Donald Tellinghuisen

Professor Tellinghuisen teaches Introduction to Psychology (151), Fundamentals of Research and Practice (256), Cognitive Psychology (334), and Experimental Psychology (356). Prior to teaching at Calvin, he taught for seven years at Augustana College (Sioux Falls, SD). He received his PhD in human experimental psychology from the University of Iowa, specializing in research on attention and vision.  Professor Tellinghuisen was born in North Dakota, grew up in Iowa and received his BA in psychology from Northwestern College (Orange City, IA). His current research interests include attention and distractibility, individual differences in attention and the relationship between practiced religious behavior and cognition. He consistently involves student research assistants with his research work.

Curriculum vita

Courses taught

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Selected publications

Tellinghuisen, D.J. & Nowak, E. J. (2003). The inability to ignore auditory distractors as a function of visual task perceptual load.  Perception & Psychophysics, 65(5), 817-828.

Oakes, L. M., Tellinghuisen, D. J., & Tjebkes, T. L.  (2000). Competition for infants’ attention:  The interactive influence of attentional state and stimulus characteristics. Infancy, 1(3), 347-361.

Tellinghuisen, D. J., Oakes, L. M., & Tjebkes, T. L. (1999).  The influence of attentional state and stimulus characteristics on infant distractibility.  Cognitive Development, 14(2), 199-213.

Tellinghuisen, D. J., & Oakes, L. M. (1997).  Distractibility in Infancy:  The Effects of Distractor Characteristics and Type of Attention.  Journal of Experimental Child Psychology., 64, 232-254.

Tellinghuisen, D. J., Robin, D. A., & Zimba, L. D. (1996).  Endogenous visuospatial attention effects as a function of age and task complexity.  Perception & Psychophysics, 30(6), 947-958.

Oakes, L. M., & Tellinghuisen, D. J. (1994).  Examining in infancy:  Does it reflect active processing? Developmental Psychology. 30(5), 748-756

New Publication

Read more about Dr. Tellinghuisen's book. It is designed to accompany Introductory Psychology textbooks and classes and allow exploration of the integration of psychological concepts with the Christian faith.

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