phd in psychology cambridge university

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Department of Psychology

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2 courses offered in the Department of Psychology

Biological science (psychology) by thesis - mphil - closed.

The full-time MPhil comprises one year of research with an individual supervisor followed by examination of a research thesis in an oral examination.

The MPhil is most commonly taken as a standalone research degree by candidates with only one year of funding. If this course is taken as part of a route to the PhD a further three years of study and funding are required as well as satisfactory performance in the MPhil. The PhD project may draw on the topic of the MPhil, but the same work cannot be presented for both degrees.

Individual members of staff will be pleased to answer informal enquiries about specific research areas. If you are certain of your field of interest, you are encouraged to contact a potential supervisor at an early stage to see whether your research interests can be accommodated. We have a systematic training programme for research students, giving instruction in research methods, data analysis and presentational skills.

More Information

Psychology - PhD - Closed

The Doctor of Philosophy (PhD) is the Department's principal research degree for postgraduate students; the majority of our students are registered for this degree. The PhD is intellectually demanding and applicants will need to have a high level of attainment and motivation to pursue this programme of advanced study and research. 

Completion normally requires three to four years of full-time study, including a probationary period. Students will normally be required to be resident in Cambridge during that time.

The examination involves the submission of a 60,000-word thesis and subsequent oral examination.

2 courses also advertised in the Department of Psychology

Biological sciences bbsrc dtp - phd - closed.

From the School of the Biological Sciences

The Cambridge Biosciences DTP is a four year fully-funded PhD programme that aims to create highly skilled and employable people. The programme offers training across 23 University Departments/Institutes and 3 Partner Institutes providing access to a wide range of research areas related to the strategic themes of the BBSRC. We offer three types of DTP studentships:

• DTP Standard

During the programme, DTP Standard and Targeted students will undertake two ten-week rotations in different labs before commencing their PhD. They will receive training in a variety of areas including but not limited to statistics, programming, ethics, data analysis, scientific writing and public engagement. Students will also undertake a 12-week internship (PIPS).

iCase students are not required to undertake rotations but may do so if they feel that this training would be useful. They must undertake a placement with their Industrial Partner for a minimum of three months and a maximum of 18 months.

Students will be expected to submit their thesis at the end of the fourth year.

Part-time study, whilst not the norm, may be viable, depending on the project, and will be considered on a case by case basis so please discuss this option with your proposed supervisor before making an application for this mode of study.

Medicine MRC DTP iCASE - PhD - Closed

From the Faculty of Clinical Medicine

The Cambridge Medical Research Council's Doctoral Training Programme will be offering five Industrial MRC CASE (iCASE) studentships for doctoral study, to start in October 2024, and these can be based in either the School of Clinical Medicine, or the School of Biological Sciences.

Each studentship is fully-funded for four years, to include a stipend, all course fees, plus a research training support grant. 

Department Members

Professor mark johnson head of department.

• 30 Academic Staff
• 53 Postdoctoral Researchers
• 92 Graduate Students
• 357 Undergraduates

http://www.psychol.cam.ac.uk/

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PhD in Psychology

University of cambridge, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Psychology (General)

Course type

The Doctor of Philosophy (PhD) is the Department's principal research degree for postgraduate students and the majority of our students are registered for this degree. The PhD is intellectually demanding and applicants will need to have a high level of attainment and motivation to pursue this programme of advanced study and research.

Completion normally requires three to four years of full-time study, including a probationary period. Students will normally be required to be resident in Cambridge during that time.

Examination is by the submission of a 60,000-word thesis and subsequent oral examination.

The PhD represents a significant and original contribution to the understanding of Psychology. This may be through the discovery of something new, the connection of previously unrelated facts, or the development of a new theory, taking into account all previously published work on the subject.

Students are required to submit a 60,000-word thesis no later than the end of their fourth year. The thesis is not to exceed 60,000 words (80,000 by special permission) excluding bibliography, figures, appendices etc. Double-spaced or one-and-a-half spaced.

Any methods or statistics courses taken as part of the student’s personal development may be assessed or examined on their completion, but do not currently constitute any formal qualification.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants for this course should have achieved a UK 2.1 Honours Degree. Candidates who wish to become graduate students in the Department should have a degree in psychology, neuroscience or in another related subject (for example, physiology, sociology, linguistics, computer science, or engineering), which with the graduate education provision provided will provide sufficient background for research in specialised areas of psychology (e.g. social, cognitive, or developmental psychology, or cognitive or behavioural neuroscience).

