All members in good standing will have received a link directly to the email on their membership account for the electronic vote. Only members who are fully paid for the current year (2018 or 2019 membership expiry) are eligible to vote in the election. Please review the information below and vote before the election closing date of April 13, 2018.
If you have not received the voting link, please contact the Secretariat to confirm your membership.
ICIS President-Elect Nominees
The President-Elect position is a six-year term. The incumbent will serve two years (2018 – 2020) as President-Elect, two years as President (2020 – 2022) and two years as Past-President (2022 – 2024).
Members have one vote for the President-Elect role.
Robin K. Panneton is an Associate Professor of Developmental Science in the Department of Psychology at Virginia Tech. She is also the Associate Dean for Undergraduate Programs in the College of Science. She received her B.S. from the University of Wisconsin-Milwaukee, and her M.S. and Ph.D. from the University of North Carolina-Greensboro. She then completed two NRSA F32 Postdoctoral Fellowships at the University of Rochester and the Rose F. Kennedy Center. She joined the faculty at Virginia Tech in 1989. Her research on the emerging ability of caretaker’s interactive styles to capture and direct infants’ attention and learning across the first two postnatal years has been funded by NICHD and the James S. McDonnell Foundation. She also has received two teaching excellence awards and was a Canadian-U.S. Fulbright Research Chair at the Centre for Research on Language, Mind, and Brain at McGill University.
Catherine S. Tamis-LeMonda is Professor of Developmental Psychology, in the Department of Applied Psychology at New York University, where she co-directs the Center for Research on Culture, Development, and Education. She is a Fellow of the American Psychological Society; member of the governing council of the Society for Research on Child Development; associate editor of Infancy and Journal of Experimental Psychology: General, former co-chair of SRCD’s 2015 biannual conference, and serves on editorial boards of several journals. Tamis-LeMonda’s research focuses on infant and child language, communication, object play, literacy, and motor skill, and the roles of language input, home experiences, parenting, and culture in infant learning and development across domains. Tamis-LeMonda’s research has been funded by the National Science Foundation, National Institute of Child Health and Human Development, National Institute of Mental Health, Administration for Children, Youth and Families, the Ford Foundation, and the Robinhood Foundation. She has over 175 publications in peer-reviewed journals and books, and co-edited the volumes Child Psychology: A Handbook of Contemporary Issues, 1st 2nd 3rd Editions (Psychology Press, 1999, 2006, 2016), Handbook of Father Involvement: Multidisciplinary Perspectives, (Psychology Press, 2002; 2013), The Development of Social Cognition and Communication (Psychology Press, 2005), and the forthcoming Handbook of Infant Development (Cambridge University Press).
ICIS Member At Large Nominees
There are two positions available for the 2018 – 2024 term. Members will cast two votes to elect the next Members At Large.
Members can vote for the same person on each vote or two different people. The two people with the highest cumulative votes will be voted in for the 2018 – 2024 term.
Marianella Casasola is an Associate Professor in the Department of Human Development at Cornell University. She earned her undergraduate degrees in Spanish Literature and Psychology from the University of Berkeley, California. She completed her Ph.D. in Psychology at the University of Texas at Austin under the mentorship of Dr. Leslie B. Cohen. Casasola is a recipient of the Presidential Early Career Award for Scientists and Engineers, and has received several teaching and mentoring awards from Cornell, including the SUNY Chancellor’s Award for Excellence in Teaching. Her research on early cognitive and language development has been funded by NIH and NSF.
Nuria Sebastian Galles
Universitat Pompeu Fabra
Núria Sebastián received her PhD in Experimental Psychology from the University of Barcelona (UB) in 1986. After Post-doctoral training at the Max Plank Institute and CNRS in Paris, she became Associate Professor of Psychology, UB, in 1988, and Professor in 2002. In 2009, she moved to Universitat Pompeu Fabra where she leads the Speech Acquisition and Processing Group, Center for Brain and Cognition. She was a Visiting Scholar at several institutes including IRCS, University of Pennsylvania, ICN, University College (London), and the University of Chicago. She was coordinator of the Consolider-Ingenio 2010 BRAINGLOT and is PI of European Research Council (ERC) Advanced grant UNDER CONTROL. She was Vice-President of the ERC, 2014-2016 and is a Fellow of the British Academy, 2016. She is editor of several journals. She has authored over 100 publications (including Science, PNAS).
