Department of Psychology

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.

Preliminary Examinations

M.S.

B.S.


CURRENT POSITION

August 26, 2002 - Present

Courses Taught

Research interests


RESEARCH EXPERIENCE

Aug. 1996 - Nov. 2000

Responsibilities included:

Aug. 1995 - Sept. 1996

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:

Aug. 1990 July 1992

Responsibilities included:

June 1988 - May 1990

Responsibilities included:

Jan. 1984 - May 1987

Responsibilities included:


TEACHING EXPERIENCE

Aug. 2001 - Jan. 2002

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

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

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

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

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


COMMUNITY SERVICE


PROFESSIONAL AFFILIATIONS


REFERENCES