国际学生入学条件
Three letters of recommendation:
The online application requests contact information for each reference (name, position, institution, email address, phone number). References will receive an email from us inviting them to fill out our online reference form and upload their letter of recommendation. After submitting your application, you can return to your application to view which letters have arrived and send remember emails to those not yet received.
Personal statement/statement of purpose:
Limit your statement to 2-4 pages and upload in PDF format. This should (a) discuss your main research interests, ideas and questions; (b) explain how your experiences (e.g., professional work, research, volunteering) so far informs your interest and future goals; (c) state why you believe the University of Oregon is a good place for you to continue your education; and (d) discuss how your plan of study relates to the research interests of the faculty you would like to work with.
TOEFL Score:- Minimum Score: 575 (Paper) or 88 (Internet-Based).
IELTS Score:- Minimum Academic Score: 7.0 overall band score.
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IDP—雅思考试联合主办方
雅思考试总分
7.0
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- 雅思总分：7
- 托福网考总分：88
- 托福笔试总分：575
- 其他语言考试：NA
CRICOS代码:
申请截止日期:请 与IDP联系 以获取详细信息。
课程简介
Our department as a whole offers extensive coverage of development during infancy, childhood, and adolescence, with some additional interest in aging. Several areas of research are strongly represented including cognitive development, socioemotional development, developmental psychopathology, and developmental social and affective neuroscience. There are several exciting clusters of expertise within these broad areas. Research on theory of mind and perspective-taking, as well as learning and knowledge acquisitions, connects with research on the development of executive functioning and self-regulation. This cluster also connects with research on self-evaluation, affective and appetitive motivations, and decision-making. Another vibrant area of work looks at infant processing of action, language, and the statistical properties of everyday visual, linguistic, and musical environments. Finally, many of us share a strong interest in social contextual effects on infant, child, and adolescent well-being, ranging from the micro (familial and peer influences, early adversity) to the macro (cultural and global contexts of development).
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