I am an experimental psychologist with diverse interests. I investigate the social–cognitive dynamics of face processing, addressing questions such as when we construe individuals in terms of their social category memberships versus unique identities.
I am also interested in how individuals’ representations of themselves and others shape and are shaped by interaction. I am particularly interested in the implications of behavioral synchrony, and in what happens when the “other” includes the physical spaces that the individual inhabits.
And there are other things. Lots of other things.
Everything is interesting.
DePaul University Social Cognition
Associate Professor of Psychological Science
Associate Chair, Department of Psychology
Research interests: The social–cognitive dynamics of face processing, such as when we construe individuals in terms of their social category memberships versus unique identities; interpersonal synchrony and the mechanisms accounting for the synchrony–connectedness relationship; how individuals’ representations of themselves and others shape and are shaped by interaction, and what happens when the “other” includes the physical spaces that the individual inhabits; the psychology of awe. And there are other things. Lots of other things. Everything is interesting.
MA Student, Psychological Science, DePaul University
Advisor: Pablo Gomez
PhD Student, Psychology, University of Birmingham
Advisors: Kimberly Quinn, Alan Wing
PhD Student, Psychological Science, DePaul University
Advisor: Kimberly Quinn
MA Student, Psychological Science
Advisor: Kimberly Quinn
Research interests: Blake’s research largely focuses on various aspects of morality, including moral identity, prosocial behavior, and moral judgment. He is also interested in how other-focused and self-focused attention (i.e., self-awareness) influence prosocial and antisocial behavior. Much of Blake’s research involves emotions – specifically anger, compassion, and remorse – and their impacts on behavior, attributions, and identity. He also examines the differing experiences and effects of an emotion when it occurs in moral versus non-moral contexts.
Ashlyn Lowe, MA Student
Industrial/Organizational Psychology, DePaul University
University of Reading
Ryan Lei, New York University
Brad Mattan, University of Chicago
Pia Rotshtein, University of Birmingham
Crystal Steltenpohl, University of Southern Indiana
Brandon Stewart, University of Birmingham
Alan Wing, University of Birmingham
Robby Pullen (MS, 2015)
Chris Shorten (MS, 2017)
Laura Kimberley (PhD, 2014; Research Fellow, 2014–2015)
Nina Powell, National University of Singapore (PhD, 2013; Research Fellow, 2013–2014)
Kevin Cassidy (PhD, 2012)
Caroline Gillett (PhD, 2012)
Daniel Fockenberg (Research Fellow, 2007–2010)
Christine Häcker (PhD, 2009)
Anke Görzig, University of West London (Research Fellow, 2007–2008)
Ben Converse, University of Virginia (Honors student, 2003–2004)
Jim Wirth, The Ohio State University at Newark (Independent Study student, 2001–2002)
A former PhD student of mine once observed that I find everything interesting. Whether this is a good or bad thing for my career is a matter of debate, but here’s just a sample of a few projects that reflect my (perhaps overly) broad range of interests:
Explicating the awe experience (with W. L. D Krenzer, S. Krogh-Jespersen, and I. Hernandez, DePaul University)
Awe and wonder in natural and built environments (with W. L. D Krenzer, DePaul University)
Behavioral synchrony and social connection: Temporal versus topological alignment (with B. P. Crossey, University of Birmingham)
Toward a theoretical model of behavioral synchrony (with J. J. Honisch, University of Reading)
The Cheerleader Effect: Do people look more attractive in groups? (with W. L. D. Krenzer and P. Gomez, DePaul University)
Moral reputation: Judging the authenticity of others’ condemnation and praise (with J. B. Wareham, DePaul University)
Self-prioritization in visual perspective-taking (with B. D. Mattan, University of Chicago, and P. Rotshtein, University of Birmingham)
Self–avatar representation (with C. Steltenpohl, DePaul University, and Brandon Stewart, University of Birmingham)
The implication of causal theories for the representation of status (with B. D. Mattan, University of Chicago, and R. Lei, New York University)
Mattan, B. D., Rotshtein, P., & Quinn, K. A. (2016, advance online publication). Empathy and visual perspective-taking performance. Cognitive Neuroscience (Special issue: “Social attention in mind and brain”). doi:10.1080/17588928.2015.1085372
Mattan, B. D., Quinn, K. A., Acaster, S. L., Jennings, R. M., & Rotshtein, P. (2015, advance online publication). Prioritisation of self-relevant perspectives in ageing. Quarterly Journal of Experimental Psychology (Special issue: “Self-processing biases in cognition”). doi:10.1080/17470218.2015.1127399
Mattan, B. D., Quinn, K. A., & Rotshtein, P. (2015). Relevance, valence, and the self-attention network. Cognitive Neuroscience. doi:10.1080/17588928.2015.1075489 Mattan, B. D., Quinn, K. A., Apperly, I. A., Sui, J., & Rotshtein, P. (2015). Is it always me first? Effects of self-tagging on third-person perspective taking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1100–1117. doi:10.1037/xlm0000078
Cacioppo, S., Zhou, H., Monteleone, G., Majka, E. A., Quinn, K. A., Ball, A. B., Norman, G. J., Semin, G. R., & Cacioppo, J. T. (2014). You are in sync with me: Neural correlates of interpersonal synchrony with a partner. Neuroscience, 277, 842–858. doi:10.1016/j.neuroscience.2014.07.051