Katherine Graf Estes
University of California Davis
Katharine Graf Estes is an Associate Professor of Psychology at the University of California, Davis. She received her B.A. in Psychology and French from Indiana University and her Ph.D. in Psychology from the University of Wisconsin—Madison. Dr. Graf Estes investigates how accumulating experience shapes how infants learn, with a focus on language development. Her research has examined infants’ emerging expectations about the forms that words take, demonstrating that infants show language-specific tuning that may promote vocabulary development. Her work has also explored how bilingual experience influences how infants learn, demonstrating ways that bilinguals’ learning abilities are well adapted to their environments. Dr. Graf Estes has received grants from NICHD and a CAREER award from NSF.
University of British Columbia
Dr. J. Kiley Hamlin is an Associate Professor of Psychology at UBC, and holds a Tier 2 Canada Research Chair in Developmental Psychology. She received her doctorate from Yale University in 2010, and her undergraduate degree from the University of Chicago in 2005. Her work explores the earliest developmental origins of the human moral sense, by examining precursors to moral cognition and action in preverbal infants. She is currently an Associate Editor at Cognition, and on the editorial boards of Developmental Psychology, Child Development Perspectives, and Perspectives on Psychological Science. Recent awards include the Stanton Prize from the Society for Philosophy and Psychology for significant early career contributions to Psychology and Philosophy, the Janet Taylor Spence Award for Transformational Early Career Contributions to Psychological Science, and a Killam Research Prize. She received a dissertation prize from the International Congress of Infant Studies in 2012.
Birkbeck, University of London
Natasha Kirkham is a Reader (Associate Professor) in Developmental Psychology at Birkbeck, University of London. She is a senior researcher at the Centre for Brain and Cognitive Development, and the Special Chief Editor for Frontiers in Developmental Psychology. Natasha received her BSc in Psychology from the University of Toronto, and her PhD from Cornell University. Her work examines the role of attentional cues, both within the visual domain and across multisensory inputs. Natasha received an RCUK fellowship in developmental cognitive neuroscience, along with the Division of Experimental Psychology Young Investigator’s award (2005), for her work on attentional cueing. Natasha has a keen interest in translational research and recently participated in several projects bringing psychology into theatre productions for children. She has three children and is the chair of the Women in Psychological Sciences group at Birkbeck. In addition, Natasha volunteers at London schools, running “brain workshops” and “psychology taster sessions”.
Penn State University
Dr. Koraly Pérez-Edgar is a Liberal Arts Professor in the developmental psychology program at Penn State University. Her research examines trajectories of early socioemotional development from infancy through adolescence. The focus is on early appearing temperament traits and their impact on the ways children respond to, and engage with, their environment. In particular, she examines how individual differences in attention can work from the first months of life to ameliorate or exacerbate early temperament. In conducting her work, Dr. Pérez-Edgar has taken a multi-method approach involving direct observation of behavior, cognitive measures, eye-tracking, psychophysiology, and neuroimaging. Her service experience includes heading the developmental psychology program and membership on NIMH study sections, IRB boards, P&T committees, and multiple journal editorial boards. Dr. Pérez-Edgar is a Fellow of the Association for Psychological Science (APS) and the recipient of numerous awards including a Cattell Sabbatical Award and an NIMH R01 BRAINS Award.
University of Giessen
Gudrun Schwarzer is a Professor of Psychology and chairs the Department of Developmental Psychology at the University of Giessen, Germany. Her research focuses on the malleability and interplay of young children’s perception (faces, objects, music), cognition, and action. She graduated with a degree in Psychology (Diploma) from the University of Marburg, received her PhD in Psychology at the University of Frankfurt, and completed her professorial degree (Habilitation) at the University of Tübingen. After her postdoctoral work at the University of Tübingen and at the Perceptual Science Laboratory at UCSC, she led an Independent Research Group at the Friedrich-Miescher- Laboratory of the Max-Planck-Society before moving to the University of Giessen. Gudrun Schwarzer is the author of over 160 academic articles and book chapters, as well as 2 textbooks. She was honored with the “Heckhausen Young Scientist Award” by the German Society of Psychology, as well as research fellowships from the Volkswagen Foundation and the German Research Foundation.
Sandra Waxman is the Louis W. Menk Chair in Psychology and a Faculty Fellow at the Institute for Policy Research at Northwestern University. Using a developmental, cross-cultural, and cross-linguistic approach, Waxman studies how language and cognition come together in the infant mind. She identifies infants’ earliest language, cognitive, and communicative capacities and examines how these capacities are shaped by the linguistic, social, and cultural communities in which infants live. Waxman is a fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the Association for Psychological Sciences, and the Cognitive Science Society. Her awards include a Guggenheim Fellowship and the Cattell Award. She is co-editor of the newly-launched Annual Review of Developmental Science. Waxman is committed to sharing developmental science with policy-makers and the public. She is a steering member of SRCD’s Social Policy Report and publishes in media (e.g., US News and World report; Aeon; Huffington Post).