Department Chair
Mandy Hall
Mandy Hall
Professor – Psychology

I received my Ph.D. in Cognitive Psychology from the University of Virginia in May 2008 and I am currently a Professor of Psychology and the Director of Faculty Development at Butler University in Indianapolis.

One line of my research program focuses on memory errors and the factors that contribute to them. I am especially interested in what memory errors and memory confidence can tell us about how the memory system works. The other line of my research program explores issues related to teaching and learning. I am particularly intrigued by questions of how digital technologies disrupt attention in the classroom and what study strategies are most effective.

My teaching interests include courses on memory and amnesia, cognitive psychology, advanced labs in cognitive psychology, research methods and data analysis, introductory psychology, seminars on memory in media, career counseling in psychology, and mentoring undergraduate researchers. I am also dedicated to faculty development in the areas of teaching, scholarship, and service.

I live in Brown County with my husband, Andrew, and my four-legged children [Chester (Beagle mix), Annie (Beagle mix), Tilly (Treeing Walker Coonhound), and Audrey (cat)].

Faculty & Staff
Fabiana Alceste
Fabiana Alceste
Assistant Professor Psychology

Fabiana Alceste earned her B.A. from the University of Florida and earned her Ph.D. from John Jay College of Criminal Justice/The Graduate Center, CUNY. She currently teaches introductory psychology courses and research methods/statistics. Dr. Alceste’s research area is Psychology and Law, a heavily applied field that examines the social and cognitive processes involved in the legal system, especially police interrogations and false confessions. Her recent work focuses on how interrogation practices influence judgments about police custody and confession evidence. She hopes that work in this field will improve the criminal justice system by preventing and reversing wrongful convictions.

https://sites.google.com/view/alcestepsychologylawlab/

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Jennifer Berry
Jennifer Berry
Associate Professor, Psychology

Jennifer Berry earned a B.S. and Ph.D. from the University of Kentucky, with a concentration in Behavioral Neuroscience and Psychopharmacology. She routinely teaches learning, biological basis of behavior, research methods and statistics, and a seminar in neuroscience drugs and behavior. Dr. Berry’s research focuses on the neurochemical and behavioral changes resulting from substances of abuse in animal models, including co-consumption of alcohol and nicotine as well as alcohol and caffeine. She also focuses on the neuroendocrine (i.e. stress hormone) responses to these substances of abuse in hopes of better identifying underlying factors contributing to addiction and relapse.

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Robert Dale
Emeritus Faculty


Education:

I was born in Montreal, PQ Canada in 1950 and grew up in Bermuda between 1951-1967. I earned a BS in physics at McGill University in Canada in 1971 and a BA in experimental psychology at Oxford University in England in 1973 (Rhodes Scholarship). After an MA in experimental psychology at Dalhousie University (Halifax, NS Canada) in 1975, I earned a PhD in experimental psychology at The University of Western Ontario (London, ON Canada) in 1979 and then spent two years at Duke University on a postdoctoral fellowship.

Work Experience:

After working for one year at Concordia University in Montreal (1981-82), I earned tenure at the University of Southeastern Louisiana (1982-1989), then moved to my current position at Butler University in Indianapolis (1989- ). I have been the Department Chair three times, but was released for good behavior.


Research Interests:

Animal Behavior (especially elephant behavior) and the History of Psychology (particularly gender differences in employment as professional psychologists between 1900-1950).

Personal History:

Married since 1976 to a remarkable woman; two gainfully employed (and wonderful) children; pretty good life.

Brian Day
Brian Day
Assistant Professor Psychology

Areas of Expertise:

Human Experimental Psychology:

                Visual Depth Perception in real and virtual environments

                Perception of Affordances

                Human Factors and Applied Psychology

                Cognitive Psychology

                Direct Perception and Ecological Psychology

    History and Theories of Psychology


Education:

Ph.D., Human Factors Psychology, Clemson University, Clemson, SC (2017).

M.S., Cognitive and Behavioral Sciences, Illinois State University, Normal, IL (2014).

B.A., Double major in Psychology and History, with honors, Denison University, Granville, OH (2012).


