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Dr. Nathalie Coté

Professor, Director of Financial Literacy Program,

Psychology

nathaliecote@bac.edu

Watch Her Interview

Meet Dr. Nathalie Coté

OF NOTE:
Earned CERTIFIED FINANCIAL PLANNER® designation in March 2024.

KNOWN FOR:
Helping students learn what they are passionate about.

WHEN NOT IN THE CLASSROOM, CAN OFTEN BE FOUND:
Talking with students about personal finance at Money The Abbey Way financial literacy events.

POPULAR QUOTE:
“We [the Psychology Department] build relationships with the students and help guide them towards their best path as a person. We don’t just stand up in front of the class and lecture.”

Classes

Examples of the classes taught by Dr. Nathalie Coté:

Statistics for Psychology
Research Methods
Cognitive Psychology
Intro to Financial Literacy

Education

B.A., Furman University
M.S., Vanderbilt University
Ph.D., Vanderbilt University
Graduate Certificate in financial planning from Queens University of Charlotte

Representative Publications and Presentations

Coté, N., Nodarse, A., Whaley T.M., Fungate, M.D., Stansberry, A.E., Martinez, E.M., Murillo, R.C., Monrroy, S.G., & Hetzel, G.E. (2020, June-September). Financial self-efficacy and values predict money management behavior in college students. [Poster presentation]. Association for Psychological Science, Virtual Poster Showcase.
Stoloff, M., Coté, N., & Heesacker, M. (2014). Chairing the psychology department. In Oxford Handbooks Online: Handbook of Undergraduate Psychology Education (Dana S. Dunn, ed.). DOI: 10.1093/oxfordhb/9780199933815.013.064.
Goldman, S. R., Meyerson, P. M., & Coté, N. (2006). Poetry as a mnemonic prompt in children’s stories. Reading Psychology, 27, 345-376.
Coté, N., & Goldman, S. R. (2004). Building representations of informational text: Evidence from children’s think-aloud protocols. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 660-683).
Newark, DE: International Reading Association. (Reprinted from The construction of mental representations during reading, pp. 169-193, by H. van Oostendorp & S. R. Goldman (Eds.), 1999, Mahwah, NJ: Erlbaum.)Nathalie Coté updated August 2015 CV page 3
Coté, N., Goldman, S. R., & Saul, E.U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53. DOI 10.1080/01638539809545019.
Coté, N., with the Cognition and Technology Group at Vanderbilt. (1997). The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: LEA.
Coté, N., with the Cognition and Technology Group at Vanderbilt. (1996). Looking at technology in context: A framework for understanding technology and education research. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of Educational Psychology. NY: MacMillan Publishing.
Hmelo, C.E., & Coté, N. (1996, July). The development of self-directed learning strategies in problem-based learning. In D. C. Edelson & E. A. Domeshek (Eds.), Proceedings of the Second International Conference for the Learning Sciences, Evanston, IL.
Goldman, S. R., Varma, S., & Coté, N. (1996). Extending capacity-constrained construction integration: Toward “smarter” and flexible models of text comprehension. In B. K. Britton & A. C. Graesser (Eds.), Models of text comprehension. Hillsdale, NJ: LEA.
Goldman, S.R., Saul, E.U., & Coté, N. (1995). Paragraphing, reader, and task effects on discourse comprehension. Discourse Processes, 20, 273-305.
Novick, L.R., & Coté, N. (1992). The nature of expertise in anagram solution. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society (pp. 450-455). Hillsdale, NJ: LEA.
Einstein, G.O., McDaniel, M.A., Owen, P.D., & Coté, N.C. (1990). Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29, 566-581.