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梅丽莎·穆勒大头照
梅丽莎·穆勒大头照

Dr. 梅丽莎·穆勒

心理学教授

At Mount Union, students are our number one priority. This is evident in how our classes are set up, 我们如何指导我们的学生, 专业内外都有, and in how we show up for our students outside the classroom.

教育

Ph.D., Biopsychology, Kent State University 
M.A., Experimental 心理学, Kent State University 
B.S., 心理学, California Lutheran University 

家乡

文图拉,加州

职业生涯 

I chose this profession because it combined my interests in teaching and animal cognition. By far, my favorite part of my job is teaching. I knew I wanted to be a teacher when I was in grad school, and I was able to teach a lab section for a Learning and 调节 course at Kent State. Although I taught larger lecture sections as well, I really enjoyed teaching the lab sections because they were small, 基于活动的. I knew a small school like Mount Union would permit me to teach using interactive pedagogy and allow me to get to know my students on a more personal level. 

 

优先考虑学生 

At Mount Union, students are our number one priority. This is evident in how our classes are set up, 我们如何指导我们的学生, 专业内外都有, and in how we show up for our students outside the classroom. You will find professors attending sporting, 剧院, 音乐的, and other events that our students participate in. I think that's really special and shows how much we care about our students. 

 

最喜欢的工作部分 

我最喜欢教的课是学习 & 调节. 在这个课堂上, my students train dogs to use agility equipment over the course of the 16-week semester. My students use positive reinforcement to train their dogs to jump over hurdles and through hoops, and to run through tunnels and weave bars. Seeing my students successfully train an animal to perform a novel behavior makes me so happy! 

 

独特的项目 

We have a really unique research methods/senior capstone experience that prepares psych, 神经, and human development majors for graduate school. Since most of our students are interested in working in the mental health field, preparation for graduate work is essential for their future career goals. We pride ourselves on delivering a rigorous research experience at the undergraduate level. 

  • 穆勒,M. D. & 喷泉,年代. B. (2016). Concurrent cognitive processes in rat serial pattern learning: Ii. Discrimination learning, rule learning, chunk length, and multiple‐item memories. Journal of the Experimental Analysis of 行为, Vol 105(1), Jan, 2016. pp. 155-175.
  • 穆勒,M. D. & 喷泉,年代. B. (2010). Concurrent cognitive processes in rat serial pattern learning: Item memory, 连续的位置, 模式结构. 学习与动机.
  • 喷泉,年代. B.罗文,J. D., 穆勒,M. D.昆迪,S. M. A.皮肯斯,L. R. G., & 柯南道尔,K. E. (2012). The organization of sequential behavior: 调节, memory, and abstraction. 在T. R. Zentall和E. A. 沃瑟曼(Eds.), Handbook of Comparative Cognition (pp. 594-614). 牛津:牛津大学出版社.
  • 喷泉,年代.B.罗文,J.D., 穆勒,M.D.史密斯,D.P.A,切诺维斯,A.M., & 华莱士,维.G. (2006). Sequence production paradigms for exploring the organization of sequential behavior. 在米.J. 安德森(Ed.), Tasks and Techniques: A Sampling of Methodologies for the Investigation of Animal Learning, 行为, 和认知. Hauppauge, NY: Nova Science Publishers.