Classes Taught:

Introductory Psychology (SW 250)

Research Methods and Statistics I (PS 210)

Research Methods and Statistics II (PS 211)

Careers in Psychology (PS 105)

Sensation and Perception (PS 404)

Advanced Seminar in Applied Psychology – Human Factors (PS 479)

First Year Seminar – Human Factors and the Design of Your Life (FYS 101 and FYS 102)


Experience:

CATBUS consultant (May 2016 – May 2019): As part of this experience I was tasked with analyzing data regarding Clemson Area Transit, presenting the findings to city leaders, and compiling the results to be used in reports for a federal government funding agency.

LMX concierge website (October 2015 – October 2016): Consulted for a local business designed to facilitate goal achievement.  Worked with a team to construct a user friendly website to help grow the business.  Primary duties included performing tasks analyses, heuristic evaluations, paper prototyping, user testing, and implementing new webpage designs.

US Engine Valve (April 2016 – August 2016): As part of my experience on this team my primary functions were to act as a quality check after each phase of work, and to draft, refine, and edit the final report and presentation to company leaders regarding the results of numerous task analyses and ergonomic recommendations to improve workspace design, worker safety, and worker efficiency. My secondary functions were to provide guidance and feedback to the project team during the task analysis and recommendation phase.

At Illinois State, I served as the graduate assistant in the University Assessment Services department, where I produced and distributed surveys designed to gather knowledge about various aspects of the University.  I was also tasked with analyzing and presenting the data produced by the survey assessments.

Attended the Advanced Training Institute on Nonlinear Methods in Data Analysis, at the University of Cincinnati during the summer of 2013.


Professional Memberships:

American Psychological Association

Human Factors and Ergonomics Society

Psychonomic Society

International Society for Ecological Psychology



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Candice Dreves
Candice Dreves
Instructor, Psychology
Raymond Giesler
Associate Professor – Psychology
Karina Hamamouche
Karina Hamamouche
Assistant Professor, Psychology

Dr. Karina Hamamouche joined the faculty at Butler University in 2021 after teaching for two years at Belmont University. She received her PhD in Developmental Psychology from Boston College in 2019. Prior to attending Boston College, she received her BA in Psychology and French from Butler University. She primarily teaches Life Span Development and Psychological Inquiry, but also enjoys teaching Research Methods courses. Dr. Hamamouche’s research focuses on how children learn about number and time. She is interested in how these abilities develop and how an understanding of quantities relates to formal academic achievement.  She loves to travel and is an avid college basketball fan.

India Johnson
India Johnson
Associate Professor, Psychology
Tara Lineweaver
Tara Lineweaver
Professor – Psychology

Expertise

I am trained as a Clinical Psychologist with a specialty in neuropsychology (how the brain impacts cognitive abilities). My research interests span neurodegenerative disorders (such as Alzheimer’s Disease and Parkinson’s Disease), music and dementia, healthy aging, Attention Deficit Hyperactivity Disorder, and epilepsy.  I especially love mentoring undergraduate students as they develop their research skills as student scientists.  I am also the Director of Butler’s Neuroscience minor.

Teaching

Courses I teach regularly at Butler include:

     Biological Bases of Behavior (PS 235)

     Advanced Applied Neuroscience (PS 412)

     Food: Pasture, Table, Body and Mind (NW 261)

     Music First! Engaging Student Scientists in Community-Based Research (ID 345)

     Mental Illness: Biological, Psychological, and Sociological Perspectives (SW 275)

Education and Training

The Cleveland Clinic Foundation (APPCN Approved), Neuropsychology Postdoctoral Fellow

San Diego State University/ University of California, San Diego, Ph.D. in Clinical Psychology

The University of Chicago Medical Center (APA Approved), Clinical Psychology Intern

Georgia Institute of Technology, M.S. in Experimental Psychology

Butler University, B.A. in Psychology, B.S. in Arts Administration


Selected Recent Publications (student co-authors are italicized)

Lineweaver, T.T., Fansler, S.D., Horhota, M., Crumley-Branyon, J.J. & Wright, M.K. (2021). Older Adults’ Memory Beliefs Predict Perceptions of Memory Difficulty and Effectiveness. Aging, Neuropsychology, and Cognition.  https://doi.org/10.1080/13825585.2021.1962794

Lineweaver, T.T., Bergeson, T.R., Ladd, K., Johnson, H., Braid, D., Ott, M., Hay, D.P., Plewes, J., Hinds, M., LaPradd, M.L., Bolander, H., Vitelli, S., Lain, M. & Brimmer, T. (2021). The Effects of Individualized Music Listening on Affective, Behavioral, Cognitive and Sundowning Symptoms of Dementia in Long-Term Care Residents. Journal of Aging and Health. https://doi.org/10.1177/08982643211033407

