Maliki Ghossainy

Senior Research Scientist

Maliki Eyvonne Ghossainy is a psychological scientist and statistician. In 2016, she completed her Ph.D in Psychology at The University of Texas at Austin. Her research integrates social, cognitive, cultural, and biological mechanisms into a model of belief formation across the early childhood years. Using mixed methods designs, Maliki studies the sophisticated ways in which children judiciously evaluate different sources of information. Maliki’s research emphasizes the importance of studying children’s cognition in context, and her recent studies investigate the role of linguistic input in the epistemic judgements of multilingual children. While working on her doctoral degree, Maliki also completed an M.Sc. in Statistics and was one of five students to be selected as a Graduate Fellow in Statistics at UT Austin in 2014. In addition to being an experienced researcher, Maliki is also an active statistical consultant and has worked with clients from a variety of fields (e.g., academic and non-academic settings, private and public sectors) to design surveys, analyze data, offer technical trainings, and report findings to relevant stakeholders.
In 2016, Maliki completed her Ph.D in Psychology at The University of Texas at Austin. Her early work focused on children’s developing understanding of reality and possibility across the biological, physical, and psychological domains. In addition to her doctorate, Maliki obtained her M.Sc in Statistics and Data Science.

Ghossainy, M. E., Al-Shawaf, L., & Woolley, J. D. (2021). Epistemic Vigilance in Early Ontogeny: Children’s Use of Nonverbal Behavior to Detect Deception. Evolutionary Psychology, 19(1), 147470492098686. https://doi.org/10.1177/1474704920986860

Al-Shawaf, L., Lewis, D. M., Ghossainy, M. E., & Buss, D. M. (2019). Experimentally inducing disgust reduces desire for short-term mating. Evolutionary Psychological Science5(3), 267-275.

Woolley, J. D., & E. Ghossainy, M. (2013). Revisiting the Fantasy-Reality Distinction: Children as Naïve Skeptics. Child Development, 84(5), 1496–1510. https://doi.org/10.1111/cdev.12081

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