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, Educational Psychology, and Speech-Language-Hearing Sciences.
In addition to conducting research on language learning, Professor 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. She serves as Faculty Advisor to the Graduate Student Teaching Association of the American Psychological Association (Society for the Teaching of Psychology, APA Division 2).
PhD, New York University
MA, New York University
BA, Johns Hopkins University
Blumberg, F. C. & Brooks, P. J. (Eds.) (2017). Cognitive Development in Digital Contexts. Waltham, MA: Elsevier.
Brooks, P. J. & Kempe, V. (2012). Language Development. West Sussex, UK: Wiley Blackwell.
Brooks, P. J., & Kempe, V. (Eds.) (2014). Encyclopedia of Language Development. Thousand Oaks, CA: Sage Publications.
Obeid, R., Schwartz, A. M., Shane-Simpson, C., & Brooks, P. J. (Eds.) (2017). How We Teach Now: The GSTA Guide to Student-Centered Teaching. e-book published by the Society for the Teaching of Psychology. Download at http://teachpsych.org/ebooks/howweteachnow
Aldrich, N. J., & Brooks, P. J. (2017). Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy. First Language. DOI:10.1177/0142723716679797
Aldrich, N. J., Brooks, P. J., Yuksel-Sokmen, P. O., Ragir, S., Flory, M. J., Lennon, E. M., Karmel, B. & Gardner, J. M. (2015). Infant twins’ social interactions with caregivers and same-age siblings. Infant Behavior and Development. DOI: https://doi.org/10.1016/j.infbeh.2015.08.005
Brooks, P. J., Kwoka, N., & Kempe, V. (2017). Distributional effects and individual differences in L2 morphology learning. Language Learning. DOI:10.1111/lang.12204
Brooks, P. J., Seiger-Gardner, L., Obeid, R., & MacWhinney, B. (2015). Phonological priming with nonwords in children with and without specific language impairment. Journal of Speech, Language, and Hearing Research. DOI:10.1044/2015_JSLHR-L-14-0212
Che, E., Brooks, P. J., Alarcon, M., Yannaco, F. D., & Donnelly, S. (2017). Assessing the impact of conversational overlap in content on child language growth. Journal of Child Language. DOI:10.1017.S0305000917000083
Obeid, R., Brooks, P. J., Powers, K., Gillespie-Lynch, K. & Lum, J. A. G. (2016). Statistical learning in Specific Language Impairment and Autism Spectrum Disorder: A meta-analysis. Frontiers in Psychology | Language Sciences, 7, Article 1245. http://dx.doi.org/10.3389/fpsyg.2016.01245
Shane-Simpson, C. & Brooks, P. J. (2016). The dos and don’ts of Wikipedia editing in the undergraduate psychology classroom. The APS Observer. http://www.psychologicalscience.org/index.php/publications/observer/2016/february-16/the-dos-and-donts-of-wikipedia-editing-in-the-undergraduate-psychology-classroom.html
Yuksel, P. & Brooks, P. J. (2017). Encouraging usage of an endangered ancestral language: A supportive role for caregivers’ deictic gestures. First Language.