Dr. Winsler is an applied developmental psychologist with interests in children's transition to school, the development of self-regulation, private speech, Vygotskian sociocultural theory and bilingualism and early schooling for English-Language Learners (ELLs). His current research explores childcare, school readiness, and school trajectories among ethnically and linguistically diverse, immigrant, low-income, urban preschoolers using data from the large-scale (n > 30,000) longitudinal Miami School Readiness Project; Private speech and self-regulation in typical children and those with ADHD or autistic spectrum disorders; Music/dance and self-regulation; and self-regulated learning and motivation among college students. Dr. Winsler is author of more than 100 journal articles and book chapters and has two books. His most recent book, Private speech, executive functioning, and the development of verbal self-regulation was published by Cambridge University Press in 2009. He has received over $2 million of research funding for his work. Dr. Winsler also served as editor of the journal, Early Childhood Research Quarterly. Download Dr. Winsler's CV here.
Alenamie is a third-year PhD student in the Applied Developmental Psychology program. She graduated from George Mason University in 2016 with a B.S. in Psychology and concentration in Applied Developmental Psychology. Prior to starting the PhD Program, she worked as a research specialist for the University of Virginia Curry School of Education. She conducted child and classroom assessments at the pre-K and kindergarten level for a longitudinal study exploring long-term effects of pre-K programs. Her current research focuses on predictors and outcomes of in-school arts enrollment among low-SES, ethnically diverse students with primary interest in the unique differences between music classes (Band, Chorus, Guitar, Orchestra, Keyboard).
Jordan is a fourth-year PhD student in Dr. Winsler’s lab. She graduated from Emory & Henry College in 2017 with B.A.s in Psychology and French, and received her M.A. in Applied Developmental Psychology from George Mason in 2019. During her time at Emory, she conducted a variety of research projects that ranged from understanding prejudicial attitudes toward the LGBTQ community to assessing how developmental variables affected children’s responses to psychological measures. Her current research interests include the long-term academic outcomes associated with grade retention in elementary school, high-stakes testing and retention, delayed kindergarten entry, and early childhood experiences associated with later achievement. Active research projects include the predictors and outcomes of delaying kindergarten entry within a predominantly low-income, ethnically diverse community, the predictors and outcomes of being retained multiple times during elementary school, and whether the timing of retention is associated with later academic outcomes.
Alison is a first-year Ph.D. student in Dr. Winsler's lab. She graduated from Virginia Tech with a B.S. in Psychology in 2009 and received her M.A. in Social Sciences from The University of Chicago in 2016. Most recently, she worked as a research associate at UChicago's TMW Center for Early Learning + Public Health. She was drawn to the center's mission to enact change in the lives of underserved children through innovative parent-directed programs. During her tenure at the center, she oversaw the research and development of a survey tool to assess caregivers' knowledge of children's cognitive development and contributed to three longitudinal intervention studies. Her current research interests include understanding early childhood experiences associated with long-term cognitive, language and social outcomes, and later academic achievements.
Alex is a fifth-year PhD student in Dr. Winsler's lab within the Applied Developmental Psychology program. He is interested in exploring the intersection of policy and research surrounding early childhood development. His current projects include 1) outcomes for ethnically diverse children in poverty that experience ecological instability during elementary school (i.e. -- school mobility) 2) predictors and outcomes of cyberbullying in high school populations. He is also involved in research related to self-regulation, private speech, attentional demands and their relationship with executive functioning.
Gabby is a first-year Master’s student in the ADP program working in Dr. Winsler’s lab. She graduated from Virginia Commonwealth University in 2019 with a B.S. in Psychology and a B.S. in Biology. With a Spanish minor and a strong background in education, Gabby is interested in addressing the question of bilingualism in schools and the language acquisition process for ELL students. She is also interested in the related issues that affect bilingualism and ELL students, including socioeconomic background and social biases. Ultimately, Gabby hopes to pursue a Ph.D. in a related ADP field and potentially work to develop strategies that address the achievement gap many ELL students face.
Victor is a first-year Ph.D. student in Dr. Winsler’s lab. He graduated from Hunter College, CUNY, in 2019 with a B.A. in Psychology. Before coming to George Mason, Victor was at the New York Academy of Medicine, working on the East Harlem Action Collaborative for Child Health and Well-being (EHAC). As part of EHAC, he aided in using the voices of residents to redefine child-wellbeing. He also compiled measures to assess the residents’ definition of child well-being. Victor’s current research interests lie in understanding the impact of neighborhood factors on academic achievement and language development.
Courtney is a fifth-year PhD student in Dr. Winsler’s lab within the ADP program. She graduated from the University of Alabama in 2016 with a Bachelor of Science in Psychology and a minor in Human Development. Her current research interests involve academic outcomes in at-risk populations, specifically the influence of early factors like school readiness and neighborhood effects on later outcomes such as educational achievement and advanced course selection.
Tevis is a second-year doctoral student in George Mason’s Applied Developmental Psychology Program. He graduated with honors from the University of Central Florida in 2019 with a Bachelor of Science in Psychology. Tevis will be working in Dr. Adam Winsler’s lab, as well as the Mason Arts Research Center (MasonARC), during his time at GMU. Tevis’ research interests focus on student persistence within in-school music electives, examining the role of school transition and musical instrument choice during this process.
Mikayla is a senior graduating with a B.A. in psychology in Spring 2021. She has concentrations in both clinical psychology and forensic psychology as well as a minor in criminology, law, and society. After undergrad, she plans to earn her PhD in clinical psychology. She is in the second semester of the Psychology Honors program, for which her thesis project is on the academic outcomes associated with middle school suspensions using the data provided by Dr. Winsler’s lab.
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