Dr. Leo Schlosnagle, Psychology

Name: Leo Schlosnagle

Department: Behavioral Science/Psychology

Q: What is your research focus?

LS: Judgment, decision making, health and human development

Q: What current research projects are you working on, if any?


1. Effects of traumatic brain injury on judgment and decision making
2. Biases in perceptions of the likelihood of experiencing disability and health problems
3. Development of a measure to assess perceptions of the likelihood of experiencing disability
4. Judgment and decisions to pursue human services careers
5. Perceptions of people with disability and health problems
6. Sleep, health, memory and decision making of parents of children with special healthcare needs
7. Social interactions, interpersonal problems and social decisions among young and older adults

Q: What are your goals with these projects?

LS: Each project is at a different stage and has different goals. For example, some projects are currently being designed, whereas others are being written into manuscripts to (hopefully) be published. All projects are open to involvement by UVU students, but each provides experience in a different aspect of research (e.g.; data collection, analysis, writing, etc.).

Q: What other research interests do you have?

LS: Stereotyped judgment and decision making; biases and fallacies in decision making; judgment, decision making and religiosity, impulsive decision making

Q: What opportunities are available to UVU students who would like to get involved in research?

LS: Opportunities include (but are not limited to) involvement in the design of original research, preparing literature reviews, data collection, management and analysis, involvement in the writing of research posters and manuscripts, and involvement in presenting research at conferences. The specific tasks a student completes depends on the interests and learning goals of the student. Also, the degree of involvement depends on the student—some students with flexible schedules may choose to devote considerable time to research activities, others may choose less involvement (although I generally require students to be available for at least 3 hours per week).

Q: Currently, or in the near future (if so, please provide an availability date), are you available to facilitate research opportunities with students?

LS: Yes—all of my research projects are currently available for student involvement and new projects will be added.

Q: What advice do you have for undergraduate students? (research, grad school, building relationships with teachers, etc.)

LS: First, “Try before you buy”; that is—get hands-on experience with whatever it is you think you want to do before you commit to a graduate program focused on that topic. For instance, if you think you want to be a counselor, get involved in opportunities to try counseling first-hand before you apply to a graduate program in counseling.

Second, once you know which career you’d like to pursue, find mentors who are experienced and accomplished in that particular field. Keep in mind that these mentors may be accomplished professionals, but they may also be fellow students. One of my most important mentors was my graduate advisor—a tenured professor. However, one of my other most important mentors was a graduate student who was only a couple years older than myself. My advisor helped me understand how to conduct research, whereas having a mentor who was a fellow student helped me understand how to navigate and succeed in graduate school.