Rebecca L. Fraser-Thill
Visiting Instructor in Psychology
Pettengill Hall, Room 369
Prof. Fraser-Thill’s main area of interest is in the development of meaning and purpose across the lifespan, with a focus on the domain of work. She has performed research on a wide variety of topics beyond this, including on infant development, particularly in the domain of social development; parents’ decision making about care for their child with autism; eyewitness identification (accuracy on lineups and mugshots); suggestibility to false information; and the prosocial behavior of cancer patients’ siblings.
Summary of Interests
- The development of meaning and purpose across the lifespan
- Vocational identity development
- Public communication of psychology research
- B.A., Drew University, 2000
- M.A., Cornell University, 2003
- EXDS s21 Life Architecture
- Psyc 101 Principles of Psychology
- Psyc 235 Abnormal Psychology
- Psyc 240 Developmental Psychology
- Psyc 242 Child Psychopathology
- Psyc 340 Infancy
- Psyc 341 Advanced Topics in Developmental Psychology
- Psyc 457D Empirical Thesis Seminar
- Psyc s35 Psychology and the Media
- Psyc s39 Composing A Life
* indicates Bates student
Various articles on meaningful work as a Senior Contributor for Forbes Careers (2019-present)
Various articles on parenting and child development as a Contributing Writer for The Tot (2019-present)
Various articles on meaning and purpose in work published on LinkedIn (2018-present)
Fraser-Thill, R. L. (2017). ‘Why rituals matter for kids.” In M. Polonchek. In good faith: Secular parenting in a religious world. NY: Rowman and Littlefield.
Fraser-Thill, R. L. (2013). Forget work-life balance: Aim for blend instead. Huffington Post.
Fraser-Thill, R. L. (2013). Meaningful life or happy life? Take your pick. Elephant Journal.
Over 70 articles on tween development for About.com/VeryWell Family (2009-2011)
Lahti, M., Connelly, R., Nigro, G., & Fraser-Thill, R. L. (2009). Working parents and child care: Charting a new course for quality. Maine Policy Review, 18(1), 94-104.
*Wiechnicki, E., & Fraser-Thill, R. L. (2008, April). Inoculating witnesses against the negative effects of co-witness information. Poster presentation at the annual meeting of the Eastern Psychological Association, Boston, MA.
*Begim, A., & Fraser-Thill, R. L. (2007, October). Novelty and familiarity preferences for infant-directed singing. Poster presentation at the annual meeting of the New England Psychological Association, Danbury, CT.
*Helliesen, M., & Fraser-Thill, R. L. (2007, October). From buzzing confusion to jealousy and empathic concern: Reexamining emotional and social development in infancy. Poster presentation at the annual meeting of the New England Psychological Association, Danbury, CT.
Fraser-Thill, R. (2007). Study Guide to accompany Psychology: Concepts and Connections (8th Edition). Belmont, CA: Thomson/Wadsworth.
Dean, A., Fraser-Thill, R., Gallik, P., Nigro, G., & Walshe, A. (2006). Supporting Maine’s infants & toddlers: Guidelines for learning & development. Maine Department of Health and Human Services.
Bradfield, A., Smith, C., & Fraser-Thill, R. (2005). A problem with double-blind photospread procedures: Photospread administrators use one eyewitness’s confidence to influence the identification of another eyewitness. Law and Human Behavior, 29(5), 543-562.
Principe, G., Fraser-Thill, R. L., & Ceci, S. J. (2004). Review of Eisen, Quas & Goodman’s “Memory and suggestibility in the forensic interview.” Contemporary Psychology, 48(5), 652-655.
Gilstrap, L. L., Fraser-Thill, R. L., & Ceci, S. J. (2002). “Your face is familiar, but I can’t remember why”: Age trends in remembering sources. Imagination, Cognition and Personality, 21(2), 176-180.
Ceci, S. J., Fraser, R., & Perreira, G. (2002). Learning. In N. J. Salkind and L. Margolis (Eds.) Child Development: The Macmillan Psychology Reference Series. NY: Macmillan.