CURRICULUM VITA

Fay Maas

Office Address	Home Address
University of Minnesota-Duluth Department of Psychology 334 Bohannon Hall Duluth Minnesota, 55812 (218) 726-8338 fmaas@d.umn.edu	3780 London Road Apt. 303 Duluth Minnesota, 55804 (218) 515-1887 334

EDUCATION

Ph.D.

• University of Wisconsin-Madison
• Educational Psychology, August 2001
  • Major: Human Development
  • Minor Area: Cognitive Sciences Applied to Education
  • Dissertation: The Role of Sincere and Insincere Intention in Children’s Understanding of Promising and Lying
  • Advisor: Professor Leonard Abbeduto

Preliminary Examinations

• Major: Human Development: The Development of Children's Science Register
• Minor: Cognitive Sciences as Applied to Education

M.S.

• University of Wisconsin-Madison
• Educational Psychology, 1993
  • Thesis: Children's Understanding of Promising
  • Advisor: Professor Leonard Abbeduto

B.S.

• University of Wisconsin-La Crosse
• Psychology, 1987
  • Graduated with Honors
  • Advisor: Professor William Cerbin

CURRENT POSITION

August 26, 2002 - Present

• Assistant Professor of Psychology
• University of Minnesota-Duluth

Courses Taught

• Developmental Psychology
• Child and Adolescent Development

Research interests

• School-aged children’s language development
• Language development and its impact on cognitive development
• Educational implications of cognitive psychology
• Reflective Practitioner model of teacher research
• Applying the new science of chaos theory to teaching and learning

RESEARCH EXPERIENCE

Aug. 1996 - Nov. 2000

• Project Assistant
• Professor Leonard Abbeduto

Responsibilities included:

• Creating stimulus materials for testing children’s understanding of theory of mind in typically developing children and in children and adolescents with autism and fragile X syndrome.
• Administering measures of social cognition, the Peabody Picture Vocabulary Test, the Test for Reception of Grammar, and experimenter generated discourse tasks.

Aug. 1995 - Sept. 1996

• Project Assistant
• NICHD STUDY OF EARLY CHILD CARE
• Professor Deborah Lowe Vandell

Part of a large collaborative (10-site) longitudinal study examining the effects of early child care. The study included observations of children and their parents in their homes, alternate care settings, and in the laboratory. Phase 1 assessments were made at 1, 6, 15, and 36 months. Phase II data collection began when the study children reached the ages of 4 1/2 years and 7 years.

Responsibilities included:

• Coordinating the 4 1/2 year laboratory visit. Videotaping visit with multiple video cameras; creating and inserting appropriate titles and other special effects into videotapes; duplicating and organizing archival copies of videotapes.
• Making observational ratings of each study child during the lab visit.
• Devising and administering a coding system and an observational rating scale for rating children's complexity of play and temperament during the Guided Play situation at the 24-month laboratory visit.

Aug. 1990 July 1992

• Project Assistant
• NICHD STUDY OF EARLY CHILD CARE
• Professor Deborah Lowe Vandell

Responsibilities included:

• Assisting in the development of training materials including a behavioral rating scale, a text explaining the rationale for each rating, and creating training videotapes to accompany the scale for training child-care observers from all participating sites.
• Piloting measures and procedures for home visits and child care observations at 1-, 6-, and 15-months.
• Conducting in-home interviews with mothers of 1-month-old infants. The 1-month home visit involved conducting structured interviews and administering questionnaires.
• Conducting in-home interviews with mothers of 6-month-old infants. The 6-month home visit involved conducting structured interviews, administering questionnaires, conducting the Caldwell & Bradley Infant/Toddler H.O.M.E. Inventory, and videotaping a structured mother-child interaction.
• Training other researchers in the administration of the 15-month home visit procedures.
• Administering procedures used in the 15-month lab visit including the Bayley Infant Scales of Development, the Ainsworth's Strange Situation measure of attachment, the Belskey Solitary Play measure of cognitive development.

June 1988 - May 1990

• Project Assistant
• Professor Leonard Abbeduto

Responsibilities included:

• Creating stimulus materials for several language studies examining children’s pragmatic development.
• Administering non-verbal tests of mental ability and experimenter generated language assessment tasks to 5- though 11-year-old typically developing children and individuals with mental retardation of similar mental age

Jan. 1984 - May 1987

• Project Assistant
• Professor William Cerbin

Responsibilities included:

• Designing stimulus materials based on comprehension monitoring skills for a training study involving comprehension monitoring. Training college-aged students in comprehension monitoring skills.
• Conducting interviews examining typically developing 6-to 10-year- old’s understanding of metaphor.
• Transcribing and coding interview responses.

TEACHING EXPERIENCE

Aug. 2001 - Jan. 2002

• Lecturer
• Department of Educational Psychology
• University of Wisconsin-Madison

Educational Psychology: 320: Human Development in Infancy and Childhood. This course consists of a series of lectures, films and readings about human development in infancy and childhood. It is designed to familiarize the student with the theories, methods, concepts, and issues of interest in the scientific study of child development. Information about major milestones in physical, cognitive, linguistic, and social functioning from infancy to adolescence were presented. The implications of different theories of human development and cultural assumptions on child rearing, education, public policy, and educational decision making were discussed.

