Kevin Rosales
Contact
Bio
Dr. Rosales is an applied cognitive psychologist who conducts research related to the structure of cognitive abilities like working memory, executive functions, and cognitive control. Specifically, understanding the psychometric structure of these cognitive abilities and their predictability of important real-life outcomes, like academic performance. To further understand the psychometric structure of working memory, his research utilizes network analysis as an alternative to latent variable modeling and exploratory factor analytic approaches. Additionally, Dr. Rosales' applied work focuses on testing the effectiveness of computerized cognitive training to enhance working memory in school-aged children. In sum, his research bridges both basic and applied research to address questions related to cognition in middle childhood and adolescence.
Education
Ph.D., Applied Cognitive Psychology, Claremont Graduate University, Claremont CA
M.A., Applied Cognitive Psychology, Claremont Graduate University, Claremont CA
B.A., Psychology & Human Development, California State University, San Bernardino
Courses/Teaching
Courses Taught
- Cognitive Development, CD 3358
- Introduction to Data Analysis, CD 2210
- Applied Research Methods, CD 3310
- Language Development, CD 3305
- Advanced Cognitive Development, CD 6651
- Advanced Quantitative Data Analysis, CD 6641
Research and Teaching Interests
Research Areas of Specialization
- Individual differences in working memory, executive functions, & cognitive control
- Psychometric modeling of cognitive abilities
- Network analysis & latent variable modeling
- Interventions designed to improve cognitive abilities among adolescents
- Cognitive abilities and academic performance
Recent Publications
Navarro-Garcia, E., Hao, H., Rosales, K.P., & Conway, A.R.A. (2023). An item response theory approach to the measurement of working memory capacity. Behavioral Research Methods.
Looney, L., Wong, E.H., Rosales, K.P., Rosales, F., & Tirado, G. (2023). Teacher-perceptions of working memory and executive function improvements following school-day cognitive training. School Psychology International.
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, 12, 141.
Rosales, K.P., Snijder, J.-P., Conway, A.R.A., & Gonthier, C. (2022). Working memory capacity and dual mechanisms of cognitive control: An experimental-correlational approach. Quarterly Journal of Experimental Psychology, 1-47.