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James W. Pennebaker, Chair The University of Texas at Austin, SEA 4.212, Austin, TX 78712 • (512) 475-7596

Elliot Tucker-Drob

Assistant Professor Ph.D., University of Virginia

Elliot Tucker-Drob

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Biography

My research focuses on describing and explaining individual differences in psychological development throughout the life span. In other words, I am interested in how and why people proceed along different life trajectories. The majority of my current research seeks to clarify the developmental dynamics through which genes and social and educational experiences combine and interact to influence cognitive development, personality development, and academic achievement in infancy, childhood, and adolescence.  

Selected Representative Publications (See lab site for full list of publications and PDF downloads)

Tucker-Drob, E. M., & Briley, D. A. (in press). Continuity of genetic and environmental influences on cognition across the life span: A meta-analysis of longitudinal twin and adoption studies. Psychological Bulletin.

Tucker-Drob, E. M., Briley, D. A., Starr, J. M., & Deary, I. J. (in press). Structure and correlates of cognitive aging in a narrow age cohort. Psychology and Aging.  

Harden, K. P., Kretsch, N., Tackett, J. L., & Tucker-Drob, E. M. (in press). Genetic and environmental influences on testosterone levels in adolescents: Evidence for sex differences. Developmental Psychobiology.

Tucker-Drob, E. M., Reynolds, C., Finkel, D., & Pedersen, N. L. (2014). Shared and unique genetic and environmental influences on aging-related changes in multiple cognitive abilities. Developmental Psychology, 152-166. 

Tackett, J., Kushner, S. C., Josephs, R. A., Harden, K. P., Page-Gould, E., & Tucker-Drob, E. M. (2014). Cortisol reactivity and recovery in the context of adolescent personality disorder. Journal of Personality Disorders, 28, 25-39. 

Tucker-Drob, E. M. (2013). How many pathways underlie socioeconomic differences in the development of cognition and achievement? Learning and Individual Differences, 25, 12-20. 

Tucker-Drob, E. M., & Harden, K. P. (2013). Gene-by-preschool interaction on the development of early externalizing problems. Journal of Child Psychology and Psychiatry, 54, 77-85. 

Tucker-Drob, E. M., Briley, D. A., & Harden, K. P. (2013). Genetic and environmental influences on cognition across development and context. Current Directions in Psychological Science, 22, 349-355. 

Harden, K. P., Tucker-Drob, E. M., & Tackett, J. L. (2013). The Texas Twin Project. Twin Research and Human Genetics [Special Issue: Twin registers as a global resource for genetic research: An update], 16, 385-390. 

Briley, D. A., & Tucker-Drob, E. M. (2013). Explaining the increasing heritability of cognition over development: A meta-analysis of longitudinal twin and adoption studies. Psychological Science, 24, 1704-1713. 

Tucker-Drob, E. M. (2012). Preschools reduce early academic achievement gaps: A longitudinal twin approach. Psychological Science, 23, 310-319.

Tucker-Drob, E. M., & Harden, K. P. (2012). Intellectual interest mediates gene-by-socioeconomic status interaction on adolescent academic achievement. Child Development, 83, 743-757. 

Tucker-Drob, E. M., & Harden, K. P. (2012). Early childhood cognitive development and parental cognitive stimulation: Evidence for reciprocal gene-environment transactions. Developmental Science, 15, 250-259. 

Tucker-Drob, E. M., & Harden, K. P. (2012). Learning motivation mediates gene-by-socioeconomic status interaction on early mathematics achievement. Learning and Individual Differences, 22, 37-45. 

Tucker-Drob, E. M., & Briley, D. A. (2012). Socioeconomic status modifies interest-knowledge associations among adolescents. Personality and Individual Differences, 53, 9-15. 

Rhemtulla, M., & Tucker-Drob, E. M. (2012). Gene-by-socioeconomic status interaction on school readiness. Behavior Genetics, 42, 549-558.

Harden, K. P., Quinn, P. D., & Tucker-Drob, E. M. (2012). Genetically influenced changes in sensation seeking drive the rise of delinquent behavior in adolescence.Developmental Science, 15, 150-163. 

Briley, D. A., & Tucker-Drob, E. M. (2012). Broad bandwidth or high fidelity? Evidence from the structure of genetic and environmental effects on the facets of the five factor model. Behavior Genetics, 42, 743-763. 

Tucker-Drob, E. M. (2011). Neurocognitive functions and everyday functions change together in old age. Neuropsychology, 25, 368-377. 

Tucker-Drob, E. M.  (2011). Individual differences methods for randomized experiments. Psychological Methods, 16, 298-318. 

Tucker-Drob, E. M. (2011). Global and domain-specific changes in cognition throughout adulthood. Developmental Psychology, 47, 331-343. 

