Winter 2014 Office Hours: Thursdays 2-3 & by appointment
I have two primary research programs, both involving the role of stimuli in controlling behavior.
Experimental Analysis of Behavior
I conduct experiments on stimulus control, choice behavior, conditioned reinforcement, and persistence. The primary goal of this research line is to understand the fundamental processes involved in learning.
Memory & Aging
Working with both older adults and college-aged adults, Dr. Simone and I study environmental factors that affect remembering. The primary goal is to identify strategies for successful remembering.
Some of our work was mentioned on dugdug.
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I regularly teach Introduction to Psychology (PSYC 1), Statistics (PSYC 40), & Learning (PSYC 130). I have taught a number of other courses, including Ways of Knowing (PSYC 50), Ethics in Psychology (PSYC 114), & Autism (PSYC 164).
I use empirically-demonstrated teaching methods and regularly evaluate the effect of those methods in my own classes.
I typically advise about 40 psychology majors. I encourage you to contact me with questions about the major and the discipline of psychological science or the experimental analysis of behavior.
Santa Clara University.
BiographyMatthew C. Bell earned his B.S. in Psychology from the University of New Mexico and his M.A. & Ph.D. in Experimental Psychology at UCSD. Following three years as a postdoctoral scientist at the Center for Behavioral Teratology at San Diego State University, he joined the SCU Psychology Department in 2001, where is he now an associate professor.
As an experimental psychologist and behavior analyst, he studies and publishes experimental work on conditioned reinforcement, choice behavior and persistence using pigeons as subjects. He also collaborates and publishes research with Dr. Patti Simone studying remembering in older adults.
He is also currently serving as an experimental analysis of behavior area co-coordinator for the Association for Behavior Analysis International.
College of Arts & Sciences (approximately 2002) and Students as Research Partners (2003-04 annual report; scroll to the bottom).