Aug. 1994 - June 1995

• Lecturer
• Department of Psychology
• University of Wisconsin-La Crosse

Psychology 310: Child Development. This course consisted of a series of lectures and videotapes dealing with development in infancy and childhood. The course covered topics including the conceptual and theoretical foundations for the study of child development, an introduction to cognitive, language and social development, and the impact of societal context on children’s development.

Aug. 1994 - June 1995

• Lecturer
• Department of Psychology
• University of Wisconsin-La Crosse

Psychology 309: Field Experiences in Child Development. Assisted students in obtaining placements with local agencies focusing on applied child development (e.g., day care centers, schools, battered women’s shelters, after school programs). Facilitated students' development of a field experience project.

Aug. 1987 - Aug. 1990

• Teaching Assistant
• Department of Educational Psychology
• University of Wisconsin-Madison

Educational Psychology 321: Adolescent Development. Delivered guest lectures, held office hours, provided review sessions, administered and graded exams, wrote examination questions, completed administrative paperwork for final grades, met with students requiring special assistance.

Aug. 1984 - June 1986

• Tutor for General Psychology
• Department of Psychology
• University of Wisconsin-La Crosse

Assisted small groups of students requiring special assistance, provided review sessions prior to examinations.

CONFERENCE PRESENTATIONS

Abbeduto, L., Nuccio, J., Al-Mabuk, R., Rotto, P., & Maas, F. (1989, April). The development of school-age children's recognition of the pragmatic implications of linguistic forms. Poster presented at the annual convention of the Society for Research in Child Development, Kansas City, MO.

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 annual convention of the Society for Research in Child Development, Seattle, WA..

Maas, F. & Maas, J. (1992, February). Children teaching teachers: an analysis of a cross-age tutoring program in mathematics. Paper presented at the Thirteenth Annual Ethnography and Education Forum, University of Pennsylvania Philadelphia, PA.

Maas, F., & Abbeduto, L. (1993, March). Children's understanding of promising. Poster presented at the annual convention of the Society for Research in Child Development, New Orleans, LA.

CONFERENCE SUBMISSIONS UNDER REVIEW

Maas, F (under review). Children’s understanding of the intention involved in comprehending promises and lies. Poster Presentation at the bi-annual convention of the Society for Research in Child Development, Miami, FL.

PUBLICATIONS

Maas, F., and Abbeduto, L. (2001). Children's judgments about intentionally and unintentionally broken promises. Journal of Child Language, 28. 517-529.

Maas, F., and Abbeduto, L. (1998). Young children's understanding of promising: methodological considerations. Journal of Child Language, 25, 203-214.

Maas, F., (1995). [Review of Language and communication in mental retardation: Development, processes, and intervention by Rosenberg, S. & Abbeduto, L (1993)]. Child Development Abstracts & Bibliography, 69, 109-110.

Benson, G., Abbeduto, L., Short, K., Nuccio, J., & Maas, F. (1993). Development of a theory of mind in persons with mental retardation: recognizing ignorance and false belief. American Journal on Mental Retardation, 3, 427-433.

Abbeduto, L., Nuccio, J., Al-Mabuk, R., Rotto, P., & Maas, F. (1992). Interpreting and responding to spoken language: children's recognition and use of a speaker's goal. Journal of Child Language 19, 677-93.

MANUSCRIPTS IN PREPARATION

Maas, F (unpublished dissertation). Children’s developing understanding of prior intention and its relation to the communicative intention involved in comprehending promises and lies.

Maas, F. & Maas, J (in preparation). Chaos theory: A new metaphor for understanding teaching and learning.

UNIVERSITY SERVICE

• Graduate Student Resource Committee, Educational Psychology, 1988-90
• Grievance Advisory Committee, Educational Psychology, 1989-90
• TA/Student Advisory Committee, Educational Psychology, 1990-92
• Graduate Student Peer-Pal Volunteer, Educational Psychology, 1989-98

COMMUNITY SERVICE

• Adult Volunteer, Lincoln Elementary School, Madison, 1990-1999
• Adult Volunteer, Falk Elementary School, Madison, 2000-present
• Adult Volunteer Madison’s Children’s Museum

PROFESSIONAL AFFILIATIONS

• Society for Research in Child Development
• American Psychological Association
• Symposium for Research in Child Language Disorders
• Society for Research in Child Development Student Policy Network
• Madison Progressive Educators Group

REFERENCES

• Leonard Abbeduto, Ph.D.
• Department Chair
• Department of Educational Psychology
• 1025 West Johnson Street, Room 852C
• Madison, WI 53706
• (608) 262-0830
• abbeduto@waisman.wisc.edu

• Robert Enright, Ph.D.
• Department of Educational Psychology
• 1025 West Johnson Street, Room 863H
• Madison, WI 53706
• 608-262-0835
• renright@facstaff.wisc.edu
• enright@education.wisc.edu

• Leona Schauble, Ph.D.
• Department of Educational Psychology
• 1025 West Johnson Street, Room 1071
• Madison, WI 53706
• (608) 262-0829
• schauble@facstaff.wisc.edu