Tucker-Drob, E. M., & Salthouse, T. A. (2011). Individual differences in cognitive aging. In Chamorro-Premuzic, T., von Stumm, S., & Furnham, A., (Eds.) The Wiley-Blackwell Handbook of Individual Differences, First Edition (pp. 242-267).London: Wiley-Blackwell. 

Tucker-Drob, E. M., Rhemtulla, M., Harden, K. P., Turkheimer, E., & Fask, D. (2011). Emergence of a gene-by-socioeconomic status interaction on infant mental ability between 10 months and 2 years. Psychological Science, 22, 125-133.

Rhemtulla, M., & Tucker-Drob, E. M. (2011). Correlated longitudinal changes across linguistic, achievement, and psychomotor domains in early childhood: Evidence for a global dimension of development. Developmental Science, 14,1245-1254. 

Harden, K. P., & Tucker-Drob, E. M. (2011). Individual differences in the development of sensation seeking and impulsivity during adolescence: Further evidence for a dual systems model. Developmental Psychology, 47, 739-746.

Interests

developmental behavior genetics, ecological contexts of human development, individual differences, cognitive development/intellectual development, personality development, academic achievement, quantitative modeling

PSY 345 • Individual Differences

43735 • Fall 2014
Meets TTH 930am-1100am NOA 1.124
show description

Study of person-to-person variation in intelligence, personality, and interests, with an emphasis on genetic and environmental determinants, developmental processes, and their relation to real-world outcomes. Three lecture hours a week for one semester. Psychology 341K (Topic: Individual Differences) and 345 may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 388D • Individual Differences Psych

43860 • Fall 2014
Meets T 100pm-400pm SEA 4.242
show description

Person-to-person differences in cognitive abilities and personality, with emphases on genetic and environmental influences, developmental processes, and relations to real-world outcomes. Three lecture hours a week for one semester. Prerequisite: Graduate standing and consent of instructor.

PSY 345 • Individual Differences

43795 • Fall 2013
Meets TTH 930am-1100am NOA 1.124
show description

Study of person-to-person variation in intelligence, personality, and interests, with an emphasis on genetic and environmental determinants, developmental processes, and their relation to real-world outcomes. Three lecture hours a week for one semester. Psychology 341K (Topic: Individual Differences) and 345 may not both be counted. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 388D • Individual Differences Psych

43890 • Fall 2013
Meets T 100pm-400pm SEA 4.242
show description

Person-to-person differences in cognitive abilities and personality, with emphases on genetic and environmental influences, developmental processes, and relations to real-world outcomes. Three lecture hours a week for one semester. Prerequisite: Graduate standing and consent of instructor.

PSY 345 • Individual Differences

43345 • Fall 2012
Meets TTH 930am-1100am NOA 1.126
show description

This course introduces students to current research, theories, and methods of individual differences psychology, with a focus on cognitive abilities and personality. Topics include genetic- and environmental-determinants, developmental processes, and relations to real-world outcomes.

PSY 388D • Individual Differences Psych

43395 • Spring 2012
Meets M 1000am-100pm SEA 4.242
show description

Person-to-person differences in cognitive abilities and personality, with emphases on genetic and environmental influences, developmental processes, and relations to real-world outcomes. Three lecture hours a week for one semester. Prerequisite: Graduate standing and consent of instructor.

PSY 345 • Individual Differences

43225 • Fall 2011
Meets TTH 930am-1100am NOA 1.126
show description

This course introduces students to current research, theories, and methods of individual differences psychology, with a focus on cognitive abilities and personality. Topics include genetic- and environmental-determinants, developmental processes, and relations to real-world outcomes.

PSY 394T • Structural Equation Modeling

44015 • Spring 2011
Meets TTH 1100am-1230pm SEA 2.224
show description

Seminars in Evolutionary Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 345 • Individual Differences

43175 • Fall 2010
Meets TTH 930am-1100am NOA 1.126
show description

Course Description

The study of person-to-person variation in intelligence, personality,and interests, with emphases on genetic- and environmental-determinants, developmental processes, and relations to real-world outcomes.

Grading Policy

Three equally weighted, in-class exams. There is an optional comprehensive final exam that can be used as a substitute for the lowest score on an in-class exam, or as a make-up for a missed in-class exam. No other make-up exams are given for any reason.

Texts

Required: Ashton (2007). Individual Differences and Personality.

 

Required: Nettle (2007). Personality: What Makes You the Way You Are.

 

Optional: Deary (2001). Intelligence: A Very Short Introduction.

PSY 394T • Structural Equation Modeling

44170 • Spring 2010
Meets TTH 1100-1230pm SEA 2.224
show description

Seminars in Evolutionary Psychology. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 341k • Individual Differences

44128 • Fall 2009
Meets MW 330pm-500pm NOA 1.124
show description

PSY 341K: Individual Differences
Course Syllabus
 
Time: 3:30pm-5:00pm Mondays & Wednesdays 
Location: NOA 1.124
 
Instructor: Prof. Elliot M. Tucker-Drob
Office: SEA 4.218
Office Hours: 2:30pm-3:30pm Tuesdays & Thursdays
Email: tuckerdrob@psy.utexas.edu
Website: Blackboard
 
Course Description
This course introduces students to current research, theories, and methods of individual
differences psychology, with a focus on cognitive abilities and personality.  Topics include
genetic- and environmental-determinants, developmental processes, and relations to real-world
outcomes.
 