Lineweaver, T.T., Kercood, S., Gabor, A.J., Cervantes, J., Dye, A.J. & Baker, E. (2021).  The Effect of Medication and Question Wording on Self-Reported Symptoms and Their Accuracy in Young Adults with Attention-Deficit/Hyperactivity Disorder. British Journal of Clinical Psychology, 60, 252-269. https://doi.org/10.1111/bjc.12276

Hall, A.C.G., Lineweaver, T.T., Hogan, E.E. & O’Brien, S.W. (2020). On or Off Task: The Negative Influence of Laptops on Neighboring Students’ Learning Depends on How They Are Used. Computers and Education, 153, Article 103901 (8 pages).  https://doi.org/10.1016/j.compedu.2020.103901

Lineweaver, T. T., Kercood, S., Morgan, E.B., Rapone, S.L., Frank, C.C., McLuckie, S.A. & Reed, M.F. (2020). Working Memory in Collegiate Athletes and Non-Athletes: A Comparison of Team-Sports Athletes, Solo-Sports Athletes, Frequent Exercisers and Infrequent Exercisers.  OBM Integrative and Complementary Medicine, 5, 1-14. http://doi.org/10.21926/obm.icm.2001002

Lineweaver, T. T., Crumley-Branyon, J. J., Horhota. M. & Wright, M. K. (2020).  Easy or Effective? Explaining Young Adults’ and Older Adults’ Likelihood of Using Various Strategies to Improve Their Memory.  Aging, Neuropsychology, and Cognition, 27, 1-17. https://doi.org/10.1080/13825585.2019.1566432

Lineweaver, T.T. & Bergeson, T.R. (2019). Generating Civically-Engaged Undergraduate Student Scientists in General Education Classrooms. Frontiers in Psychology, 10, 664 (5 pages). https://doi.org/10.3389/fpsyg.2019.00664

Lineweaver, T.T., Gingerich Hall, A., Hilycord, D. & Vitelli, S. (2019). Introducing and Evaluating a "Study Smarter, Not Harder" Study Tips Presentation Offered to Incoming Students at a Four-Year University. Journal of the Scholarship of Teaching and Learning, 19, 16-46. https://doi.org/10.14434/josotl.v19i1.23734

Shiltz, D., Lineweaver, T.T., Brimmer, T., Cairns, A.C., Halcomb, D.S., Juett, J., Beer, L., Hay, D.P. & Plewes, J. (2018).  "Music First!" An Alternative or Adjunct to Psychotropic Medications for the Behavioral and Psychological Symptoms of Dementia. Geropsych: The Journal of Gerontopsychology and Geriatric Psychiatry, 31, 17-30.

Lineweaver, T.T., Kugler, J., Rabellino,A. & Stephan, Y. (2018). Beliefs about Age-Related Changes in Physical Functioning Across the Adult Life Span and Their Relationship with Physical Activity Levels of Older Adults. Aging, Neuropsychology, and Cognition, 25, 613-631.  http://doi.org/10.1080.13825585.2017.1356903

Kercood, S., Lineweaver, T.T.,Frank, C.C. & Fromm, E.D. (2017). Cognitive Flexibility and Its Relationship to Academic Achievement and Career Choice of College Students with and without Attention Disorders.  Journal of Postsecondary Education and Disability, 30, 327-342.

Lineweaver, T.T., Roy, A. & Horth, M. (2017). Children’s Stereotypes of Older Adults: Evaluating Contributions of Cognitive Development and Social Learning.  Educational Gerontology, 43, 300-312. https://doi.org/10.1080/03601277.2017.1296296

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Joel Martin
Joel Martin
Professor – Psychology

Office: JH288

Pronouns: he/him

Academic/Professional Focus

Areas of Expertise

Clinical Psychology; subclinical & preclinical versions of psychological disorders; reasoning & psychopathology; clinical judgment & decision making; stigma of mental illness; treatment outcome; substance disorders.

Classes Taught:

Learning (PS202), Research Methods and Statistics I (PS210), Research Methods and Statistics II (PS211), Personality Psychology (PS440), Abnormal Psychology (PS441), Intervention/Psychotherapy (PS443), Seminar in Applied Psychology (PS479)

Other duties:

Psychology Department Chair (Interim), Institutional Review Board (Chair), Psychology Internship & Career Coordinator, Psychology Keeper of the Birthdays (emeritus).

