I completed the General Educational Psychology stream here at McGill. During my undergraduate studies, I completed an honours thesis where I used prevalidated tools to help develop smartphone-based neuropsychological tests for individuals with depression. I also contributed to a now-published systematic review on verbal memory impairments in mood and psychotic disorders. These experiences deepened my interest in both cognitive psychology and the application of technology in mental health and education.

In the second year of my M.Ed., I completed my master’s project in the Teaching, Learning & Cognition (TLC) Lab under the supervision of Dr. Adam Dubé. My project looked at why some K–6 educators use generative AI in their classrooms more than others. I found that educators’ confidence and knowledge about GenAI mattered more for their use than factors such as age or teaching experience. The findings also suggest that educators with stronger pedagogical knowledge may be more selective about when they use GenAI. Overall, the project helps explain what shapes teachers’ decisions to use GenAI and points to the importance of supporting educators in making informed choices about these tools. JM Project Original Submission I presented this work at the 2026 American Psychological Association convention.

Jamie has since moved into a professional role that brings together several of these interests. She is now the Lead of the Art of Conversation at Paperminds.ai, a Montreal-based company that develops conversational experiences to help organizations better understand and engage with their audiences. In this role, she is applying her background in behavioural science and qualitative research alongside emerging AI tools, providing a natural bridge between her graduate training and applied work outside academia.

Degree(s):
Bachelor of Arts Honours Psychology, Concentration in Social/Personality Psychology