Prerequisites
Because this is an upper division course, the Psychology Department will drop all students who
do not meet the following prerequisites:
(a) PSY 301 with a C or better
(b) PSY 418 (or an equivalent listed in the course schedule) with a C or better
(c) Upper-Division standing (60 hours completed)
 
Reading and Study Materials
! Texts
o Required: Ashton (2007). Individual Differences and Personality.
o Required: Nettle (2007). Personality: What Makes You the Way You Are.
o Optional: Deary (2001). Intelligence: A Very Short Introduction.
! Selected Readings (SR) – to be posted on Blackboard
 
Grading Policy
Grading will be based on three equally weighted in-class exams.  There will also be an optional
comprehensive final exam that can be used as a substitute for the lowest score on an in-class
exam, or as a make-up for a missed in-class exam.  No other make-up exams are given for any
reason.
 
Attendance Policy
Attendance will be taken at the instructor’s discretion.  Students are expected to attend all class
meetings.  Students should notify the professor in advance if they expect to miss class for an
allowable reason.  More than three unexcused absences will result in a grade reduction.
 
Academic Integrity
Scholastic dishonesty of any sort will not be tolerated.  For more information on the standard of
academic integrity see http://deanofstudents.utexas.edu/sjs/acint_student.php.
Prof. Tucker-Drob PSY 341K: Individual Differences Fall ’09 UT
 
Accommodations
The University of Texas at Austin provides upon request appropriate academic accommodations
for qualified students with disabilities.  For more information, contact the Office of the Dean of
Students at 471-6259, 471-4641 TTY.
 
 
Prof. Tucker-Drob PSY 341K: Individual Differences Fall ’09 UT
 
Provisional Schedule
Please check the Blackboard website for updates throughout the semester.
 
Date Topic Readings
Week 1: August 26 Course Format, Grading, Overview Syllabus
 Introduction to Individual Differences Academic Integrity Policy
  
SECTION I:  Measurement, Appraisal, and Dimensionality of Personality and Abilities
 
  
Week 2: August 31 & September 2 Levels of Measurement Ashton: 1
 Standard Scores & the Normal Distribution 
 Correlation & Regression (Deary: A word about correlation)
 Reliability 
 Validity SR: Cronbach &Meehl (1955)
  
  
 (Labor Day September 7) Nettle: Introduction, 1,2
  
Week 3: September 9 Test Construction Ashton: 2
Nettle: 3,4
  
Week 4: September 14 & 16 Historical and Contemporary Models of
Personality & Abilities Ashton: 3
SR: Jensen 1&2
(Deary: 1)
  Nettle: 5
 
  
Week 5: September 21 Latent Variable Analysis SR: Jensen 3
  Nettle: 6, 7
EXAM I: September 23  
  
Prof. Tucker-Drob PSY 341K: Individual Differences Fall ’09 UT
SECTION II: Major Themes
 
Week 6: September 28 & 30 External Validity: Real-World Outcomes Ashton: 9
SR: Schmidt & Hunter (1998)
(Deary: 5)
  
  
Week 7: October 5 & 7 Evolutionary Perspectives Ashton: 7
  Review Nettle: 2
  
Week 8: October 12 & 14 Lifespan Development Ashton: 4
SR: Baltes (1987)
(Deary: 2)
  
Week 9: October 19 & 21 Schooling & Environmental Influences Ceci (1991)
  
Week 10: October 26 & 28 Behavioral Genetics Ashton: 6
SR: Turkheimer (2000)
SR: Scarr & McCartney (1983)
Nettle: 8, 9
(Deary: 4)
  
EXAM II: November 2  
  
SECTION III: Advanced Topics
  
Week 11: November 4 Neurobiological Bases Ashton: 5
(Deary: 3)
  
Week 12: November 9 & 11 Secular Trends SR: Neisser (1997)
SR: Trzesniewski et al. (2008)
(Deary, 6)
  
Prof. Tucker-Drob PSY 341K: Individual Differences Fall ’09 UT
  
Week 13: November 16 & 18 Epidemiological Outcomes SR: Gottfredson & Deary (2004)
SR: Gerstorf et al. (2008)
  
  
Week 14: November 23 The Personality/Intelligence Interface SR: Ackerman (1996)
  
EXAM III: November 25  
  
Week 15: November 30-December2 Outstanding Issues, Concluding Remarks 
  
OPTIONAL FINAL EXAM Friday, December 11, 7:00–10:00 pm 
  
SR= Selected Readings

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