SUSAN M. PEREZ, Ph.D.

B.A., Psychology, Pitzer College, May, 1994
Senior Honor’s Thesis: Stereotype Prevalence Among College Students: Differential Perception of Latinos (Advisor, Dr. Norma Rodriguez)

M.S., Clinical Psychology, California State University, Fullerton, June, 1997
Thesis: Encoding Gender Related Information in the Release from Proactive Inhibition Task (Advisor, Dr. Daniel W. Kee)

M.A., Developmental Psychology, University of California, Riverside, December, 2001
Thesis: The Role of Child Emotional Intensity and Emotion Regulation Skills in Mother-Child Planning (Committee Chair: Dr. Mary Gauvain; Members: Dr. Ross D. Parke, Dr. Nancy Guerra)

PH.D., Developmental Psychology, University of California, Riverside, June, 2004;
Dissertation: Relations Among Child Emotionality, Mother-Child Planning, and Children’s Academic Adjustment and Achievement in the First Grade (Committee Chair: Dr. Mary Gauvain; Members Dr. Ross D. Parke, Dr. Chandra Reynolds)

ACADEMIC POSITIONS

Assistant Professor
University of North Florida
Jacksonville, FL
August 2004 – Present

Lecturer in Psychology
University of California, Riverside
Riverside, CA
Summer 2003, 2004

Adjunct Faculty
Riverside Community College
Norco, CA
Spring 2003, Winter 2004

Teaching Assistant
University of California, Riverside
Riverside, CA
Fall 2000 – Spring 2004

RESEARCH POSITIONS

Cognitive Development Project – Transition to Adolescence, Longitudinal Follow-Up Study, University of California, Riverside, Principal Investigator: Mary Gauvain, Ph.D.
            Project Coordinator                              January 2003 – June 2004

Cognitive Development Project – Three-Year Longitudinal Study, University of California, Riverside, Principal Investigator: Mary Gauvain, Ph.D. (NICHD Grant # 5 R01 HD33998-04)
            Project Coordinator                              January 2001 – January 2003
            Graduate Research Assistant                 August 1999 – January 2001

California State University Fullerton, Advisor: Daniel W. Kee, Ph.D.
            Graduate Research Assistant                 January 1996 – June 1996

Memory and Aging, Pitzer College, Claremont, CA, Principal Investigator: Leah L. Light
            Undergraduate Research Assistant        September 1991 – May 1993

The National Academies, Ford Foundation Dissertation Fellowship for Minorities, 2003-2004
University of California, Riverside Dissertation Grant, 2003-2004
Eugene Cota-Robles Fellowship, University of California, Riverside, 1999 – 2003
Ford Foundation Predoctoral Fellowship for Minorities, Honorable Mention, 2000
National Hispanic Scholarship Fund Scholar, 1994
Senior Thesis Research Grant, Pitzer College, 1994

Gauvain, M. & Perez, S. M. (2007). Socialization of Cognition (pp. 588-613). In J. Grusec, & P. Hastings (Eds.), Handbook of Socialization. New York: Guilford Press.

Gauvain, M., & Perez, S. M. (2005). Not all hurried children are the same: Children's participation in deciding on and  planning their after-school activities. In J. E. Jacobs, & P. Klaczynski (Eds.), The Development of Judgment and Decision-Making in Children and Adolescents. Mahwah, NJ: Erlbaum.

Gauvain, M., & Perez, S. M. (2005). Parent-child participation in planning children's activities outside of school in European American and Latino Families. Child Development, 76, 371-383.

Perez, S. M., & Gauvain, M. (in press). Emotional contributions to the development of executive functions in the family context. Chapter to appear in J. Carpendale, G. Iarocci, U. Müller, B. Sokol, & A. Young (Eds.), Self- and social-regulation: Exploring the relations between social interaction, social cognition, and the development of executive functions. Cambridge, UK: Oxford University Press.

Perez, S. M., & Gauvain, M. (in press). The sociocultural context of transitions in early socioemotional development. In C. A. Brownell, & C. B. Kopp (Eds.), Transitions in Early Socioemotional Development: The Toddler Years, Guilford Press.

Perez, S. M. (2006). Instructor's Manual for E. M. Hetherington, R. D. Parke, M. Gauvain, & V. O. Locke, Child Psychology: A Contemporary Viewpoint (6th ed.), New York: McGraw-Hill.

Perez, S. M., & Gauvain, M. (2005). The role of child emotionality in child behavior and maternal instruction on planning tasks. Social Development, 14, 250-272.

Perez, S. M., & Kee, D. W. (2000). Girls not boys show gender-connotation encoding from print. Sex Roles, 42, 439-447.

MANUSCRIPTS

Gauvain, M., & Perez, S. M. (submitted). Mother-Child Planning and Child Compliance.
Gauvain, M. & Perez, S. M. (in preparation). Social Influences on Cognitive Development: Longitudinal Analysis of Parent-Child Participation During Joint Planning.

Perez, S. M., & Gauvain, M. (in preparation). Child emotional functioning, mother-child planning, and children’s academic adjustment and achievement in the first grade.

Perez, S. M., & Gauvain, M. (in preparation). A longitudinal examination of the planning skills of European- and Latino-American children in mother-child joint planning and at school in middle childhood.

Gauvain, M., & Perez, S. M. (2007). The Socialization of Cognition. Paper to be presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.

Gauvain, M. & Perez, S. M. (2003). Socioemotional Factors and the Development of Planning in Early and Middle Childhood. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL.