Applied Psychology MSc

Middlesex university, psychology conversion msc, psychological therapies and interventions msc / pgdip, clinical health psychology and wellbeing msc, msc in clinical applications of psychology, university of hull.

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Psychological and Behavioural Sciences, BA (Hons)

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Psychological and Behavioural Sciences (PBS) at Cambridge

Psychological and Behavioural Sciences at Cambridge overlaps with disciplines such as anthropology, neuroscience, philosophy and sociology. 

Study cognitive, social, developmental and biological psychology within the broader context of the behavioural sciences.  

Psychological and Behavioural Sciences 

Psychology is very diverse. It overlaps with and contributes to many other disciplines, such as: 

• anthropology 
• archaeology 
• neuroscience 
• philosophy 

This course gives you the opportunity to study cognitive, social, developmental and biological psychology within the broader context of the behavioural sciences. 

The course covers, for example: 

• statistics and data-science
• cognitive psychology 
• psychopathology 
• brain mechanisms 
• family relationships and influences 
• personality 
• group social behaviour 

A wide range of options enable you to study the topics that interest you most in greater depth.

Teaching and facilities

You’ll be taught by lecturers and researchers of international excellence. Subject societies and seminar programmes offer regular talks from guest speakers too.

Facilities 

Our Department of Psychology is home to:  

• the Department Library and specialist collections held in other departments’ libraries with 50,000 books and more than 150 periodicals combined  
• Specialist laboratories and computing facilities 

You'll also have access to the impressive Cambridge University Library, one of the world’s oldest university libraries.

Course costs

When you go to university, you’ll need to consider two main costs – your tuition fees and your living costs (sometimes referred to as maintenance costs).

Your living costs will include costs related to your studies that are not covered by your tuition fees. There are some general study costs that will apply for all students – you can find details of these costs here .

Other additional course costs for Psychological and Behavioural Sciences are detailed below. If you have any queries about resources/materials, please contact the Department.

• University approved scientific calculator - estimated cost £25

Becoming an accredited psychologist

This course is accredited by the British Psychological Society (BPS).

This means that if you successfully graduate with at least second class Honours you’ll get the ‘graduate recognition’ you need to pursue a career in psychology.

Your future career  

Many of our graduates continue with further study and research.  

As a graduate you’ll be eligible for admission to professional courses in clinical, educational, forensic or applied psychology.  

Recent graduates have gone on to positions in: 

• psychology and related fields 
• careers in social, community and charity work, research and teaching 

Our course also gives you skills and knowledge to be successful in other sectors, including: 

• management 
• the Civil Service 

Some of our graduates have gone on to work in destinations as varied as: 

• Edelman, a global communications firm 
• Child and Adolescent Mental Health Service 
• the Cabinet Office 
• Arsenal Football Club 

Teaching is provided through lectures, classes or seminars, and small-group supervisions. Some papers include a practical element, which takes place in laboratories.  

You can typically expect 2 lectures a week for each paper. You also have one or two supervisions each week to discuss your work and develop your reasoning and ideas.

Assessment 

Assessment is through a range of laboratory reports, short answer and essay based written examinations and oral examinations.  

You won't usually be able to resit any of your exams. 

Year 1 (Part IA) 

You take a total of 4 papers. 3 papers are compulsory:  

• Introduction to Experimental Psychology: From Brain to Cognition 
• Social Psychology, Applied Psychology and Individual Differences  
• From Subjective Questions to Objective Science  

You choose one more paper from a selection of around 9 options. The optional papers available each year may change, but subjects usually include: 

• biological and social anthropology 
• evolution and behaviour 
• mathematical biology 

Year 2 (Part IB) 

You will get specialised training in Development Psychology and Behavioural and Cognitive Neuroscience.  

You will also continue to develop research skills for your third year project.  

You take a total of 4 papers. 2 papers are compulsory:  

• Behavioural and Cognitive Neuroscience 
• Developmental Psychology 

You choose 2 more papers from a broad range. The subjects may change from year to year but typically include papers in: 

• biological anthropology 
• history and philosophy of science 
• neurobiology 
• criminology 

Year 3 (Part II)  

You complete a research dissertation of 7,000 words on a psychology topic of your choice.  

