Dawn M. Gondoli

Dawn M. Gondoli

William J. Shaw Center for Children and Families College Professor

Ph.D, University of Arizona

  • Developmental



Corbett Family Hall

Notre Dame, IN 46556

Adolescent Development Lab

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Professor Gondoli is open to mentoring graduate students in the fall


Dr. Gondoli’s research interests focus on adolescent development within the family context with an emphasis on parenting practices and the determinants of parenting. She has completed a longitudinal study of adolescent and mother adjustment as children make the transition to adolescence.  Emphases of this work include understanding how mothers adapt their parenting as their children become teenagers, and determining whether certain forms of adaptation are more or less beneficial.  In addition, recent projects in collaboration with Dr. Bradley Gibson focus on adolescents with ADHD. Aims of these studies are to understand cognitive processes underlying ADHD; examine connections between improvement in working memory and improvement in ADHD symptoms; assess whether improvements in working memory and other aspects of adolescent executive functioning predict growth in psychosocial maturity (e.g., autonomy); and examine links between adolescent executive functioning and parenting.  Dr. Gondoli and Dr. Alexandra Corning are also collaborating on research focused on connections between mothers’ parenting practices and their adolescent daughters’ body-image and disordered eating.  Recently, they have been developing an intervention for mothers, focused on improving parenting related to girls’ body-image and eating behaviors.

Recent Publications

Gibson, B.S., Gondoli, D.M., *Johnson, A.C., & *Robison, M.K. (2013). Recall initiation strategies must be controlled in training studies that use immediate free recall tasks to measure the components of working memory capacity across time. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, doi: 10.1080/09297049.2013.826185. (2012 impact: 2.243/5-year impact: 2.213).

Gibson, B.S., Gondoli, D.M., Kronenberger, W.G., Johnson, A.C., Steeger, C.M. & Morrissey.R.A. (2013). Exploration of an adaptive training regimen that can target the secondary memory component of working memory capacity. Memory & Cognition, 41, 726-737. (2012 impact: 2.049/5-year impact: 2.303).

Gibson, B.S., & Gondoli, D.M. (2013). A dual-component analysis of working memory training. In H. St. Clair-Thompson (Ed.), Working memory: Developmental differences, component processes and improvement mechanisms (pp. 201-217). Nova Science Publishers, Inc.: Hauppauge, NY. 

*Steeger, C.M., Gondoli, D.M., & *Morrissey, R.A. (2013). Avoidant coping mediates the effect of maternal parenting stress on maternal depressive symptoms during early adolescence. Journal of Child and Family Studies, 22, 952-961.

*Steeger, C.M., & Gondoli, D.M. (2013). Mother-adolescent conflict as a mediator between adolescent problem behaviors and maternal psychological control. Developmental Psychology, 49, 804-814.

Gibson, B.S., Kronenberger, W.G., Gondoli, D.M., *Johnson, A.C., *Morrissey, R.A., & *Steeger, C.M. (2012). Component analysis of simple span vs. complex span adaptive working memory exercises: A randomized, controlled trial. Journal of Applied Research in Memory and Cognition, 1,179-184.

Gibson, B.S., Gondoli, D.M., *Johnson, A.C., *Steeger, C.M., & *Morrissey, R.A. (2012). The future promise of Cogmed working memory training. Journal of Applied Research in Memory and Cognition, 1, 214-216.

Corning, A.F., & Gondoli, D.M. (2012). Who is most likely to fat talk? A social comparison perspective. Body Image: An International Journal of Research, 9, 528-531.

*Morrissey, R.A., & Gondoli, D.M. (2012). Change in democratic parenting during the transition to adolescence: The role of maternal perceived influence and adolescent noncompliance. Parenting: Science and Practice, 12, 57-73.

Gibson, B.S., Gondoli, D.M., *Johnson, A.C., *Steeger, C.M., *Dobrzenski, B.A., & *Morrissey,R.A. (2011). Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial. Child Neuropsychology, 17, 546-563.