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					                                                                              Short-Meyerson 1


                           KATHERINE J. SHORT-MEYERSON

                                       1345 Western St.
                                     Oshkosh, WI 54901
                                    Phone: 920-237-4165
                                 E-mail: shortmey@uwosh.edu

                                      EDUCATION
Ph.D. Educational Psychology, University of Wisconsin-Madison, May 1997.
      Major: Human Development
      Minors: Language; Cognitive Science Applied to Education
M.S. Educational Psychology, University of Wisconsin-Madison, December 1992.
      Concentration: Human Development
B.S. Psychology, University of Wisconsin-Madison, Graduated with Distinction, May 1989.

                                 TEACHING EXPERIENCE
 Adjunct Faculty, Dept. of Educational Foundations, University of Wisconsin-Oshkosh, Fall
2001-present. “Educational Psychology”, “Child and Adolescent Development”, “Foundations
of Educational Research” (graduate level course)

 Adjunct Faculty, Dept. of Psychology, Lawrence University (Appleton, WI), Fall 2001-Spring
2005. “Adolescent Development”, “Developmental Psychology”, “Principles of Psychology”

 Adjunct Faculty, Dept. of Psychology, University of Wisconsin-Green Bay, Fall 2003.
“Introduction to Psychology” (CCIHS course for high school students)

 Adjunct Faculty, Dept. of Communicative Disorders, University of Wisconsin-Oshkosh, Fall
2000. “Normal Language Development”, “Research Methods in Communicative Disorders”
(graduate level course)

 Adjunct Faculty, Dept. of Psychology and Human Development, Peabody College at
Vanderbilt University, Fall 1998-Spring 1999. “Cognitive Aspects of Human Development”

                                  RESEARCH EXPERIENCE
 University Research Associate, University of Wisconsin-Oshkosh, Summer 2008-present.
Currently conducting a study of gender differences in elementary school-age children’s science
problem solving with their parents.

 Research Associate, Kennedy Center, Vanderbilt University, Fall 1999-Summer 2000.
Investigated language and communication of children with developmental disabilities.

 Postdoctoral Fellow, Mental Retardation Research Training Program, Kennedy Center,
Vanderbilt University, Fall 1997-Summer 1999. Designed and conducted an intervention for
kindergartners with language disorders and collaborated on a study of infants’ and toddlers’ joint
attention.
                                                                                Short-Meyerson 2


 Graduate Research Assistant, Waisman Center for Research in Mental Retardation, University
of Wisconsin-Madison, Fall 1989-Summer 1997. Investigated the communicative abilities of
persons with mild to moderate mental retardation and nondisabled children. Assisted with
research design, preparation of experimental materials, administration of cognitive and language
assessments, data analysis, and preparation of research reports and presentations.

 Student Research Assistant, Directed Study, Dept. of Psychology, University of Wisconsin-
Madison, Spring 1989. Administered assessments to participants in research on the syntactic
processing of spoken language.

 Research Analyst, Dept. of Psychology, University of Wisconsin-Madison, Summer 1988.
Assisted with research design, data collection, and data analysis for a study of the modality effect
in recall and in rhythm perception.

 Student Research Assistant, Independent Study, Dept. of Educational Psychology, University
of Wisconsin-Madison, Summer 1988. Collected data for research on the repertory memory of
experts and novices.

 Student Research Assistant, Independent Study, Dept. of Educational Psychology, University
of Wisconsin-Madison, Summer 1987-Spring 1988. Coded and analyzed data for a study of
reading comprehension across the lifespan.

                                      PUBLICATIONS
Short-Meyerson, K. Preschoolers’ establishment of mutual knowledge during scripted
   interactions. Under review for publication in First Language.

Yoder, P. J., Short-Meyerson, K., & Tapp, J. (2004). Measurement of behavior with a special
   emphasis on sequential analysis of behavior. In E. Emerson, C. Hatton, T. Thompson, & T.
   Parmenter (Eds.) The International Handbook of Applied Research in Intellectual
   Disabilities. West Sussex, England: Wiley.

Abbeduto, L., Short-Meyerson, K., Benson, G. & Dolish, J. (2004). Relationship between theory
   of mind and language ability in children and adolescents with intellectual disability. Journal
   of Intellectual Disability Research, 48, 150-159.

