Financial Aid

Section 1


The Psychology Department provides financial support for at least six years to all continuing students in the doctoral program who are "in good standing," even though students often complete the doctoral degree in 4-5 years. Students are in good standing when they are making adequate progress toward their doctoral degrees as determined by the Division in which they are enrolled. This support is typically in the form of an academic year (9-month) 50%-time research or teaching assistantship, traineeship, or fellowship. Students receive a stipend for the nine-month appointment, and tuition and service fee waiver. Note: students in the MS in Psychological Science are not eligible for support through an assistantship or traineeship, and do not receive a tuition and service fee waiver from the department.

If students are interested in obtaining additional aid, more information is available on the Office of Student Financial Aid Website.

Additional Information for International Applicants

Even with the financial support offered by the department to doctoral students, it has been determined insufficient to cover what is needed per INS regulations. At current rates, the department support guarantee is $3,500 short of the funds required.  International applicants are required to complete the financial certification section2 of the application before an offer of admission can be extended.  Applicants may elect to complete this section and upload documentation at the time of application, or wait until the review process has been completed. 


Section 2



Graduate Spotlight

Katherine WoodKatherine Wood

Congratulations to Katherine Wood! She's been awarded an NSF fellowship for her research she describes below. Katherine is a Graduate Student in the VCHP program area working with Dan Simons. Research Summary: We don't perceive everything that passes before our eyes. Often this means that irrelevant information doesn't occupy limited cognitive resources, but sometimes these failures of awareness blind us to important aspects of our environment. My research focuses on these failures of awareness, particularly on the information that gets filtered out. What kinds of objects are we most likely to miss? When are we most vulnerable to these failures of awareness? How do changes to the task or environment affect this filtering? Better understanding of how we filter information from our environment can potentially help us understand demanding real-world tasks, such as driving.

Graduate Information

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