Tomoe Kanaya, has been working at CCT since the fall of 2003. Her research interests focus on the role of contextual factors on children's cognitive/educational development, with emphasis on individual differences and longitudinal/quantitative methodology.

Dr. Kanaya received her Bacheler's degree in English and Psychology from Bryn Mawr College in 1999. She earned both her Master's degree and Ph.D. in Developmental Psychology from Cornell University in 2001 and in 2004, respectively. Her research work has garnered fellowships and awards from the American Psychological Association, Cornell University, the Howard H. Hughes Medical Institute, and the Spencer Foundation.

Since joining CCT, she has lent her quantitative methodological skills and research expertise to several projects including the multiyear evaluation of the Intel Teach to the Future program and the evaluation of New Mexico's Reading First initiative. She looks forward to new research projects now on the horizon.

SELECT PUBLICATIONS
Ceci, S.J., Barnett, S.M., & Kanaya, T. (2003). Developing childhood proclivities into adult competencies: The overlooked multiplier effect. In R.J. Sternberg and E. Grigorenko (Eds.), Abilities, Competencies, and Expertise, 70-92. MA: Cambridge University Press

Kanaya, T., Ceci, S.J. & Scullin, M.H. (2003). The rise and fall of IQ in special ed: Historical trends and their implications. Journal of School Psychology, 41, 453-465.

Kanaya,T., Scullin, M.H. & Ceci, S.J. (2003). The Flynn effect and U.S. policies: The impact of rising IQ scores on American society via mental retardation diagnoses. American Psychologist, 58, 1-13.

Silk, J.S., Morris, A.S., Kanaya, T. & Steinberg, L.D. (2003). Psychological control and autonomy granting: Opposite ends of a continuum or distinct constructs? Journal of Research on Adolescence, 13, 113-128.

Scullin, M.H., Kanaya, T. & Ceci, S.J. (2002). Assessing suggestibility across multiple dimensions. Journal of Experimental Psychology: Applied, 8, 233-246.