Abbeduto, L. & Short-Meyerson, K. (2002). Linguistic influences on social interaction. In H.
   Goldstein, L. Kaczmarek, & K. M. English (Eds.), Promoting Social Communication, Vol.
   10. Baltimore: Brookes.

Abbeduto, L., Weissman, M. D., & Short-Meyerson, K. (1999). Parental scaffolding of the
   discourse of children and adolescents with mental retardation: The case of referential
   expressions. Journal of Intellectual Disability Research, 43, 540-557.
                                                                             Short-Meyerson 3


Abbeduto, L., Short-Meyerson, K., Benson, G., Dolish, J., & Weissman, M. (1998).
   Understanding referential expressions in context: Use of common ground by children and
   adolescents with mental retardation. Journal of Speech, Language and Hearing Research, 41,
   1348-1362.

Short-Meyerson, K. J. & Abbeduto, L. J. (1997). Preschoolers' communication during scripted
   interactions. Journal of Child Language, 24, 469-493.

Abbeduto, L., Short-Meyerson, K., Benson, G., & Dolish, J. (1997). Signaling
   noncomprehension by children and adolescents with mental retardation: Effects of problem
   type and speaker identity. Journal of Speech, Language and Hearing Research, 40, 20-32.

Abbeduto, L., Benson, G., Short, K., & Dolish, J. (1995). Effects of sampling context on the
   expressive language of children and adolescents with mental retardation. Mental
   Retardation, 33, 279-288.

Abbeduto, L., & Short, K. (1994). Relation between language comprehension and cognitive
   functioning in persons with mental retardation. Journal of Developmental and Physical
   Disabilities, 6, 347-369.

Benson, G., Abbeduto, L., Short, K., Nuccio, J. B., & Maas, F. (1993). Development of a theory
   of mind in individuals with mental retardation. American Journal on Mental Retardation, 98,
   427-433.

                             CONFERENCE PRESENTATIONS
Short-Meyerson, K. (April, 2000). Discourse of kindergartners with specific language
   impairment (SLI) during script-based play. Poster presented at the Conference on Treatment
   Research, Nashville, Tennessee.

Yoder, P. & Short-Meyerson, K. (April, 2000). Sequential analysis of adult-child interactions:
   Issues that are rarely discussed. Poster presented at the Conference on Treatment Research,
   Nashville, Tennessee.

Abbeduto, L., Weissman, M., & Short-Meyerson, K. (1999, April). Parental scaffolding of the
   referential discourse of children with mental retardation. Poster presented at the biennial
   meeting of the Society for Research in Child Development, Albuquerque, New Mexico.

Short-Meyerson, K. (1997, April). Establishment of mutual knowledge by preschoolers during
   pretend play. Poster presented at the biennial meeting of the Society for Research in Child
   Development, Washington DC.

Abbeduto, L., Short-Meyerson, K., Dolish, J., & Benson, G. (1997, March).
   Linguistic and cognitive deficits in children and adolescents with mental retardation:
   Associations and dissociations. Poster presented at the annual Gatlinburg Conference on
   Research and Theory in Mental Retardation and Developmental Disabilities, Riverside,
   California.
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Abbeduto, L., Short, K., Benson, G., Dolish, J., & Weissman, M. (1996, July). Understanding
   ambiguous messages: Use of common ground by children with mental retardation. Paper
   presented at the 10th world congress of the International Association for the Scientific Study
   of Intellectual Disability, Helsinki, Finland.

Abbeduto, L., Short, K., Benson, G., & Dolish, J. (1995, May). Use of clarification requests by
   school-age persons with mental retardation. Paper presented at the annual meeting of the
   American Association on Mental Retardation, San Francisco, California.

Short, K. & Abbeduto, L. (1994, August). Effects of preschoolers' script knowledge on their
   communicative interactions. Poster presented at the annual meeting of the American
   Psychological Association, Los Angeles, California.

Abbeduto, L., Short, K., Benson, G., Dolish, J., Snyder, J., Memmo, M., & Kriesler, T. (1994,
   March). Effects of sampling context on the expressive language performance of school-age
   persons with mental retardation. Paper presented at the annual Gatlinburg Conference on
   Research and Theory in Mental Retardation and Developmental Disabilities, Gatlinburg,
   Tennessee.

