Education
Institute of Child Development, University of Minnesota
Ph.D., 1998 Child Psychology with a minor in Interpersonal Relationships
Thesis: “Social Provisions of Real and Imaginary Relationships in Early Childhood”
Dartmouth College
A.B., 1990 (magna cum laude) in Psychology modified with Music and in French
Professional Experience
| 2005- | Associate professor, Department of Psychology, Wellesley College, Wellesley, MA. |
| 1998-2004 | Assistant professor, Department of Psychology, Wellesley College, Wellesley, MA. |
| 2000- | Psychological Director, Wellesley College Child Study Center |
| 1993-1998 | Graduate student at the Institute of Child Development, University of Minnesota, Minneapolis, MN. |
| 1997 | Teacher/intern, Shirley G. Moore Laboratory Preschool |
| 1995-1997 | Instructor, Institute of Child Development, University of Minnesota |
| 1994-1996 | Teaching assistant, Institute of Child Development, University of Minnesota |
Current Courses
| Introduction to Psychology |
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| Developmental Psychology |
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Extramural Grant Support
Co-Principal Investigator (PI: Wendy Robeson, Co-PI: Nancy Marshall) on a 3-year (2001-2004) project grant Family Income, Infant Child Care, and Child Development ($724,283) to the Centers for Research on Women and Abt Associates, Inc. from the Health and Human Services Administration for Children and Families, Child Care Bureau.
Selected Publications
Narvaez, D., Gleason, T., & Mitchell, C. (2007). Moral virtue and practical wisdom: comprehension in children, youth, and adults. Manuscript submitted for publication.
Narvaez, D. & Gleason, T. (in press). The relation of moral judgment development and educational experience to recall of moral narratives and expository texts. Journal of Genetic Psychology.
Gleason, T. (in press). Object of fantasy. In S. Turkle (Ed.), Evocative Objects. Cambridge, MA: MIT Press.
Gleason, T. & Hohmann, L. (2006). Concepts of real and imaginary friendships in early childhood. Social Development, 15, 128-144.
Gleason, T. (2005). Mothers’ and fathers’ attitudes regarding pretend play in the context of imaginary companions and child gender. Merrill-Palmer Quarterly, 51, 412-436.
Gleason, T. (2004). Imaginary companions and peer acceptance. International Journal of Behavioral Development, 28, 204-209.
Gleason, T. (2004). Imaginary companions: An evaluation of parents as reporters. Infant and Child Development, 13, 199-215.
Gleason, T., Jarudi, R. & Cheek, J. (2003). Imagination, personality, and imaginary companions. Social Behavior and Personality, 31, 721-737.
Gleason, T. (2002). Social provisions of real and imaginary relationships in early childhood. Developmental Psychology, 38, 979-992.
Gleason, T., Sebanc, A., & Hartup, W. (2000). Imaginary companions of preschool children. Developmental Psychology, 36, 419-428. Reprinted in Annual Progress in Child Psychiatry and Child Development 2000-2001. M. Hertzig & E. Faber (Eds.), New York: Brunner-Routledge.
Professional Affiliations
Society for Research in Child Development; SRCD Committee on Teaching
National Association for the Education of Young Children
Boston Association for the Education of Young Children
American Psychological Association (Div. 7)
American Psychological Society
Tracy R. Gleason, Ph.D.
Associate Professor of Psychology
Wellesley College
Wellesley, MA 02481-8203