CSUSB Alert: The San Bernardino campus remains closed today as regional power disruption continues.

The regional power disruption that began on Wednesday, July 24, at 1:50 pm continues to impact the San Bernardino campus.  

The San Bernardino campus will remain closed today, Thursday, July 25. 

Facilities Management is working to ensure that generators in critical areas are operating. 

Essential staff with questions on whether to report should contact their appropriate administrator.

The Palm Desert Campus remains open and operational.

 

Main Content Region

Eugene Wong

Eugene Wong

Professor , Faculty Program Administrator

Contact

Professor
Child Development
Office Phone(909) 537-5573
Office LocationSB-509
Faculty Program Administrator
UEC - Miscellaneous Projects & Grants
Office Phone(909) 537-5573
Office LocationSB-509

Bio

Eugene is a developmental psychologist and a Licensed Psychologist in CA who collaborates with local school districts to address students' learning needs. Specific areas of focus include social-emotional development, achievement-related abilities (e.g., working memory and executive function), assessment and evaluation, and mentoring. Currently, he is engaged with the San Bernardino County Superintendent of Schools and San Bernardino City Unified School District in multiple projects; he also works with the Prentice School in Orange County.  Eugene has been recognized with the Golden Apple Award for Teaching, as the Outstanding Professor, and as the Outstanding Advisor at CSUSB; he is also the recipient of the Outstanding Teaching Award from the Western Psychological Association (WPA) and a WPA Fellow. 

Education

B.A., Psychology, University of California, Los Angeles

Ph.D., Developmental Psychology (Child Development), University of California, Riverside 

Courses/Teaching

Child Assessment
Development of Exceptional Children
Psychology of Middle Childhood
Social and Emotional Development

Applied Research Methods
 

Research and Teaching Interests

My research interests primarily focus on the school experience of elementary through university level students. In particular, my work examines the efficacy of cognitive training programs in supporting the development of cognitive abilities (e.g., working memory, executive function, and attention) that impact academic performance and that may be associated with school engagement. In general, my work is very applied and clinically-oriented because a primary objective is to equip school personnel with the resources necessary to have a significant positive impact on the students they interact with.

Recent Publications and Currently Under Review

Looney, L., Wong, E.H., Rosales, K.P., Bacon, J.M., & Wiest, D.J. (2024). Supporting learning differences: Effects of cognitive training on cognitive abilities in a school-based sample. Education Sciences. https://doi.org/10.3390/ educsci14010089

Rosales, K.P., Wong, E.H., & Looney, L. (2023). The psychometric structure of executive functions: A satisfactory measurement model? An examination using meta-analysis and network modeling. Behavioral Sciences. https://doi.org/10.3390/bs13121003

Wong, E.H., Rosales, K.P., & Looney, L. (2023). Improving Cognitive Abilities in School-age Chilrdren via Computerized Cognitive Training: Examining the Effect of Extended Training Duration. Brain Sciences. https://doi.org/10.3390/brainsci13121618

Looney, L., Wong, E. H., Rosales, K.P.., Rosales, F. & Tirado, G.M. (2023). Teacher perceptions of working memory and executive function improvements following school-day cognitive training. School Psychology InternationalDOI: 10.1177/01430343221122454

Wiest, G.M, Rosales, K.P., Looney, L., Wong, E.H., & Wiest, D.J. (2022). Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-aged Children with ADHD and SLD. Brain Sciences. https://doi.org/10.3390/brainsci12020141

Wiest, D.J., Wong, E.H., Bacon, J.M., Rosales, K.P. & Wiest, G (2020). The Effectiveness of Computerized Cognitive Training on Working Memory in a School Setting. Applied Cognitive Psychology. doi: 10.1002/acp.3634