You also choose a further 3 papers from a selection available. The subjects may change from year to year but typically include the following topics: 

• social and developmental psychology 
• cognitive and experimental psychology 
• behavioural and cognitive neuroscience 
• other selected subjects from those offered in year 2. 

For further information about this course and the papers you can take see the Psychological and Behavioural Sciences website .

Changing course

It’s really important to think carefully about which course you want to study before you apply. 

In rare cases, it may be possible to change course once you’ve joined the University. You will usually have to get agreement from your College and the relevant departments. It’s not guaranteed that your course change will be approved.

You might also have to:

• take part in an interview
• complete an admissions test
• produce some written work
• achieve a particular grade in your current studies
• do some catch-up work
• start your new course from the beginning 

For more information visit the Psychological and Behavioural Sciences website .

You can also apply to change to:

• Management Studies at the Judge Business School

You can't apply to this course until you're at Cambridge. You would usually apply when you have completed 1 year or more of your original Cambridge course.

You should contact your College’s Admissions Office if you’re thinking of changing your course. They will be able to give you advice and explain how changing courses works.

Minimum offer level

A level: A*A*A IB: 41-42 points, with 776 at Higher Level Other qualifications : Check which other qualifications we accept .

Subject requirements

To apply to any of our Colleges for Psychological and Behavioural Sciences, you will need A levels/IB Higher Levels (or the equivalent) in: 

• Mathematics OR Biology 

Colleges will usually require you to achieve A*/7 in Mathematics and/or Biology. 

What PBS students have studied

Most PBS students (who had studied A levels and started at Cambridge in 2017-19) achieved at least A*A*A (65% of entrants).

Most of these students usually took:

• at least one of Biology or Mathematics

The majority of students who studied IB achieved at least 42 points overall and/or grades 776 at Higher Level.

Check our advice on choosing your high school subjects . You should also check if there are any required subjects for your course when you apply.

Admission assessment

If you’re shortlisted for interview, you may need to take a written assessment. Please check back in May 2024 for details. If an assessment is required, you will not need to register in advance and the Colleges will provide details directly to you. 

If you applied to Hughes Hall or Wolfson College for 2024 entry in the March application round , please check the College Admission Assessments page for more information. 

Submitting written work

Applicants to some Colleges are required to submit written work prior to interview. 

The following Colleges require one piece of written work:

• Lucy Cavendish

The following Colleges require two pieces of written work:

• Corpus Christi
• Murray Edwards
• St Edmund's

Offers above the minimum requirement

The minimum offer level and subject requirements outline the minimum you'll usually need to achieve to get an offer from Cambridge.

In some cases, you'll get a higher or more challenging offer. Colleges set higher offer requirements for a range of reasons. If you'd like to find out more about why we do this, check the information about offers above the minimum requirement  on the entry requirements page.

Some Colleges usually make offers above the minimum offer level. Find out more on our qualifications page .

All undergraduate admissions decisions are the responsibility of the Cambridge Colleges. Please contact the relevant  College admissions office  if you have any queries.

Discover your department or faculty

• Visit the Department of Psychology website - The Department of Psychology website has more information about this course, facilities, people and research.

Explore the Colleges

• Find out how the Colleges work - A College is where you’ll live, eat and socialise. It’s also where you’ll have teaching in a small group, known as supervisions
• How to choose a Cambridge College that's right for you - If you think you know which course you’d like to study, it’s time to choose a College.

Visit us on an open day

• Book an open day - Get a feel for the city and the University.
• Find an event - We offer a range of events where you can find out more about Cambridge, Colleges, and your course. Many of our events have hybrid options so you can join us virtually.

Find out to apply

• Find out how to apply and how our admissions processes work - Our admissions process is slightly different to other universities. We’ve put together a handy guide to tell you everything you need to know about applying to study at Cambridge.
• Improve your application - Supercurricular activities are a great way to engage with your chosen subject outside of school or college.

Discover Uni data

Contextual information.

Discover Uni allows you to compare information about individual courses at different higher education institutions.  This can be a useful method of considering your options and what course may suit you best.

