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Name Pronunciation Guide:
"NAI-ha Par-vez"

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B.Sc., University of Guelph, 1995
M.A., Northwestern University, 2000
Ph.D., Northwestern University, 2003

Curriculum Vitae [PDF]

Research Interests

My primary research focuses on sexual attractions, sexual response, and sexual functioning, and the influence of gender and sex on these aspects of our sexualities. My current work focuses on the neurocognitive factors associated with sexual response in women with and without sexual difficulties.

Selected Publications

Suschinsky, K. D., Huberman, J. S., Maunder, L., Brotto, L. A., Hollenstein, T., & Chivers, M. L. (2019). The relationship between sexual concordance and sexual functioning in women with and without sexual difficulties. Journal of Sex and Marital Therapy.

Shirazi, T. N., Bossio, J. A., Puts, D., & Chivers, M. L. (2018). Menstrual cycle phase predicts women’s hormonal responses to sexual stimuli. Hormones and Behavior, 103, 45–53. doi: 10.1016/j.yhbeh.2018.05.023

Dawson, S. J., & Chivers, M. L. (2018). Sexual stimulus modality moderates gaze patterns in women and men. Royal Society Open.

Chivers, M.L. (2017). The specificity of women’s sexual response and its relationship with sexual orientations: A review and ten hypotheses. Archives of Sexual Behavior, 46(5), 1161–1179 doi:10.1007/s10508-016-0897-x

Chivers, M.L., & Brotto, L. B. (2017). Controversies in women’s sexual arousal and desire. European Psychologist, 22(1), 5–26. doi: 10.1027/1016-9040/a000274

Velten, J., Margraf, J., Chivers, M. L., & Brotto, L. A. (2017). Effects of a mindfulness task on women’s sexual response. Journal of Sex Research, 55(6), 747-757. doi:10.1080/00224499.2017.1408768

Suschinsky, K. D., Shelley, A. D., Gerritsen, J., Tuiten, A., & Chivers, M. L. (2016). The clitoral photoplethysmograph; response specificity and construct validity. Journal of Sexual Medicine, 12(12), 2324–2338. doi: 10.1111/jsm.13047

Huberman, J. S., & Chivers, M. L. (2015). Evaluating gender-specificity of sexual arousal in women and men using thermography. Psychophysiology, 52, 1382–1395. doi: 10.1111/psyp.12466

Dawson, S., & Chivers, M. L. (2014). Gender differences and similarities in sexual desire. Current Sexual Health Reports, 6(4), 211-219. doi: 10.1007/s11930-014-0027-5.

Chivers, M. L., Seto, M. C., Lalumière, M. L, Laan, E., & Grimbos, T. (2010). Agreement of genital and subjective measures of sexual arousal in men and women: A meta-analysis. Archives of Sexual Behavior, 39(1), 5–56.

Chivers, M. L., Seto, M. C., & Blanchard, R. (2007). Gender and sexual orientation differences in sexual response to the sexual activities versus the gender of actors in sexual films. Journal of Personality and Social Psychology, 93(6), 1108–1121.

Chivers, M. L., Rieger, G., Latty, E., & Bailey, J. M. (2004). A sex difference in the specificity of sexual arousal. Psychological Science, 15(11), 736–744.

Name Pronunciation Guide:
"Ma-lis-sa Sus-co"

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B.A.H., Saint Mary’s University, 2005
M.A., Queen’s University, 2007
Ph.D., Queen’s University, 2011

Curriculum Vitae [PDF]

Name Pronunciation Guide:
"Mayg-en Norr-iss"

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Research Interests

I hold a PhD in Social/Personality Psychology with expertise in the fields of measurement, attitudes, and attitude change. 

Recently, my work has shifted from consumer psychology to a focus on systems within higher education. Applying psychological science, I work to develop systems that facilitate learning in post-secondary spaces, with a keen focus on innovating systems to meet community needs. 

I am passionate about Open Access, and am pleased to share a number of Open Access resources that represent some of my pillars of interest. Please feel free to use, share, reuse, and adapt!

: This edited book reviews issues facing the post-secondary sector with an aim of envisioning a strong and robust future.

: Despite psychology being one of the most popular undergraduate programs, students often report not knowing how training in psychology relates to careers. With chapters written by experts across Canada, this book explores just some of the many ways that students can apply their training in psychological science across a variety of careers and sectors.

: A dynamic and growing library of open, online, learning resources in Psychology. This project is made possible with funding by the ¾ÅÐãÖ±²¥ Library, and the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: 

Name Pronunciation Guide:
"MAY-gen hen-kel-man"

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B.Sc., University of Toronto, 1989
M.Sc., McGill University, 1991
Ph.D., McGill University, 1995

Curriculum Vitae [PDF]

Name Pronunciation Guide:
"M-aAIR-ee Oh-m-st-EH-d"

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Research Interests

My research is directed towards understanding the neural and psychological interface between motivation and cognition,- or how rewarding stimuli influence learning. My working hypothesis is that goal-directed behaviours and cognitive processes, as part of a dynamic interactive system, reciprocally modulate each other. In order to investigate these process, I have adopted two complementary approaches in my work. The first is a theoretical overview of the interaction between motivation and cognition that examines how reward-related learning is manifested in behaviour. The second is an examination of specific neural systems which may mediate the cognitive-motivational interface. The majority of my research focuses on animal models of drug addiction as this disorder is characterized by a breakdown in the 'normal' balance between motivation and cognition.

