The Living Lab at Science World

Explore the development of social cognition in infants, preschoolers and adolescents as a volunteer Research Assistant in the Living Lab at Science World.

The Living Lab is looking for volunteer Research Assistants interested in social cognitive development. The volunteer Research Assistant will be trained to recruit and run studies with children aged 3-12 at the Living Lab at Science World. Lab members will also attend weekly lab meetings.

The position involves hands-on experience in conducting research with visitors to Science World.


The role will consist of 8 hours of volunteer work weekly.

Ideal candidates:

  • have a keen interest in research with infants and children;
  • have related or relevant experiences with children, infants and/or research;
  • have an average grade of 80% or above;
  • have the ability to commute to Science World for 2, 3.5 hour shifts per week–one during the week and one on the weekend (shifts begin at either 10am or 1:30pm from Thursday – Sunday);
  • be able to volunteer with the Living Lab for at least one year, including during the summer months.

If you are interested in this opportunity, please send the following materials to

  • your resume/CV
  • a screenshot of your unofficial transcript with current & past courses (screenshot from SSC)
  • a completed application form:
  • your regular Monday-Sunday availability for Winter Term 2 from 9AM to 6PM, including a screenshot of registered courses (if any).

Apply by January 11, 2023

About the Living Lab:

The Living Lab is a partnership between Science World and UBC Psychology. In the Living Lab at Science World we explore how children (from infancy through early teenage years) establish preferences for and beliefs about themselves and other people. Through our research we hope to understand how preferences for and stereotypes about people are acquired and change across development on both a conscious and an unconscious level of processing. Collectively, our research aims to understand when, why, and how children reason about a person in terms of their social group membership (e.g., gender, race, occupation) rather than by their individual merits alone. We also focus on the extent to which a child’s preference for, stereotypes about, and treatment of another is shaped by how similar that person appears to the self (i.e., “how like me” that person appears).