However, please note that superficially similar courses often have very different structures and objectives, and that the teaching, support and learning environment that best suits you can only be determined by identifying your own interests, needs, expectations and goals, and comparing them with detailed institution- and course-specific information.

We recommend that you look thoroughly at the course and University information contained on these webpages and consider coming to visit us on an Open Day , rather than relying solely on statistical comparison.

You may find the following notes helpful when considering information presented by Discover Uni.

• Discover Uni relies on superficially similar courses being coded in the same way. Whilst this works on one level, it may lead to some anomalies. For example, Music courses and Music Technology courses can have exactly the same code despite being very different programmes with quite distinct educational and career outcomes. Any course which combines several disciplines (as many courses at Cambridge do) tends to be compared nationally with courses in just one of those disciplines, and in such cases the Discover Uni comparison may not be an accurate or fair reflection of the reality of either. For example, you may find that when considering a degree which embraces a range of disciplines such as biology, physics, chemistry and geology (for instance, Natural Sciences at Cambridge), the comparison provided is with courses at other institutions that primarily focus on just one (or a smaller combination) of those subjects.You may therefore find that not all elements of the Cambridge degree are represented in the Discover Uni data.
• Some contextual data linked from other surveys, such as the National Student Survey (NSS) or the Destination of Leavers in Higher Education (DLHE), may not be available or may be aggregated across several courses or several years due to small sample sizes.  When using the data to inform your course choice, it is important to ensure you understand how it has been processed prior to its presentation. Discover Uni offers some explanatory information about how the contextual data is collated, and how it may be used, which you can view here: https://discoveruni.gov.uk/about-our-data/ .
• Discover Uni draws on national data to provide average salaries and employment/continuation data.  Whilst starting salaries can be a useful measure, they do not give any sense of career trajectory or take account of the voluntary/low paid work that many graduates undertake initially in order to gain valuable experience necessary/advantageous for later career progression. Discover Uni is currently piloting use of the Longitudinal Education Outcomes (LEO) data to demonstrate possible career progression; it is important to note that this is experimental and its use may be modified as it embeds.

The above list is not exhaustive and there may be other important factors that are relevant to the choices that you are making, but we hope that this will be a useful starting point to help you delve deeper than the face value of the Discover Uni data.

Key information

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The clinical program is accredited by the American Psychological Association and the Psychological Clinical Science Accreditation System.

Your program will typically be fully funded for five years thanks to stipend grant support and guaranteed teaching fellowships. Tuition support is also available for a six-year program. Funding is also available for research, travel, and conferences. You will have access to the latest technology at FAS Research Computing and the Neuroimaging Facility at the Center for Brain Science.

Examples of student dissertations and theses include “Childhood Anxiety Disorders: Developmental Risk Factors and Predictors of Treatment Response,” “Clarifying the Pathway to Suicide: An Examination of Subtypes of Suicidal Behavior and Their Association with Impulsiveness,” and “A Cognitive Neuroscience of Social Groups.”

Graduates have secured positions in academia at prestigious institutions such as Princeton University, Dartmouth College, and Columbia University. Others have embarked on careers with companies such as Facebook, BetterUp, and Apple.

Additional information on the graduate program is available from the Department of Psychology and requirements for the degree are detailed in Policies .

Areas of Study

Cognition, Brain, and Behavior | Experimental Psychopathology and Clinical | Developmental | Social Psychology

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Psychology .

Academic Background

While an undergraduate concentration in psychology is not required, some social science coursework is recommended. Because the program is heavily quantitatively oriented, college-level math and statistics are also advised. Research experience is extremely helpful; successful applicants have often worked for professors, done research projects as part of college courses, written an undergraduate thesis, or volunteered in a psychology research lab.

Please Note: Before making the decision to apply, the program in Psychology suggests checking individual faculty/lab websites or emailing faculty directly to inquire whether they plan to consider applicants for Fall 2024 admission. It’s important to note that while individual faculty members may have every intention of bringing in a new student this year, we cannot guarantee that they will all be able to do so. The total number of offers of admission to be extended by the graduate program is based on applicant preparedness and fit, availability of university advising and support resources, and target class size. Some of these factors are not able to be determined until after the applicant pool has been finalized.

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Marquette.edu  //  News Center  //  2024 News Releases  // 

Marquette Graduate School launches Applied Psychology Data Analytics program

May 15, 2024

Applications for the program are now open and available online .

