James N. Forbes, Ph.D.
- Ph.D., (1993) University of Florida
- M.S., (1992) University of Florida
- B.S., (1988) Psychology, University of Washington
- B.A., (1988) French, University of Washington
- A.A., (1981) University of Maryland (Iraklion AS, Crete, Greece)
- Undergraduate: General Psychology, Developmental Psychology, Intermediate Statistics and Research Methods, History of Psychology, Seminar in Psychological Research
- Graduate: Developmental Psychology, Applied Economic Psychology
- Young children’s language acquisition Bilingualism
- How language affects thinking (linguistic relativity)
- Development of investment literacy
- Forbes, J.F. & Kara, S. M. (in press). Confidence Mediates How Investment Knowledge Influences Investing Self-Efficacy, Journal of Economic Psychology.
- Forbes, J.N., Poulin-Dubois, D., Rivero, M.R., & Sera, M.D. (2009) Grammatical gender affects bilinguals’ conceptual gender: Implications for linguistic relativity and decision making. The Open Applied Linguistics Journal, 1, 69-77.
- Forbes, J.; Kara, S.M., & Doyle, J. (2009). Numeracy, Remuneration, and Ethical Contexts Influence Investment Advisors’ Decisions. Poster presented at the 2009 Meeting of the Association for Psychological Science, San Francisco, CA
- Poulin-Dubois, D., & Forbes, J.N. (2006). Word, Intention, and Action: A two-tiered model of action word learning. In K Hirsh-Pasek & R.M. Golinkoff (Eds.), Action meets word: How children learn verbs. Oxford University Press.
- (2002-2004). National Institute of Health Grant. ($116,914)
Toddlers’ Use of Actors Intentions to Learn Verbs.
At ASU since 1996.