Gauvain, M. & Perez, S. M. (2003). Social Influences on Cognitive Development: Longitudinal Analysis of Parent-Child Participation During Joint Planning. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL.

Gauvain, M., & Perez, S. M. (2002). Parenting practices and children’s participation in planning in early adolescence. Poster presented at the Biennial Meeting of the Society for Research in Adolescence, New Orleans, LA.

Gauvain, M., & Perez, S. M. (2001). Children’s after-school activities as opportunities to develop cognitive skills. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Minnesota, MN.

Gauvain, M., & Perez, S. M. (2001). Parenting practices and children’s participation in planning. Poster presented at the American Psychological Association Annual Convention, San Francisco, CA.

Gauvain, M., Perez, S. M., Wolpoff, M., & Pan, Y. (2005). Children’s Planning in Middle Childhood and Academic Performance in Early Adolescence. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Atlanta, GA.

Perez, S. M. (2007). Is Maternal Instruction During Joint Planning Related to Mother's Reported Coping with Child Emotionality? Poster to be presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.

Perez, S. M. (2006). Relations between Child Emotionality and Planning Skills. Poster presented at the Annual Conference of the International Society for Research on Emotion, Atlanta, GA.

Perez, S. M. (2004). Relations between Planning Skills in Mother-Child Interaction and School Outcomes across Middle Childhood. Poster presented at the 2004 Conference on Human Development, Washington, DC.

Perez, S. M. (2003). Child Emotionality as a Mediator Between Parenting Practices and Academic Adjustment and Achievement. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Tampa, FL.

Perez, S. M., & Gauvain, M. (2007). Relations Between Child Emotionality and Activity Goals During Mother-Child Planning. Poster to be presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.

Perez, S. M., & Gauvain, M. (2005). Children's Planning Skills in Mother-Child Interaction and Academic Adjustment and Achievement in the First Grade. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Atlanta, GA.

Perez, S. M., & Gauvain, M. (2005). Child Emotionality and Children's Planning in Social Context as a Function of Task Goals.  Paper presented at the Biennial Meeting of the Society for Research in Child Development (*note: Chair for Symposium: Putting the Pieces Together: How Social, Emotional, and Cognitive Processes Get Integrated Over the Course of Development), Atlanta, GA.

Perez, S. M., & Gauvain, M. (2005). Children’s Planning Skills in Mother-Child Interaction and Academic Adjustment and Achievement in the First Grade. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Atlanta, GA.

Perez, S. M., & Gauvain, M. (2002). Relations of early adolescent emotional functioning, planning behavior, and school performance. Poster presented at the Biennial Meeting of the Society for Research in Adolescence, New Orleans, LA.

Perez, S. M., & Gauvain, M. (2001). Relation of child emotionality to individual and mother-child planning. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Minneapolis, MN.

Perez, S. M., Gauvain, M., & Savage, S. L. (2000). Children’s emotional intensity and planning ability. Poster presented at the American Psychological Association Annual Convention, Boston, MA.

Perez, S. M., & Hutchison, L. (2006). The Development of Planning Skills in Mother-Child Interaction: The Role of Family Context. Poster presented at the Annual Convention of the Association for Psychological Science, New York, NY.

Perez, S. M., & Kee, D. W. (1998). Gender differences in release from proactive interference performance. Poster presented at the American Psychological Association Annual Convention, San Francisco, CA.

Wolpoff, M., Gauvain, M., & Perez, S. M. (2007). Autonomy in Middle Childhood: Children's Control Over Everyday Activities in Relation to Age, Gender, and Ethnicity. Poster to be presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.

RESEARCH INTERESTS
Sociocultural Influences on Complex Cognitive Skills such as Planning and Problem Solving: Cultural, Familial, and Social Contexts as Influences
Individual Differences (temperament, emotionality, emotion regulation) as Influences on the Development of Planning and Problem Solving Skills
The Role of Cognitive Development in Social Context and Socioemotional Development in the Transition to School and in Academic Success

ROFESSIONAL MEMBERSHIPS

Society for Research in Child Development, 2000 – present
Association for Psychological Science, 2004 – present
American Psychological Association, 2002 – present

Professional Service:
Panel reviewer for submissions to the 2007 Biennial Meeting of the Society for Research in
  Child Development Ad hoc reviewer for Merrill-Palmer Quarterly
Ad hoc reviewer for International Journal of Behavioral Development
Ad hoc reviewer for Cognitive Development 

Introductory Psychology
Research Methods in Psychology
Undergraduate Statistics
Multiple Regression/Correlation Analysis
Multivariate Statistics
Developmental Psychology (Lifespan or any segment thereof)
Cognitive Development
Emotional Development
Social Development
Seminar in Cognitive Development in Social Context
Seminar in the Role of Culture in Development
Seminar in Socioemotional Development
Seminar in Development in the Family Context

Foundations of Child Psychology (Instructor), University of North Florida, Jacksonville, FL*
Lifespan Developmental Psychology (Instructor), University of North Florida, Jacksonville, FL*
Advanced Child Psychology (Instructor), University of North Florida, Jacksonville, FL
Developmental Psychology (Instructor), University of California, Riverside, CA
Introduction to Psychology (Instructor), University of California, Riverside, CA*
Research Methods in Psychology (Teaching Assistant), University of California, Riverside, CA*
Cognitive Development (Teaching Assistant), University of California, Riverside, CA*
Internships in Psychology (Teaching Assistant), University of California, Riverside, CA
Lifespan Development (Instructor), Riverside Community College, Norco, CA*

* Evaluations available upon request