The purpose of the Applied Psychology Data Analytics program will be to combine analytical skills with a deep understanding of human behavior to drive meaningful change in the world.

“We are excited about our new graduate program offering in Applied Psychology Data Analytics,” said Dr. Scott D’Urso, acting vice provost for graduate and professional studies and dean of the Graduate School. “This unique master’s degree program will leverage the use of big data and advanced statistical techniques to give graduates a professional edge in applying their psychology degree to jobs in a wide variety of fields, including health care, business, education social media.”

This program will teach students to conduct, evaluate and communicate high-quality research using datasets to help organizations better understand challenges they confront, address important issues and promote positive social change. Students will engage in interdisciplinary coursework between the Psychology and Computer Science departments and will earn a data science certificate upon completion of the program. This program will provide hands-on experience allowing students to work with community organizations to apply psychological principles to real-world problems by using data. Community placements will take place in a student’s last year in the program.

Marquette undergraduate students can enter Applied Psychology Data Analytics Accelerated Degree Program during their junior year and earn their bachelor’s and master’s degrees in as few as five years.

About Marquette University

Marquette University is a Catholic, Jesuit university located near the heart of downtown Milwaukee that offers a comprehensive range of majors in 11 nationally and internationally recognized colleges and schools. Through the formation of hearts and minds, Marquette prepares our 11,100 undergraduate, graduate, doctoral and professional students to lead, excel and serve as agents of positive change. And, we deliver results. Ranked in the top 20% of national universities, Marquette is recognized for its undergraduate teaching, innovation and career preparation as the sixth-best university in the country for job placement. Our focus on student success and immersive, personalized learning experiences encourages students to think critically and engage with the world around them. When students graduate with a Marquette degree, they are truly prepared and called to Be The Difference.

About Kevin Conway

Kevin is the associate director for university communication in the Office of University Relations. Contact Kevin at (414) 288-4745 or [email protected] . 

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Mother and Daughter Receive EdDs Together at Pepperdine University's Graduate School of Education and Psychology Commencement 2024

In a rare occurrence, both a mother and daughter will receive the Doctor of Education degree (EdD) in Educational Leadership from Pepperdine University’s Graduate School of Education and Psychology Education Commencement Ceremony on Saturday, May 18, 2024. 

The mother, Rosalyn S. Robinson, 51, has an extensive 23-year career, beginning as an elementary school teacher at Wilder’s Preparatory Academy Charter School in Inglewood, where she subsequently became principal. She now serves as a principal for Aspire Public Schools, a charter school district in Los Angeles. Robinson received her BS degree in Social Science from the University of Houston-Downtown, and her MS in Educational Leadership from National University. Her doctoral studies were an extension of her proven visionary leadership and passionate advocacy for diversity, equity, and inclusion (DEI) in K-12 education. Robinson says, “DEI is essential to creating an educational environment where every student, staff member, and stakeholder brings unique perspectives, experiences, and skills. DEI impacts classroom instruction by preparing students for a more diverse and interrelated world that empowers them to one day embrace collective action in their communities.”

Daughter Taylor S. Manuel Moore, 30, with 10 years of professional experience, worked as an academic intervention specialist at Wilder’s Preparatory Academy Charter School in Inglewood and later became a school psychologist. Presently, she is a director of Special Education for Inner City Education Foundation Public Schools, a charter school district in Los Angeles. Moore holds a BA degree in Psychology from the University of California, Merced, and an MS degree in School Psychology from National University. Her doctoral studies focused on how school psychologists can advocate for systemic change in schools to benefit black students. She, herself, is a strong advocate for, and supporter of children who face underrepresentation and endure a multitude of challenges within the public schools. “I explicitly advocate for children with disabilities and those of color, and I place a special emphasis on African American students,” says Moore.

Both Dr. Robinson and Dr. Moore reside in Hawthorne, CA. Congratulations to Dr. Rosalyn Robinson and Dr. Taylor Moore on this incredible achievement!

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• Novel global study using investigators as participants finds shared acoustic relationships among the world’s languages and music

Novel global study using investigators as participants finds shared acoustic relationships among the world’s languages and music

By Bert Gambini

Release Date: May 15, 2024

BUFFALO, N.Y. – A University at Buffalo psychologist is part of a global research team that has identified specific acoustic relationships that distinguish speech, song and instrumental music across cultures.

