ITP List (Seminar page)

Dr. Icy Zhang, Assistant Professor, Learning Sciences Area, Educational Sciences, UW-Madison

Title: 

Abstract:

Jennifer Murray, Doctoral Student, Department of Psychology, UW-Madison 

Title: TBA

Abstract: TBA

Dr. Carol Ryff, Professor, Department of Psychology, and Director, Institute on Aging, UW-Madison

Title: Education, Well-Being, and Health: Scientific Advances from MIDUS (Midlife in the United States, A National Longitudinal Study)

Abstract: TBA

Dr. Quentin Riser, Assistant Professor of Human Development & Family Studies, UW-Madison

Title: Pathways to economic stability: family income trajectories, child support, and developmental economic outcomes

Abstract: Economic stability in early childhood plays a crucial role in shaping both developmental outcomes in early life and economic mobility in adulthood. This study integrates two lines of research to examine how family income trajectories from birth to kindergarten and child support receipt during childhood influence short and long-term well-being. Using latent class growth analysis on data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), we identify distinct income trajectories and their association with school readiness, cognitive, and social-emotional development. Results indicate that chronic economic hardship and income instability negatively impact early childhood development, with children in persistently low-income families exhibiting the poorest school readiness outcomes. Additionally, leveraging data from the Wisconsin Child Support Demonstration Evaluation (CSDE) and the Wisconsin Court Record Data (WCRD), we examine the long-term economic impact of child support receipt, finding that consistent support is associated with higher earnings in adulthood. Together, these findings underscore the interconnected nature of early financial stability, policy interventions, and long-term economic mobility. This work highlights the importance of child support policies and anti-poverty interventions in mitigating the adverse effects of early-life economic disadvantage, ensuring that children from lo

Dr. Drew Bailey, Professor, University of California, Irvine

Title: Learning about development from interventions

Abstract: I argue that the role of causally informative evaluations of interventions within developmental psychology should be elevated. Causally informative research on the effects of intervention inputs on medium- and long-term outcomes are sufficiently relevant to developmental psychology to inform or even constrain our theories and to inspire future developmental research. I review examples of research that yielded developmental insights from such work and discuss a broad theoretical framework for using developmental theory to reason about the effects of interventions and vice versa.

Dr. Chris Hulleman, Professor of Education and Public Policy, University of Virginia

Title: TBA

Abstract: TBA