Professor Friedrich received his B.A. degree from Oberlin College. He completed an M.Ed. in Counseling and a Ph.D. in Social Psychology at the University of Michigan. After teaching at Mount Saint Mary's College (MD) and the University of Puget Sound (WA), Professor Friedrich joined the faculty at Willamette University in 1992. His teaching interests include social psychology, personnel and industrial psychology, judgment and decision making, and statistics. His research, basic and applied in nature, concerns attitude formation and change, social inference, and decision making. Professor Friedrich occasionally misses the Midwest prairies that he called home for 20 years but finds the outdoor opportunities in Oregon's mountains, forests, and ocean beaches to be a "real slice of heaven."
Friedrich, J. (in press). Naturalistic fallacy errors and behavioral science news: The effects of editorial content and cautions on readers' moral inferences and perceptions of contributors. Basic and Applied Social Psychology.
Friedrich, J., & McGuire, A. (2010). Individual differences in reasoning style as a moderator of the Identifiable Victim Effect. Social Influence, 5, 182-201.
Friedrich, J., & Dood, T.L. (2009). How many casualties are too many? Proportional reasoning in the valuation of military and civilian lives. Journal of Applied Social Psychology, 39, 2541-2569.
Hermann, A.D., Lucas, G.M., & Friedrich, J. (2008). Individual differences in perceived esteem across cultures. Self and Identity, 7, 151-167.
Friedrich, J., Lucas, G., & Hodell, E. (2005). Proportional reasoning, framing effects, and affirmative action: Is six of one really half a dozen of another in college admissions? Organizational Behavior and Human Decision Processes, 98, 195-215.
Friedrich, J. (2005). Naturalistic fallacy errors in lay interpretations of psychological science: Data and reflections on the Rind, Tromovitch, and Bauserman (1998) controversy. Basic & Applied Social Psychology, 27, 59-70.
Lucas, G.M., & Friedrich, J. (2005). Individual differences in workplace deviance and integrity as predictors of academic dishonesty. Ethics & Behavior, 15, 15-35.
Friedrich, J., & Camac, M.K. (2003). Psychologist as scientist or intuitive judge?: Assessing student perceptions and associated reasoning strategies. Representative Research in Social Psychology, 27, 1-10.
Friedrich, J., Buday, E., & Kerr, D. (2000). Statistical training in psychology: A national survey and commentary on undergraduate programs. Teaching of Psychology, 27, 248-257.