Julia Heberle, Ph.D. – Albright College

Julia Heberle, Ph.D.

Julia Heberle, Ph.D.

Julia Heberle, Associate Professor of Psychology
207 Teel Hall

B.A. Biology, The University of Chicago
M.A. Psychology, University of Pennsylvania
Ph.D. Psychology, University of Pennsylvania


Julia F. Heberle has been at Albright for more than 20 years.  In addition to teaching most of the courses involving children for the Psychology Department, she directs the Albright College Honors Program.  Her dissertation research involved children’s understanding of time concepts, including the distinction between subjective and objective measures of time.

She is an advocate for young children, in particular in the world of child care issues.  She also enjoys her own children, is a fan of cycling, running, and reading mysteries.

Areas of Expertise

  • Developmental psychology
  • Language acquisition
  • Theory of Mind
  • Teaching of psychology

Areas of Research

Dr. Heberle is interested primarily in the cognitive development of young children, especially their developing theory of mind.  In addition, she studies the input to young children as they develop language.  Finally, she is interested in the scholarship of teaching and learning, in particular research involving student engagement.

Courses Taught

  • FYS: First Year Seminar
  • PSY 100: Introduction to Psychology
  • PSY 240: Child Development
  • PSY 345: Language Development
  • PSY 346: Social Development
  • PSY 347: Adolescent Development
  • PSY 406: Senior Seminar
  • Statistics and Research Methods


Brophy, C. & Heberle, J.F. (2018) submitted for review to Special Issue: Expanding Perception: The Role of Touch in Comparative Psychology, International Journal of Comparative Psychology

Turbett, R. & Heberle, J.F., (2018) Parent attitudes about children’s belief in secular and non-secular entities. Poster presented at the annual meeting of the Eastern Psychological Association, Philadelphia, PA

Hepburn, K., & Heberle J.F., (2018)Adult understanding of the verb ‘trust’. Poster presented at the annual meeting of the Eastern Psychological Association, Philadelphia, PA

Mosley, K. & Heberle, J.F., (2018) Children’s judgments of trust, lying and liking. Poster presented at the annual meeting of the Eastern Psychological Association, Philadelphia, PA

DeOrnellas, J., & Heberle, J.F. (2017) Childhood Imaginary Friends and Adult Personality Traits. Poster presented at the annual meeting of the Association for Psychological Science, Boston, MA.

Heberle, J.F. (2017) [Review of the book What psychology majors  could (and should) be doing] Choice: Current reviews for academic libraries, 54(10).

Heberle, J.F. (2016) [Review of the book Technology, play, and brain development] Choice: Current reviews for academic libraries, 54(6).

Heberle, J.F. (2015, May) The use of Salon in a capstone senior seminar. Presented at the annual Bryn Mawr College Conference on Blended Learning, Bryn Mawr, PA.

Hughes, S. & Heberle, J. (2010) A reply to Uttl and Morin’s (2010) commentary on Hughes and Nicholson (2010), Consciousness and Cognition, 19(4), 1138-1139.

Levin, H.C. & Heberle, J.F. (2008) The effect of odor familiarity on context-dependent memory. Psi Chi Journal of Undergraduate Research, 13, 148-152.

Heberle, J. F. (1991)  Out of sight, into mind: The young child’s understanding of the appearance reality distinction (Unpublished doctoral dissertation, University of Pennsylvania).

Heberle, J. F. (1985)  Morphological overgeneralization in young children  (Unpublished master’s thesis, University of Pennsylvania).

Professional Activities

Eastern Psychological Association, member

Association of Psychological Science, member

Awards and Grants

Henry P. and M. Paige Laughlin Distinguished Teaching Award, 2003

Professional Council Travel Award ($1655 awarded) for APS conference presentation in Boston MA

Participant in Bryn Mawr College Teagle Foundation grant to develop open source materials for teaching statistics and research methods

Professional Council Scholarship of Teaching Award, ($2000 awarded) for project to flip Introduction to Psychology.