Any student who wants to investigate a particular topic in depth should consider conducting independent research. Exceptional students may choose to complete their research as part of the Honors Program in Psychology. Honors students complete two semesters of independent and original research, write an honors thesis based on that empirical or theoretical work, and make an oral defense of the thesis at a colloquium attended by faculty and students. Students electing a multi-disciplinary research topic (e.g., in biopsychology, neuroscience, psychology and literature, psychology and dance, psychology and art, or philosophical psychology) typically work on the project with a faculty member from that discipline as well as a Psychology Department member.
To be considered for acceptance into the Honors Program, students must have a Grade Point Average of 3.50 or better in psychology courses and obtain agreement from a faculty member to sponsor their project. The proposal* deadline is April 15 of a student's junior year. However, students should begin thinking about the project they would like to conduct for their honors thesis prior (and talking with faculty) prior to that date. For more information, talk with any psychology professor.
Students are not required to present their work (beyond the oral defense), but are highly encouraged to submit promising results for presentation (e.g., Psychology Research Day, LVAIC Undergraduate Psychology Conference, Eastern Psychological Association Conference) or publication (e.g., Psi Chi Undergraduate research journal).
Psychology Honors Thesis Topics - Recent Examples
- Clinician diagnosis and attitudes toward Asperger's and Autistic Disorders (Carey Heller, 2007)
- Examining Heterosexuals' Interpersonal Judgments of Gay Men: Does The Media Promote a Prototypical Gay Man? (Thomas J. Prevete, 2007)
- Personality and Mood in Women (Kayla Boisvert, 2007)
- Arousal as a Mediator of Stereotype Threat (David "Zeke" Strober, 2007)
- Decreasing arousal decreases working memory systems (Paige Brookstein, 2007)
- The Impact of a Having a Sibling with a Disability on Perceived Parental Expectations for Academic Achievement and Perfectionism (GraceAnn Furnari, 2007)
- Does interpreting a stressful situation as a challenge or a threat affect the development of illusion of control and learned helplessness? (Camara Murphy, 2007)
- The Intergenerational Transmission of Divorce and Reasons for Divorce (Dawn Aniess, 2006)
- A new model: Gender role orientation as a predictor for who will engage in self-mutilation (Lori Singerman, 2006)
- Individual vs. Group Decision-making: Which leads mock jurors to centrally process expert witness testimony? (Nikki Dilks, 2006)
- Perceptions of the Experience and Expression of Anger: An Obstacle for the Creation of Anger Disorders? (Adam Nodiff, 2006)
- The New Bully: Indirect Aggression and Narcissism Among First Year College Women (Sophie Minis, 2006)
- Effect of the Diagnostic Label of Autism versus Asperger’s on College Students' Assessments of a Child Given This Label (Leah Berger, 2006)
- The perceived attraction toward men among the female relatives of gay men (Gina Forchelli, 2006)
- Sociocultural influences on HIV/AIDS vulnerability for specific populations: The formulation of culturally-adaptable prevention programs (Rachel Harris, 2005)
- Using Primary and Secondary Control in Different Attachment Relationships (Jennifer A. Perbetsky, 2003)
- Group Identification and Stereotype Accuracy in the Greek System (Alison Clabaugh, 2002)
- Judgment Accuracy of Nonverbal Personality at Zero-Acquaintance (Maria S. Nelson, 2002)
- The Effects of Gender Identity and Feminist Identification on Body Image (Erin Quinlivan, 2000)
- Compliance With a Request to Donate to National Versus Local Charities (Amy Brunell, 2000)
- The Premenstrual Experience: A Social Perspective (Katherine Richmond, 2000)
- Literacy Development in Preschoolers (Andrea L. Dyjak, 2000)
- Gender, Gender Identity and College Major Found to be Associated with Different Learning Styles (Jennifer A. Wysocki, 1999)
*The proposal to join the Honors Program consists simply of a 1-2 page (typed, double spaced) general topic proposal. This proposal should be signed by the sponsoring faculty member and should be turned in no later than April 15th to Dr. Laura Edelman, Psychology Department Chair. Students accepted into the Honors Program will then sign up for a full credit of PSY 970 in the Fall and in the Spring semesters of their senior year (note that only one credit of 970 can count toward completion of the major). The titles for each Independent Study course should be "Honors Research I" (Fall) and "Honors Research II" (Spring). During the Fall semester, students will develop a comprehensive research proposal (i.e., the Introduction & Method section of an APA-style paper). This proposal must be approved by the faculty sponsor and by two additional faculty committee members. These additional committee members should be chosen (by the student and his or her advisor) and asked to participate no later than the second week of the Fall semester. In the Spring semester, students will conduct their study, analyze their data, and write up (and present) their results. The finished paper will be evaluated by the sponsoring faculty member and readers. Students who graduate with Honors in Psychology will have that fact noted on their permanent transcripts. Also, their recognition will be announced at graduation and appear in the graduation program. Please note that if the proposal (Fall semester 970 work) is not approved for continuation in the honors program, the student's transcript will be revised such that the 970 work is listed as an "Independent Study." The student may choose to continue his or her research, or may choose to stop at that point. If a final thesis is not granted honors, then the Fall and Spring semesters of 970 work will be re-labeled as "Independent Study" work. Assuming the 970 work itself is completed, students will receive a grade and a credit for each semester, regardless of honors decisions.
