323 Merrill Science
PO Box: AC# 2236
Julia D. McQuade
Assistant Professor of Psychology
Departmental affiliation:PsychologyAmherst College
*McQuade, J.D., Murray-Close, D., Shouldberg, E.K., & Hoza, B. (2013). Working memory and social functioning in children. Journal of Experimental Child Psychology, 115, 422-435.
*This article has been featured on DugDug
Hoza, B.H., McQuade, J.D., Murray-Close, D., Shoulberg, E., Molina, B.S.G., Arnold, L.E., & Swanson, J. (2013). Does childhood positive self-perceptual bias mediate adolescent risky behavior in youth from the MTA Study? Journal of Consulting and Clinical Psychology.
McQuade, J.D., Vaughn, A.J., Hoza, B., Murray-Close, D., Molina, B.S.G., Arnold, L.E., & Hectman, L. (2011). Perceived social acceptance and peer status differentially predict adjustment in youth with and without ADHD. Journal of Attention Disorders, 42, 170-182.
Tomb, M., Linnea, K., McQuade, J.D., & Hoza, B. (2011). Attention-Deficit/ Hyperactivity Disorder and peer interactions. In B. Hoza & S. Evans (Eds.). Attention Deficit Hyperactivity Disorder: State of the Science & Best Practices, Volume 2.
McQuade, J.D., Tomb, M., Hoza, B., Waschbusch, D.A., Hurt, E.A., & Vaughn, A.J. (2011). Cognitive deficits and positively biased self-perceptions in children with ADHD. Journal of Abnormal Child Psychology, 39, 307-319.
McQuade, J.D., Hoza, B., Murray-Close, D., Waschbusch, D.A., & Owens, J.S. (2011). Changes in self-perceptions in children with ADHD: A longitudinal study of depressive symptoms and attributional style. Behavior Therapy, 42, 170-182.
McQuade, J.D., & Hoza, B. (2008). Peer problems in ADHD: Current status and future directions. Developmental Disabilities Research Reviews, 14, 320-324.
My courses cover topics of psychopathology and psychological research. In my Abnormal Psychology course, students learn about the symptom presentations, theories of etiology, and treatments of major psychological disorders. This course also provides students with an introduction to major issues in clinical psychology including controversies in diagnosis, ethics, and stigma. I also teach an in-depth seminar on Child and Adolescent Clinical Psychology. This course focuses on the clinical presentation of disorders during childhood and emphasizes the importance of developmental changes and the connection between theory, empirical research, and case examples. In my Statistics course, students learn how to use statistics to answer and interpret research questions. This course provides students with a foundational knowledge of statistics that can enable them to critically evaluate scientific claims and to answer their own research questions. My Introduction to Psychology course provides students with an introduction to the science of psychology and of how we understand the mind and behavior.
My research examines social competence in children and adolescence. Some children are well liked, make friends easily, and are good at reading and understanding social cues. Yet other children struggle to make friends, are rejected or bullied by peers, and engage in behaviors that are harmful to others. My research seeks to understand the cognitive and environmental factors that explain these differences in social functioning. Some of my research focuses specifically on children with Attention-Deficit/ Hyperactivity Disorder (ADHD), who often demonstrate significant social impairments. One aspect of social functioning that I have examined in these children is impaired insight. Studies have found that some children with ADHD perceive themselves as socially competent despite being rated by others as significantly impaired. This difference in perceptions has been termed a positive bias and is more common and extreme in children with ADHD. My research seeks to understand why some children with ADHD demonstrate a positive bias and how this thinking relates to other indices of social adjustment, such as aggression. I also investigate these processes within typically developing children. This work has focused specifically on risks for physical (hitting, physical intimidation) and relational aggression (gossiping, systematic exclusion of a peer) and examines individual, cognitive, and social factors that may explain differences in risks.
Please visit the Peer Relationships Lab website for more information about my research.
Ph.D., University of Vermont (2012)
B.A., Bates College (2004)
Honors and Awards
Graduate College Teaching Assistant of the Year, University of Vermont, 2011
Phi Beta Kappa, Bates College, 2004
Bachelor of Arts, Summa Cum Laude, Bates College, 2004
Charles A. Dana Scholar Award, Bates College, 2001