovascular reactivity in PTSD and depression: Hemodynamic patterning and task differences. Annals of Behavioral Medicine, 49 (Suppl.), s11.

Ma, M., Malcolm, L.R.**, Diaz-Albertini, K.**, Lopez, V.L.**, Cortes, L.**, Barrientos, S.*, & Kibler, J.L. (2013). Cultural values and sexual risk attitudes and behaviors among Hispanic youth. Annals of Behavioral Medicine. 45 (Suppl.), s47.

Kibler, J.L., Tursich, M.*, Malcolm, L.**, Ma, M., Wacha-Montes, A.*, Lerner, R.*, Findon, K*, Greene, K.*, Gold, S.N., Llabre, M.M., & Beckham, J.C. (2013). Elevated blood pressure, less strenuous exercise and high smoking rates among young women with PTSD. Annals of Behavioral Medicine, 45 (Suppl.), s268.

Kibler, J.L., Tursich, M.*, Malcolm, L.**, Ma, M., Joshi, K.*, Ramcharan, R.*, Greenbarg, R.*, Gold, S., Llabre, .M., & Beckham, J.C. (2012). Body mass and lipid levels among women with PTSD, depression, or no mental illness. Annals of Behavioral Medicine, 42 (Suppl.), B39.

Ma, M., Vigil, A.*, Kibler, J.L., Marker, C., & Washington, S. (2009) Correlates of willingness to participate in HIV vaccine trials among African Americans: Examining regional differences in the U.S. Annals of Behavioral Medicine, 37 (Suppl.), S60.

Joshi, K.*, Kibler, J.L., & Ma, M. (2008). Elevated rates of hypertension in posttraumatic stress disorder: Results from the National Comorbidity Survey. Annals of Behavioral Medicine, 35(Suppl. 1) 2076.

Ma, M., Kibler, J.L., King, A.*, Bartholow, B.N., & Durham, M.D. (2008). Correlates of HIV testing among African Americans. Annals of Behavioral Medicine, 35(Suppl. 1) C105.

Kibler, J.L., Joshi, K.*, Ma, M., Dollar, K.M., Beckham, J.C., Lyons, J.A., Coleman, M., Brisco, K. & Banks, P. (2007). A pilot study of posttraumatic stress and cardiovascular risk factors among young adults. Annals of Behavioral Medicine, 33(Suppl.), S175.

Munroe, C.D.**, Kibler, J.L., Ma, M., Dollar, K.M., Coleman, M., & Brisco, K. (2007). Perceived sexual control mediates the relationship between posttraumatic stress and sexual risk. Annals of Behavioral Medicine, 33(Suppl.), S181.

Ma, M., Kibler, J.K., Augustin, D.**, Malcolm, L.**, Tursich, M.*, Greenbarg, R.*, & Gold, S.N. (2016). Severity of PTSD symptoms and cardiovascular reactivity to stress. The 123th annual American Psychological Association Convention. Denver, CO.

Malcolm, L.*, Kibler, J.L., Tursich, M.*, Ma, M., Greenbarg, R.*, & Gold, S. (2015). A Pilot study of cardiovascular reactivity in PTSD as a function of symptom clusters. The 122th annual American Psychological Association Convention. Ontario, Canada.

Ma, M., Kibler, J.K., Tursich, M.*, Malcolm, L.**, Ketterer, J.*, Greenbarg, R.*, Richardi, T.*, Diaz-Albertini, K.**, & Llabre, M. (2013). Posttraumatic stress and cardiovascular risk factors among young women. The 120th annual American Psychological Association Convention. Honolulu, HI.

Malcolm, L.R.**, Lopez, V.L.**, Sanchez, J.C.**, Allen, C.**, Kibler, J.L., & Ma, M. (2012). Educational aspiration and cultural values among Hispanic adolescents. The 119th annual American Psychological Association Convention. Orlando, FL.

Diaz-Albertini, K.**, Cortes, L.*, Simpson, B.*, Leeder, E.M.**, Kibler, J.K., & Ma, M. (2012). Drug experimentation and cultural values among Hispanic adolescents. The 119th annual American Psychological Association Convention. Orlando, FL.

Orleck, R.C.**, Kupperman, L.*, Burk, V.*, Becker, H.*, Ma, M., & Gold, S.N. (2012). Adult functioning of childhood sexual abuse survivors: Pilot study. The 119th annual American Psychological Association Convention. Orlando, FL.

Gold, S.N., Orleck, R.C.*, Kupperman, L.*, Burk, V.*, Becker, H.*, & Ma, M. (2011). Child-adult sex study: Adult sexual and psychological functioning. The 118th annual American Psychological Association Convention. Washington DC.

Marcoulli, M.**, Malcolm, B.S.**, Lopez, V.**, Augustin, D.**, Leeder, E.**, Ma, M., Brown, B.R., & Kibler, J.K. (2011). Social support and psychosocial health among HIV-seropositive African American substance users. The 118th annual American Psychological Association Convention. Washington DC.

Ma, M., Malcolm, L.**, Marcoulli, M.**, Kibler, J.L., Brown, B.R., Mitty, J.A., & Flanigan, T. (2009). Religiosity and health among HIV-seropositive African American substance users. The 117th annual American Psychological Association Convention. Toronto, CA.

Denis, R.*, Cantrell, C.**, Wells, J.*, & Sternglanz, R. W. (January 2011). Singles view other singles as sexy: The influence of relationship status on judgments of attractiveness. Poster presented at the 12th annual meeting of the Society for Personality and Social Psychology, San Antonio, TX.

Keville, S.* & Collins, W. M. (2015, November). Working memory capacity and the benefits of mental imagery practice on a ring toss game. Poster given at the Annual Meeting of the Psychonomics Society, Chicago, Illinois, USA.

Orozco, N.**, Rodriquez, S.*, Keville, S.*, Collins, W. M. (2014, May). Absolute Power Corrupts Absolutely: The Impact of Power Posing on Self Control Depletion. Poster to be given at the 26th Annual Convention of the Association for Psychological Science, San Francisco, California, USA.

Berger, R.*, Collins, W. M., & Banks, J. B. (2013, November). Individual Differences in Working Memory Capacity and Eyewitness Identification. Poster given at the 54th Annual Meeting of the Psychonomic Society, Toronto, Canada.

Collins, W. M., Sawh, A.*, Orsini, R.*, & Cohen, A. (2013, November). Source Memory Recognition is Dependent Upon Time of Learning. Poster given at the 54th Annual Meeting of the Psychonomic Society, Toronto, Canada.

Orozco, N.**, Collins, W. M., & Boucher, L. (2013, November). Power Posing: Do Brief Nonverbal Displays Influence Attentional Processes. Poster given at the 54th Annual Meeting of the Psychonomic Society, Toronto, Canada.

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