Cassidy, K. D., Boutsen, L., Humphreys, G. W., & Quinn, K. A. (2014). Ingroup categorization affects the structural encoding of other-race faces: Evidence from the N170 event-related potential. Social Neuroscience, 9, 235–248. doi:10.1080/17470919.2014.884981
Gawronski, B., & Quinn, K. A. (2013). Guilty by mere similarity: Assimilative effects of facial resemblance on automatic evaluation. Journal of Experimental Social Psychology, 49, 120–125. doi:10.1016/j.jesp.2012.07.016
Quinn, K. A., & Rosenthal, H. E. S. (2012). Categorizing others and the self: How social memory structures guide social cognition and behavior. Learning and Motivation, 43, 247–258. (Invited contribution to special issue: “Remembering the future”.) doi:10.1016/j.lmot.2012.05.008
Quinn, K. A., & Macrae, C. N. (2011). The face and person perception: Insights from social cognition. British Journal of Psychology, 102, 849–867. (Invited contribution to special issue: “Person perception 25 years after Bruce and Young (1986)”.) doi:10.1111/j.2044-8295.2011.02030.x
Quinn, K. A., & Olson, J. M. (2011). Regulatory framing and collective action: The interplay of individual self-regulation and group behavior. Journal of Applied Social Psychology, 41, 2457–2478. doi:10.1111/j.1559-1816.2011.00829.x
Cassidy, K. D., Quinn, K. A., & Humphreys, G. W. (2011). The influence of ingroup/outgroup categorization on same- and other-race face processing: The moderating role of inter- versus intra-racial context. Journal of Experimental Social Psychology, 47, 811–817. doi:10.1016/j.jesp.2011.02.017
Hodsoll, J., Quinn, K. A., & Hodsoll, S. (2010). Attentional prioritization of infant faces is limited to own-race infants. PLoS ONE, 5, e12509. doi:10.1371/journal.pone.0012509 Quinn, K. A., Mason, M. F., & Macrae, C. N. (2010). When Arnold is “The Terminator,” we no longer see him as a man: The temporal determinants of person perception. Experimental Psychology, 57, 27–35. doi:10.1027/1618-3169/a000004
Quinn, K. A., Mason, M. F., & Macrae, C. N. (2009). Familiarity and person construal: Individual knowledge moderates the automaticity of category activation. European Journal of Social Psychology, 39, 852–861. doi:10.1002/ejsp.596
Macrae, C. N., Quinn, K. A., Mason, M. F., & Quadflieg, S. (2005). Understanding others: The face and person construal. Journal of Personality and Social Psychology, 89, 686–695. doi:10.1037/0022-3522.214.171.1246
Quinn, K. A., & Macrae, C. N. (2005). Categorizing others: The dynamics of person construal. Journal of Personality and Social Psychology, 88, 467–479. doi:10.1037/0022-35126.96.36.1997 Quinn, K. A., Hugenberg, K., & Bodenhausen, G. V. (2004). Functional modularity in stereotype representation. Journal of Experimental Social Psychology, 40, 519–527. doi:10.1016/j.jesp.2003.10.002
Quinn, K. A., & Olson, J. M. (2003). Framing social judgment: Self-ingroup comparison and perceived discrimination. Personality and Social Psychology Bulletin, 29, 228–236. doi:10.1177/0146167202239048
Quinn, K. A., Ross, E. M., & Esses, V. M. (2001). Attributions of responsibility and reactions to affirmative action: Affirmative action as help. Personality and Social Psychology Bulletin, 27, 321–331. doi:10.1177/0146167201273006
Quinn, K. A., & Olson, J. M. (2001). Judgements of discrimination as a function of group experience and contextual cues. Canadian Journal of Behavioural Science, 33, 38–46. doi:10.1037/h0087126
Quinn, K. A., Roese, N. J., Pennington, G. L., & Olson, J. M. (1999). The personal/group discrimination discrepancy: The role of informational complexity. Personality and Social Psychology Bulletin, 25, 1430–1440. doi:10.1177/0146167299259008
I have a very strong commitment to teaching. Education provides the most direct means of disseminating our knowledge and improving the quality of life within our society. I also truly enjoy the experience of teaching and see it as an integral part of my role as an academic.
I have several pedagogical goals. My primary aim is to provide students with a strong basis in psychological science, both broadly and in the specific domains of social and social-cognitive psychology. All of my lectures and discussions are driven by social psychological research, and I strive to maintain a balance between well-established findings and cutting-edge research. Nonetheless, I also have the objective of encouraging students to consider how psychological principles apply to their own lives. I strive to structure lectures and course assignments that are both relevant and provocative, in order to engage students and encourage them to question their own values and assumptions. Ultimately, my goals go beyond providing course content: I aim to provide my students with skills in critical analysis and logical argumentation that they can apply to other educational and life domains.
I particularly enjoy teaching research design and methods, where my goal is to foster students’ appreciation for the balance between creativity and constraint that characterizes the research process. I also have a broad range of content-focused teaching interests, from political and media psychology to social cognition and social neuroscience, but even in these cases I emphasize methods. Ultimately, I believe scientific literacy is a cornerstone of critical thinking and hope that my students will become critical science consumers, regardless of whether they pursue science careers.
More coming soon!