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Patricia J.
Brooks
Professor
Psychology
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Patricia J. Brooks
Professor
Office
: Building 4S
Room 103
Phone
: 718.982.3793
Fax
: 718.982.4114
pbrooks@mail.csi.cuny.edu
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Degrees :
BA, Johns Hopkins University
MA, New York University
PhD, New York University
Biography / Academic Interests
:
Professor Brooks conducts research in the areas of language development in children, second language learning in adults, and speech production and comprehension. On-going research projects explore (1) speech perception in children with Autism, (2) lexical access in children with Specific Language Impairment, (3) individual differences in adult second language learning, and (4) comprehension errors in sentence processing. Dr. Brooks joined the CSI faculty in 1997 after completing post-doctoral fellowships at Carnegie Mellon University and Emory University. She was appointed to the CUNY Graduate Center faculty in 1999, and is active in the Ph.D. programs in Developmental Psychology and Cognition, Brain & Behavior.
Scholarships / Publications
:
Kempe, V. & Brooks, P. J. (2008). Second language learning of complex inflectional systems. Language Learning. In press.
Sailor, K., Brooks, P. J., Bruening, P. J., Seiger-Gardner, L. & Guterman, M. (2008). Exploring the time course of semantic interference and associative priming in the picture-word interference task. Quarterly Journal of Experimental Psychology. In press.
Seiger-Gardner, L. & Brooks, P. J. (2008). Effects of onset- and rhyme-related distractors on phonological processing in children with Specific Language Impairment. Journal of Speech, Language and Hearing Research. In press.
Sekerina, I. A. & Brooks, P. J. (2007). Eye movements during spoken-word recognition in Russian children. Journal of Experimental Child Psychology, 98, 20-45.
Brooks, P. J., Kempe, V. & Sionov, A. (2006). The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics, 27, 185-209.
Brooks, P. J. & Sekerina, I. A. (2005/2006). Shortcuts to quantifier interpretation in children and adults. Language Acquisition, 13(3), 177-206.
Hanauer, J. B. & Brooks, P. J. (2005). Contributions of response set and semantic relatedness to cross-modal Stroop-like picture-word interference in children and adults. Journal of Experimental Child Psychology, 90, 21-47.
Brooks, P. J., Hanauer, J. B., Padowska, B. & Rosman, H. (2003). The role of selective attention in preschoolers’ rule use in a novel dimensional card sort. Cognitive Development, 18, 195-215.
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