|| Patricia J.
Patricia J. Brooks
: Building 4S
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.
Scholarship / Publications
Brooks, P. J. & Kempe, V. (forthcoming). Language Development. London: Wiley-Blackwell.
Brooks, P. J., Kempe, V. & Donachie, A. (in press). Second language learning benefits from similarity in word endings: Evidence from Russian. Language Learning.
Alfieri, L., Brooks, P. J., Aldrich, N. & Tenenbaum, H. (2010). Does discovery-based instruction enhance learning? Journal of Educational Psychology.
Kempe, V., Brooks, P. J. & Kharkhurin, A. (2010). Cognitive predictors of generalization of Russian grammatical gender categories. Language Learning, 60 (1), 127-153.
Ploog, B. O., Banerjee, S. & Brooks, P. J. (2009). Attention to prosody (intonation) and content in children with Autism and typical children using spoken sentences in a computer game. Research in Autism Spectrum Disorders, 3 (3), 743-758.
Sailor, K., Brooks, P. J., Bruening, P. J., Seiger-Gardner, L. & Guterman, M. (2009). Exploring the time course of semantic interference and associative priming in the picture-word interference task. Quarterly Journal of Experimental Psychology, 62 (4), 789-801.
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, 51, 1263-1281.