Selected Publications

Books:

Olmstead, M.C. & Kuhlmeier, V.K. (2015). Comparative Cognition. Cambridge University Press: Cambridge, UK.

Olmstead, M.C. (Ed.) (2016). Animal Cognition: Principles, Evolution, and Development. Hauppage, NY: Nova Science Publishers.

Olmstead, M.C. (Ed.) (2014). Psychology of Impulsivity: New Research. Hauppage, NY: Nova Science Publishers.

Olmstead, M.C. (Ed.) (2010). Animal Models of Drug Addiction. Totowa NJ: Humana Press Inc.

B.A., University of California, 1993
M.A., University of Oregon, 1996
Ph.D., University of Oregon, 1998

Curriculum Vitae [PDF]

Name Pronunciation Guide:
"mark SA-buh"

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Research Interests

Theory of mind, social learning, executive functioning, and conceptual change in preschool aged children. Also: Theory of mind and social functioning in adults

Recent Publications

Sjaarda, C. P., Sabbagh, M. A., Wood, S., Ward-King, J., McNaughton, A., J. M., Hudson, M. L., Tao, M., Ayub, M., & Liu, X. (2019). Homozygosity for the 10-repeat dopamine transporter (DAT1) allele is associated with reduced EEG response in males with ASD. Research in Autism Spectrum Disorders, 60, 25-35.

Shamblaw, A., Benson, J. E., Harkness, K. L., & Sabbagh, M. A. (2019). Maternal depression and preschoolers' false belief understanding. Social Development.

Hudson, C. C., Shamblaw, A., Wilson, G. A., Roes, M. M., Sabbagh, M. A., & Harkness, K. L. (2018). Theory of mind, excessive reassurance-seeing, and stress generation in depression: A social-cognitive-interpersonal integration. Journal of Social and Clinical Psychology, 37, 725-750.

Sabbagh, M. A. & Paulus, M. (2018). Editorial: Replication studies of infant false belief. Cognitive Development.

Sabbagh, M. A. & Bowman, L. C. (2018). Theory of mind. In S. Ghetti (Ed.) Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience (4th ed.). New York: Wiley.

Mangardich, H. M. & Sabbagh, M. A. (2017). Mechanisms of selective social learning: Evidence and implications. To appear in M. M. Saylor & P. Ganea (Eds.) Language and Concept Development from Infancy Through Childhood: Social Motivation, Cognition, and Linguistic Mechanisms of Learning.

Bardikoff, N. F. & Sabbagh, M. A. (2016). The differentiation of executive functioning across development: Insights from developmental cognitive neuroscience. To appear in N. Budwig, E. Turiel, & P. D. Zelazo (Eds.), New Perspectives On Human Development.

Mangardich, H. & Sabbagh, M. A. (2016). Children remember words from ignorant speakers but do not attach meaning: Evidence from event-related potentials. Developmental Science.

Sabbagh, M. A., Koenig, M. A., & Kuhlmeier, V. A. (2016). Conceptual constraints and mechanisms in children's selective social learning. Developmental Science. doi: 10.1111/desc.12415

Schell, V. E. & Sabbagh, M. A. (2016). Theory of mind and communication: Developmental perspectives. To appear in A. Bar-On & D. Ravid (Eds.). Handbook of communication disorders: Theoretical, empirical and applied linguistics perspectives. Berlin: De Gruyter Mouton.

Sabbagh, M. A. (2015). Dopamine and theory of mind development. In J. Sommerville & J. Decety (Eds.) Social Cognition: Frontiers in Developmental Science. New York: Psychology Press.

Tahiroglu, D., Moses, L. J., Carlson, S. M., Olafson, E., Mahy, C. E. V. & Sabbagh, M. A. (2014). The Children’s Social Understanding Scale: Construction and validation of a parent-report measure for assessing individual differences in children’s theories of mind. Developmental Psychology, 50, 2485-2497.

Mo, S., Su, Y., Sabbagh, M. A., & Xiu, J. (2014). Sentential complements and false belief understanding in Chinese Mandarin-speaking preschoolers: A training study. Cognitive Development, 29, 50-61.

Koenig, M. & Sabbagh, M. A. (2013). Selective Social Learning: New perspectives on learning from others. Developmental Psychology, 49, 399-403.

Henderson, A. M. E., Sabbagh, M. A., & Woodward, A. L. (2013). Preschoolers' selective learning is guided by the principle of relevance, Cognition, 126, 246-257.

Benson, J. E., Sabbagh, M. A., Carlson, S. M. & Zelazo, P. D. (2013). Individual differences in executive functioning predict preschoolers improvement from theory-of-mind training, Developmental Psychology.

Lackner, C. L., Sabbagh, M. A., Hallinan, E., Liu, X., & Holden, J. J. E. (2012). Dopamine receptor D4 gene variation predicts preschoolers' developing theory of mind. Developmental Science, 15, 272-280.