Ph.D., University of Minnesota
Monday, 11:10 am - 12:10 pm
Wednesday, 11:10 am - 12:10 pm and 1:30 pm - 2:30 pm
Friday, 11:10 am - 12:10 pm
And by appointment.
Dr. Kirsten Condry joined the RIT Psychology Department in 2006. Her area of expertise is in developmental psychology, where she studies learning, perception and cognitive development in children and adults. As the 2013 recipient of the Eisenhart Award for Outstanding Teaching, her recent research focus is on developing and assessing teaching techniques to improve writing and critical thinking in college courses. Another area of interest is media effects on development, including how children and babies learn through video-mediated communication (like Skype). Dr. Condry supervises senior projects that extend beyond related areas like childhood experiences and parenting to include topics like language differences and cultural influences (particularly among deaf, hard of hearing and hearing students) and the effects of media on attitudes. Dr. Condry is currently the Undergraduate Program Director for Psychology, and would be happy to answer questions about the program requirements and the department.
Condry, K., & Yonas, A. (2013). Six-month-old infants use motion parallax to direct reaching in depth. Infant Behavior and Development, 36, 238-244. doi:10.1016/j.infbeh.2013.01.004
Shutts, K., Condry, K., Santos, L., & Spelke, E. S. (2009). Core knowledge and its limits: The domain of food. Cognition, 110, 198-207. doi: 10.1016/j.cognition.2009.03.005
Condry, K., & Spelke, E. S. (2008). The development of language and abstract concepts: The case of natural number. Journal of Experimental Psychology: General, 137, 22-38. doi: 10.1037/0096-34220.127.116.11 ; 10.1037/0096-3418.104.22.168.supp (Supplemental)
Condry, K., & Niven, S. J. (2008). Clash, Kevin. In Henry Louis Gates Jr. and Evelyn Brooks Higginbotham (Eds.), African American National Biography (pp. 310-312). New York, NY: Oxford University Press.
Molina, M., Van de Walle, G. A., Condry, K., & Spelke, E. S. (2004). The animate-inanimate distinction in infancy: Developing sensitivity to constraints on human actions. Journal of Cognition and Development, 5(4), 399-426. doi: 10.1207/s15327647jcd0504_1
Wednesday 10pm-12pmCondry, K., Smith, W. C., & Spelke, E. S. (2001). Development of perceptual organization. In F. Lacerda, C. von Hofsten, and M. Heimann (Eds.), Emerging cognitive abilities in early infancy (pp. 1-28). Hillsdale, NJ: Laurence Erlbaum Associates.