Discussing the late Scott Lilienfeld’s inspiration and vision for teaching psychology
Join Drs. Steven Jay Lynn, and Laura Namy as they discuss their own successes with fostering student engagement and learn about their dedication to inspiring students to reason with evidence.
Dr. Steven Jay Lynn, Binghamton University (SUNY)
Dr. Laura L. Namy
Remembering Scott Lilienfeld, friend and colleague who passed away in Fall 2020. Join longtime co-authors Steven Lynn & Laura Namy as they share their experiences working with Dr. Lilienfeld as they were developing their well-known intro to psychology title, Psychology From Inquiry to Understanding. Retrace the steps of the book's origin, hear about their own successes with fostering student engagement, learn about their dedication to inspiring students to reason with evidence, and get a glimpse into the numerous enhancements that have been made to the upcoming 5th edition. Some highlights include expanded coverage on replicability and the Open Science movement, a new emphasis on "Generalizability" as a key scientific thinking principle, a new chapter on "Thinking, Language, and Intelligence," and new references and framing to reflect the current state of science and society.
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About the speakers
Dr. Steven Jay Lynn, Binghamton University (SUNY)
Steven Jay Lynn received his BA in psychology from the University of Michigan and his PhD in clinical psychology from Indiana University, and he completed an NIMH Postdoctoral Fellowship at Lafayette Clinic, Detroit Michigan. He was a professor in the Department of Psychology at Ohio University from 1977-1996, and he is currently Distinguished Professor of Psychology at Binghamton University (SUNY). At Binghamton, he was the director of the Doctoral Program in Clinical Psychology and the director of the Psychological Clinic and is currently the director of the Laboratory of Consciousness and Cognition.
Dr. Lynn is a fellow of numerous professional organizations, including the American Psychological Association and the Association for Psychological Science, and he is a diplomate in clinical and forensic psychology (ABPP). He was the recipient of the Chancellor’s Award of the State University of New York for Scholarship and Creative Activities and the recipient of the Indiana University Department of Psychological and Brain Sciences Lifetime Achievement Alumni Award.
Dr. Lynn has authored or edited 22 books and 400 other publications. Dr. Lynn is the founder and former editor of Psychology of Consciousness: Theory, Research, and Practice (APA), and he has served on 15 editorial boards, including the Journal of Abnormal Psychology and Clinical Psychological Science. Dr. Lynn’s research has been supported by the National Institute of Mental Health and the Ohio Department of Mental Health. His research has been featured in numerous media outlets, including the New York Times, New Scientist magazine, Discover magazine, CBS Mornings, ABC’s 20/20, Discovery Channel, and the Academy Award-winning documentary, Capturing the Friedmans.
Dr. Laura L. Namy
Laura L. Namy received her BA in philosophy and psychology from Indiana University in 1993 and her PhD in cognitive psychology at Northwestern University in 1998. She is currently serving as the Associate Commissioner for Teaching and Learning within the National Center for Education Research at the United States Department of Education. Dr. Namy was a professor of psychology and core faculty in linguistics at Emory University for 19 years, and also served as the Director of the Center for Mind, Brain, and Culture at Emory.
She has served as a program director in the Behavioral and Cognitive Sciences Division at the National Science Foundation, and as Executive Director of the Society for Research in Child Development. Dr. Namy is past editor-in-chief of the Journal of Cognition and Development and a Fellow of the American Psychological Association. Her research focused on the origins and development of verbal and nonverbal symbol use in young children, sound symbolism in natural language, and the role of comparison in conceptual development.