Oliver W. Hill, Jr. Department of Psychology Virginia State University Petersburg, Virginia 23806 (804) 524-5969 ohill@vsu.edu Education Graduate: Undergraduate: University of Michigan, Ann Arbor, Michigan M.A., 1979 -- Psychology Ph.D., 1981 Psychology Howard University, Washington, D.C. B.A., 1971 Comparative History Employment Dates: August, 1981 May, 2002; June 2005 - Present Position: Professor of Psychology (Retired 2002-2005) Department Chair June, 2005 June, 2011 Virginia State University, Petersburg, Virginia 23806 Funded Projects Principal Investigator, Broadening Participation Grant, HRD-1533563 Award total: $400,000 2015-2018 Co-Principal Investigator, Broadening Participation Grant, HRD-1238757 Award total: $349,862 2012-2015 Principal Investigator, Broadening Participation Grant, HRD-1137535 Award total: $411,295 2011-2014 Principal Investigator, REESE Grant, DRL-0929779 Award total: $989,747 2009-2013
Principal Investigator, Educational Research Grant, HRD-0714874 Award total: $1,062,000 2007-2011 Project Director, Bridges to the Future Project Grant, 2R25GM056646-02 National Institutes of Health Award total: $600,000 1997-2002 Project Co-Director, Computer-Based Instructional Technologies Project, USE-9154189 Award Total: $900,000 1991-1994 Project Director, Fund for the Improvement of Postsecondary Education (FIPSE) Grant U.S. Department of Education Award total: $160,000 1989-1991 Selected Presentations and Publications Hill, O., Serpell, Z. and Faison, M. (In Press). The efficacy of the LearningRx cognitive training program: Modality and transfer effects. Journal of Experimental Education. Hill, O., Serpell, Z. & Faison, M. (In Press). Improving minority student mathematics performance through cognitive training. In L.A. Flowers, J. Moore, and L. O. Flowers (Eds.), The Evolution of Learning: Science, Technology, Engineering, and Mathematics Education at Historically Black Colleges and Universities, University Press of America. Talley, C., Fife, J., Harris, T., & Hill, O. (2015). Increasing achievement by strengthening resilience: An ecologically-based intervention for African American students. In L. Drakeford, Ed., The Race Controversy in American Education, Praeger Publishing. Clark, V., Boyd-Starke, K., Hill, O., & Serpell, Z. (2013). The effects of cognitive skills and BMI on cardiovascular reactivity to stress. Journal of Food and Nutritional Disorders, 2, 6-11. Hill, O. (2012). Cognitive skills and psychosocial factors as predictors of math performance. Paper presented at the Annual Meeting of the American Association for the Advancement of Science. Vancouver, BC, Canada. Boyd, K., Hill, O., Fife, J. & Whittington, M. (2011). Religiosity and HIV risk behaviors in African American college students, Psychological Reports, 108, 528-536.
Faison, M., Serpell, Z., Ahluwalia, V., Kraft, K., Sheybani, E., Javidi, G., & Hill, O., (2011). Correlations between cortical recruitment during an n-back task and cognitive performance. Poster presented at the Annual Convention of the Association for Psychological Science, Washington, DC. Clark, V. & Hill, O. (2009), Cardiovascular reactivity to racist stressors in African American college students, Ethnicity & Disease, 19, 2-6. Hill, O. & Serpell, Z. (2009). Assessing the impact of cognitive training on the mathematics performance of minority students. Poster presented at the Annual Convention of the Association for Psychological Science, San Francisco, CA. Ma, L., Sherstyuk, K., Dowling, M., and Hill, O. (2002). Altruism and voluntary provision of public goods. Economics Bulletin, 3, 1-8. Hill, O. W., Block, R. A., & Buggie, S. E. (2000). Culture and beliefs about time: Comparisons among Black Americans, Black Africans, and White Americans. Journal of Psychology, 134, 443-461. Hill, O. and Clark, J. (1998). Childhood fantasy, creativity and an internal epistemic style. Journal of Social Behavior and Personality, 13, 177-184. Hill, O. and Huntley, L. (1998). The internal-external dimension of epistemic and personality factors and a measure of achievement motivation. Psychological Reports, 82, 1331-34. Hill, O. (1996). The internal/external dimension in psychoepistemic orientation and measures of ability. Perceptual and Motor Skills, 82, 872-874. Hill, O. and Moadab, M. (1995). Spatial information and temporal representation in memory. Perceptual and Motor Skills, 81, 1339-1343. Hill, O. and Clark, J. (1994). Academic procrastination among African-American college students. Psychological Reports, 75, 931-936. Hill, O. (1993). Altered states of consciousness. In F. Magill (Ed.), Survey of Social Science: Psychology. Pasadena, CA: Salem Press. Hill, O. (1993). Long-term memory: Nature, contents and formation. In F. Magill (Ed.), Survey of Social Science: Psychology. Pasadena, CA: Salem Press. Hill, O. (1993). Sources of experimental bias. In F. Magill (Ed.), Survey of Social Science: Psychology. Pasadena, CA: Salem Press. Hill, O. (1993). Statistical significance tests. In F. Magill (Ed.), Survey of Social Science: Psychology. Pasadena, CA: Salem Press.
Hill, O. and Clark, J. (1993). The personality typology of black college students: Evidence for a characteristic cognitive style? Psychological Reports, 72, 1091-1097. Hill, O. and Stuckey, R. (1993). The psychoepistemological profile of African-American college students. Psychological Reports, 72, 587-590. Hill, O. and Stuckey, R. (1993). Spatial coding of temporal order information in short-term memory. Perceptual and Motor Skills, 76, 119-124. Hill, O. and Stuckey, R. (1992). Factor structure of beliefs about time among African-American college students. Perceptual and Motor Skills, 75, 785-786. Hill, O. (1990). Rethinking the "significance" of the rejected null hypothesis. American Psychologist, 45(5), 667-668. Hill, O., Pettus, W. and Hedin, B. (1990) Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers. Journal of Research in Science Teaching, 27(4), 289-314. Hill, O. (1987). Intuition: Inferential heuristic or epistemic mode? Imagination, Cognition and Personality, 7(2), 137-153. Hill, O. (1986). Further implications of anomalous data for scientific psychology. American Psychologist, 41(10), 1170-1172. Professional Activities Board Member, Center for Contemplative Mind in Society, 2015-2018 Board Member, Virginia Foundation for the Humanities, 2009-2015 Commission Member, Virginia Council on Human Resources, 2004-2008 Member, Scientific Review Panel, National Institute of Occupational Safety and Health, 1994-2000 Member, Scientific Review Panels,, 2008 -- Present Editorial Board: Mindfullness Consulting Reader: Psychological Reports Perceptual and Motor Skills Psychological Bulletin Journal of Child and Family Studies Professional Affiliations American Association for the Advancement of Science Association for Psychological Science