Theresa Harkness Bio, Research, Mentor en-us Fri, 28 Aug 2015 17:16:42 UTC Fri, 28 Aug 2015 17:16:42 UTC

Theresa Harkness

Bio, Research, MentorTheresa Harkness, Research, McNair Scholar, Psychology

Theresa Harkness Photo Aknowledgement:

"I wanted to say thank you again for what you have done for me as mentors as well as the McNair program.  I would not be sitting where I am right now if it were not for McNair!  I still can't believe I am in graduate school here in Southern California!!"  Theresa Harkness is currently at the University of California Santa Barbara, earning a PhD in Educational Cultural Perpectives and Comparative Education





Theresa Lynne Harkness is a senior at Eastern Washington University. Ms. Harkness has studied at EWU for all of her academic career. In addition to being selected as an Achiever's Scholar, Ms. Harkness was also selected into the TRiO Ronald E. McNair Post-baccalaureate Program and participated in a McNair research internship in summer 2011. The first of her family to actively pursue the road of higher education, Ms. Harkness has found a true passion in the psychological realm. She maintains a 3.67 cumulative GPA in her psychology studies and has appeared on the Dean's List for the past two consecutive years. She is very enthusiastic and optimistic about her future work in psychology, specifically in understanding the racial achievement gap, and what can be done to close this gap. She wishes to pursue graduate studies in which multi-cultural research is the main emphasis, and plans to attain her Ph.D. in counseling psychology to extend her research and knowledge to help and better understand others.

In her current work, Ms. Harkness is looking at cognitive processes as they relate to behaviors.  She will examine the executive-gate model and time-estimation for her research project, specifically investigating if those that report attention deficits will be less accurate on estimating time.  The purpose of this research is to better understand attention as a cognitive function.  Understanding such processes is helpful, especially when considering attention deficits.  The executive-gate model shows that manipulations increasing the resources associated to general processing (nontemporal stimuli) result in the time processor losing resources and thus impacting time-estimation accuracy (Fortin & Masse, 2000).  Ms. Harkness will manipulate time to be able to determine possible attention affects associated with time-estimation.   

Dr. Jonathan Anderson, Department Chair and Associate Professor, Department of Psychology, EWU
2011 TRiO McNAir Research Internship- Attention Deficits and Time Estimation
Harkness, Theresa, (Jonathan Anderson), Department of Psychology, Eastern Washington University, Washington The main goal of the present experiment was to verify whether those who report attention deficit characteristics also produce time estimates that are overall less accurate compared to controls.  "X" neurologically normal young adults (x female; x male) participated in this study.  The participants age range was x-x (M = X, SD = X).  A dual-task procedure was utilized in which participants were asked to read the numbers aloud as they appeared on the computer screen, to decrease the chance of counting and other monitoring strategies.  Participants completed a self-report measure of attention deficits and a measure of executive dysfunction. The purpose of these questionnaires was to assess those who report more attention deficit characteristics over those who do not report such characteristics. 
Conference Presentations: ________________________________________________________________
20th Annual National McNair Research Conference and Graduate Fair, Lake Geneva, WI: November 11-13, 2011. Presented by the Mid-America Association of Educational Opportunity Program Personnel (MAEOPP) and the University of Wisconsin-Milwaukee

Graduate School Acceptances:_____________________________________________________________

University of California, Santa Barbara: PhD Program; Educational Cultural Perpectives and Comparative Education

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