The study published in the journal Science Advances , which involved experts in ethnomusicology, music psychology, linguistics and evolutionary biology, compared instrumental melodies along with songs, lyrics and speech in 55 languages. The findings provide an international perspective supporting ideas about how the world’s music and languages evolved into their current states.

“There are many ways to look at the acoustic features of singing versus speaking, but we found the same three significant features across all the cultures we examined that distinguish song from speech,” said Peter Pfordresher, PhD , a professor of psychology in the UB College of Arts and Sciences, and one of the 75 contributors to a unique project that involved the researchers assuming the dual roles of investigator and participant.

The three features are:

• Singing tends to be slower than speaking across all the cultures studied.
• People tend to produce more stable pitches when singing as opposed to speaking.
• Overall, singing pitch is higher than spoken pitch.

The exact evolutionary pressures responsible for shaping human behaviors are difficult to identify, but the new paper provides insights regarding the shared, cross-cultural similarities and differences in language and music − both of which are found in highly diverse forms across every human culture.

Pfordresher says the leading theory, advanced by the paper’s senior author, Patrick Savage, PhD, senior research fellow at the University of Auckland, New Zealand, is that music evolved to promote social bonding .

“When people make music, and this is the case around the world, they tend to do so collectively. They synchronize and harmonize with each other,” says Pfordresher. “The features we found that distinguish music from speech fit well with that theory.”

Think about tempo as a mechanism to encourage music’s social aspects. Being in sync becomes more difficult as tempo increases. When the tempo slows, the rhythm becomes predictable and easier to follow. Music becomes a more social enterprise.

It’s the same with pitch stability, according to Pfordresher.

“It’s much easier to match a stable pitch with someone else, to be in sync with the collective, than is the case when a pitch is wavering,” he says.

Similarly, it’s possible that the higher pitches found in singing happen as a byproduct of songs being produced at a slower rate.

“Slower production rates require a greater volume of air in the lungs,” explains Pfordresher. “Greater air pressure in the vocal system increases pitch.”

Conversational speech, in contrast, is not synchronized. Conversations generally alternate between people.

“I would speculate that conversational speech is faster than song because people want to hold on to the stage. They don’t want to provide false cues that they’ve finished, in essence handing the conversation off to another speaker,” says Pfordresher. “Pausing in a conversation or speaking slowly often indicates that it’s another person’s turn to speak.”

The study’s novel structure, with its investigators as participants, is part of the increasingly global nature of music cognition research. Savage and Yuto Ozaki, PhD, the lead author from Keio University in Japan, recruited researchers from Asia, Africa, the Americas, Europe and the Pacific, who spoke languages that included Yoruba, Mandarin, Hindi, Hebrew, Arabic, Ukrainian, Russian, Balinese, Cherokee, Kannada, Spanish, Aynu, English and dozens more .

“First, we used this structure to counteract the unfortunate tradition of extractive research in cross-cultural musical studies in which researchers from the developed world collect, or extract, data from a culture in the developing world, and use the data to promote their own success,” says Pfordresher.

The second reason has more to do with the validity of the data.

“Our analyses require annotation of syllable and note onsets in songs and speech from around the world,” says Pfordresher. “No single investigator knows all of these languages. By having each investigator participate and thus check their own annotations, we add additional validity to our study.”

Each investigator-participant chose a song of national significance from their culture. Pfordresher selected “America the Beautiful.” Savage chose “Scarborough Fair.” Ozaki sang the Japanese folk song “Ōmori Jinku.”

Participants sang the song first; performed an instrumental version next on an instrument of their choice; and then recited the lyrics. They also provided an explanation for their choice as a free-form speech condition of the study. All four conditions were recorded and then segmented.

To avoid the possibility of bias creeping into the data, Pfordresher explained that not all investigators were involved in generating the study’s initial set of hypotheses. All of the authors looked at the data, but did so to make sure there were no differences between the initial group and those others.

“We do hope to follow up this study with other research that has authors from around the world sample data from within their cultures,” says Pfordresher.

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Bert Gambini News Content Manager Humanities, Economics, Social Sciences, Social Work, Libraries Tel: 716-645-5334 [email protected]