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Moser Jason Moser
Associate Professor
Ph.D. University of Delaware 2009
Masters University of Delaware 2006
Bachelors Pennsylvania State University 2001
Primary Program: Clinical
110B Psychology
(517) 355-2159

Research Statement

The ability to regulate cognition, emotion, and behavior represents a core capacity of healthy human functioning.  Examples of this ability in daily life include rebounding from mistakes, resisting distraction, and dampening negative emotions.  It is these abilities that most intrigue me as a psychological scientist. I study them to 1) shed light on their underlying mechanisms and 2) examine their clinical significance in terms of their roles in the development, maintenance, and treatment of anxiety and depression. Through this two-pronged approach I aim to advance our knowledge of regulatory abilities across the range of normal to abnormal functioning.

My work lies at the intersection of clinical, cognitive neuroscience, social-personality, and developmental research. I integrate across these areas both in terms of the types of questions I ask and in the methods I use to address them. I bring together experimental and correlational designs using a multi-method framework to examine how phenomena play out across different levels of analysis (explicit, implicit, behavioral, biological) and build integrative models of how they operate.

  See my lab website -- Clinical Psychophysiology Lab -- for more details.

Related Research Websites
Clinical Psychophysiology Lab Our mission is to utilize experimental, psychophysiological methods to understand emotion and cognition in healthy individuals and to uncover emotional and cognitive abnormalities in anxious and depressed individuals.

Research Publications    
2015Moran, T.P., & Moser, J.S. (2015). The color of anxiety: Neurobehavioral evidence for distraction by perceptually salient stimuli in anxiety. Cognitive, Affective, and Behavioral Neuroscience, 15, 169-179.
2015Moser, J. S., Durbin, C. E., Patrick, C. J., & Schmidt, N. B. (2015). Combining neural and behavioral indicators in the assessment of internalizing psychopathology in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 44, 329-340.
2015Schroder, H.S., Dawood, S., Yalch, M.M., Donnellan, M.B., & Moser, J.S. (2015). The role of implicit theories in mental health symptoms, emotion regulation, and hypothetical treatment choice in college students. Cognitive Therapy and Research, 39, 120-139.
2014Moser, J.S., Moran, T.P., Schroder, H.S., Donnellan, M.B., & Yeung, N. (2014). The case for compensatory processes in the relationship between anxiety and error monitoring: A reply to Proudfit, Inzlicht, & Mennin. Frontiers in Human Neuroscience, 8: 64.
2014Schroder, H.S., Moran, T.P., Donnellan, M.B., & Moser, J.S. (2014). Mindset induction effects on cognitive control: A neurobehavioral investigation. Biological Psychology, 103, 27-37.
2014Moser, J. S., Hartwig, R., Moran, T. P., Jendrusina, A. A., & Kross, E. (2014). Neural markers of positive reappraisal and their associations with trait reappraisal and worry. Journal of Abnormal Psychology, 123, 91-105.
2013Moser, J. S., Moran, T. P., Schroder, H. S., Donnellan, M. B., & Yeung, N. (2013). On the relationship between anxiety and error monitoring: A meta-analysis and conceptual framework. Frontiers in Human Neuroscience, 7:466.