Dolish, J., Abbeduto, L., Benson, G., & Short, K. (1994, March). Development of a theory of
   mind in school-age persons with mental retardation: Linguistic contributions to performance.
   Poster presented at the annual Gatlinburg Conference on Research and Theory in Mental
   Retardation and Developmental Disabilities, Gatlinburg Tennessee.

Abbeduto, L., Short, K., Benson, G., Nuccio, J., & Dolish, J. (1993, May). Awareness of social
   status constraints on requesting in persons with mental retardation. Poster presented at the
   annual Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Abbeduto, L., Short, K., Benson, G., Nuccio, J., & Wulfsohn, S. (1993, March). Potential
   obstacles and the development of requesting in children with mild to moderate mental
   retardation. Poster presented at the biennial meeting of the Society for Research in Child
   Development, New Orleans, Louisiana.

Short, K., Benson, G., Nuccio, J. B., & Abbeduto, L. (1992, June). Productive language of
   persons with mental retardation during conversation and narration. Poster presented at the
   annual Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Abbeduto, L. Nuccio, J. B., Short, K., & Benson, G. (1992, March). Interpreting and responding
   to spoken language: Recognition and use of a speaker's goal by persons with mental
   retardation. Paper presented at the annual Gatlinburg Conference on Research and Theory in
   Mental Retardation and Developmental Disabilities, Gatlinburg, Tennessee.
                                                                             Short-Meyerson 5


Benson, G., Short, K., Nuccio, J., & Abbeduto, L. (1992, March). Theory of
   mind and the acquisition of social knowledge by persons with mental retardation. Paper
   presented at the annual Gatlinburg Conference on Research and Theory in Mental
   Retardation and Developmental Disabilities, Gatlinburg, Tennessee.

Benson, G., Abbeduto, L., Short, K., Nuccio, J., & Maas, F. (1991, April). Perspective-taking
   skills of persons with mental retardation: Recognizing ignorance and false belief. Poster
   presented at the biennial meeting of the Society for Research in Child Development, Seattle,
   Washington.

                              PROFESSIONAL EXPERIENCE
      Evaluator for NSF Dissemination Grant, Opportunities for Wisconsin Women in Science,
       Technology, Engineering and Math, UW-Systems. Fall 2007
      Guest reviewer, Biennial Conference of the Society for Research on Child
       Development. September 1998
      Coordinator of CCBA Summer Day Camp, Lebanon, New Hampshire. Directed Day
       Camp for six- to twelve-year-old children. Summer, 1995
      Member of organizing committee for the annual Symposium on Research in
       Child Language Disorders, Madison, Wisconsin. Fall 1992 - Summer 1994
      Guest reviewer, American Journal on Mental Retardation, Special issue on
       language development. February 1993

                                  HONORS AND AWARDS
      University Research Professor/Associate Award, University of Wisconsin-Oshkosh,
       $12,175, “Kids’ science problem solving”, 2008-9.
      Work in progress: NSF GSE Research Grant submission (Co-PI), “Gender-related issues
       in children’s problem-solving in science”. Submission in preparation, $500,000 for three
       years.
      Nicholas Hobbs Society Small Grant Award (Co-PI), John F. Kennedy Center, $15,080,
       “Forms of gaze and verbalization that elicit & direct infant attention”, 1998.
      Deans Club Graduate Student Research Award, University of Wisconsin-Madison, 1996.
      Friends of the Waisman Center Research Award, University of Wisconsin-Madison,
       1993.
      Vilas Fellowship, University of Wisconsin-Madison, 1993.
      Friends of the Waisman Center Special Grant Award, University of Wisconsin-Madison,
       1992.
      Psi Chi National Honor Society in Psychology, 1989.
                                                    Short-Meyerson 6


                 REFERENCES

             Marguerite Parks, Ph.D.
Associate Dean, College of Ed. And Human Services
         University of Wisconsin-Oshkosh
                Oshkosh, WI 54901
                  (920) 424-7210
                parks@uwosh.edu


               Beth Haines, Ph.D.
            Department of Psychology
              Lawrence University
              Appleton, WI 54911
                 (920) 729-0898
             hainesb@lawrence.edu


            Leonard Abbeduto, Ph.D.
      Department of Educational Psychology
        University of Wisconsin-Madison
              Madison, WI 53706
                 (608) 263-1737
          abbeduto@waisman.wisc.edu

				
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