Education/Experience

Education/Degrees

  • 1993 – B.S., Psychology, University of Pittsburgh
  • 1998 – M.S., Psychology, University of Memphis
  • 2000 – Ph.D., Clinical Psychology, University of Memphis

Certifications

Licensed Health Services Providing Psychologist (HSPP) in Indiana
Association of College & University Educators Certificate in Effective College Instruction

Association Memberships

  • Association for Behavioral and Cognitive Therapies
  • American Psychological Association
  • Society for the Teaching of Psychology
  • Society for Clinical Psychology
  • Association for Psychological Science
  • Society for Judgment and Decision Making

Professional Experience

  • 2015-present:   Professor – Butler University, Department of Psychology
  • 2009-2015: Associate Professor – Butler University, Department of Psychology
  • 2003-2009: Assistant Professor – Butler University, Department of Psychology
  • 2000-2003: Senior Investigator – University of Pennsylvania School of Medicine, Treatment Research Center
  • 1999-2000: Psychology Resident – Mississippi State Hospital
  • 1993-1999: Graduate Assistant – The University of Memphis, Department of Psychology
  • 1992-1993: Research Assistant – University of Pittsburgh Medical Center

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Carla North
Carla North
Administrative Specialist, Psychology
Robert Padgett
Robert Padgett
Professor – Psychology

Bio

Dr. Padgett is a native Hoosier from Greenfield, IN who in high school developed a love for the theatre and set off to pursue it as a major in college. That interest led him to study with Dr. Tom Evans at Hanover College in southern Indiana. Although Dr. Padgett’s interests tended more to the technical (Lighting and Sound) side of theatre, Doc Evans was well known for turning college students into professional working members of Actors’ Equity and seemed like the perfect mentor to help him pursue his passion. But a funny thing happened on the way to the theatre as Dr. Padgett soon learned that his relative dearth of talent (especially when compared to say his fellow classmate and friend Woody Harrelson) meant that he might want to consider an alternative career path.

Fortuitously, Dr. Padgett was introduced to the field of Psychology while at Hanover by the late Dr. Harve E. Rawson who became his second mentor ("idol" might be a more accurate description) and he ultimately resolved to make the classroom his stage and started working towards a career as a college professor. His hope was to become a mentor to future generations of college students like the ones that had been so influential in his own life. Having worked with Dr. Rawson at the The Englishton Park Summer Program for Children collecting and analyzing data on the effectiveness of intervention programs for children, Dr. Padgett came to love issues of child development, but figured out rather quickly that his interests and talents made him better suited for a career in research and assessment than actually doing interventions with children. It’s kind of like having a face for radio. 

So to that end, Dr. Padgett set out to earn a Ph. D. in Developmental Psychology and Measurement and Statistics which led him to study with Dr. Hilary H. Ratner at Wayne State University in Detroit. While in graduate school, Dr. Padgett used his computer programming and data analytic skills to earn a living and to help him land his first professional position at the Merrill Palmer Skillman Institute for Child and Family Development. In a short while he accepted an offer to join the Psychology faculty at Butler University (in the Fall of 1989) and has been at Butler ever since. 

As a faculty member at Butler, Dr. Padgett has taught a variety of courses, primarily focused on research methods, statistics and data analytics. His research interests include aspects of developmental child psychology, but also include a smattering of publications where his work involved primarily statistical modeling of developmental and psychological processes. In recent years, Dr. Padgett has served as the director of the undergraduate minor in Data Science and currently serves as the Faculty Lead for the Master of Science in Data Analytics program. 

Stacy Wetmore
Stacy Wetmore
Assistant Professor, Psychology

Stacy Wetmore earned a B.A. in Psychology (2008) and an M.A. in Experimental Psychology (2011) from The University of Alabama in Huntsville. She Received her Ph.D. in Cognitive Psychology (2015) from Oklahoma University with minors in quantitative and biological psychology. She routinely teaches cognitive processes, research methods and statistics I and II, cognitive seminar, and a psychology and law. Dr. Wetmore’s research focuses on the intersection between cognition and law, how memory and decision-making processes can be utilized to understand persistent issues within the legal system. Eyewitness misidentifications and jailhouse informant testimony are two leading causes of wrongful conviction which she seeks to address.

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