|| Patricia J.
Patricia J. Brooks
: Building 4S
PhD, New York University
MA, New York University
BA, Johns Hopkins University
Biography / Academic Interests
Professor Brooks is the Director of the Language Learning Laboratory in the Psychology Department.
She joined the CSI faculty in 1997 after completing post-doctoral research fellowships at Carnegie Mellon University and Emory University. Her research program focuses on individual differences in language learning and development across the lifespan. She conducts laboratory studies of adult foreign language learning and uses computer games to study speech perception and production in children with typical and atypical language development. Professor Brooks was appointed to the Doctoral Faculty of The Graduate Center in 1999, and she is active in the PhD programs in Psychology and Speech-Language-Hearing Sciences.
In addition to conducting research on language learning, Brooks has broad interests in the development of effective pedagogy, especially with regards to active learning environments, mentoring, and use of technology and games to support learning and memory.
Scholarship / Publications
Brooks, P.J., & Kempe, V. (Eds.) (2014). Encyclopedia of Language Development. Thousand Oaks, CA: Sage Publications.
Brooks, P.J. & Kempe, V. (2012). Language Development. West Sussex, UK: Wiley Blackwell.
Moore, B., Brooks, P.J., & Rabin, L. (2014). Developments in diachronic thinking and event ordering in 5- to 10-year-old children. International Journal of Behavioral Development.
Sailor, K. & Brooks, P.J. (2014). Do part-whole relations produce facilitation in the picture-word interference task? Quarterly Journal of Experimental Psychology.
Brooks, P.J. & Kempe, V. (2013). Cognitive mediators of individual differences in adult foreign language learning. Memory & Cognition.
Brooks, P.J. & Ploog, B. (2013). Attention to emotional tone of voice in speech perception in children with autism. Research in Autism Spectrum Disorders.
Powers, K., Brooks, P.J., Aldrich, N. J., Palladino, M. & Alfieri, L. (2013). Effects of video-game play on information processing: A meta-analytic investigation. Psychonomic Bulletin and Review.
Brooks, P.J., Seiger-Gardner, L. & Sailor, K. (2012). Contrasting effects of associates and coordinates in children with and without language impairment: A picture-word interference study. Applied Psycholinguistics.
Alfieri, L., Brooks, P.J., Aldrich, N. & Tenenbaum, H. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology.