User:Baranduin4/sandbox

Baranduin4 is a doctoral student in the psychology of human development, deputy chair of the Graduate Student Teaching Association (GSTA), part of The Society for the Teaching of Psychology, (STP), Division 2 of the American Psychological Association (APA).

Patricia J. Brooks is an American developmental psychologist. She is is a Professor of Psychology at the College of Staten Island and the Graduate Center of the City University of New York (CUNY). She is the director of the Language Learning Lab at the College of Staten Island, a part of City University of New York and doctoral Faculty at the Graduate Center, CUNY where she is the Deputy Executive Officer of the PhD program in Psychology. She is also the faculty advisor of the Graduate Student Teaching Association (GSTA) of Division 2 APA, The Society for the Teaching of Psychology (STP).

Early Career and Education
Brooks received her undergraduate degree from John Hopkins University where she worked on clinical research with aphasic patients. She received her PhD in Experimental Psychology from New York University. She completed two postdoctoral fellowships, one at Carnegie Mellon University and another at Emory University.

Research Interests
As an undergraduate Brooks worked on clinical research with aphasic patients. As a doctoral student at NYU she worked on research on child language development under the supervision of Professor Martin Braine. Her dissertation work demonstrated that children between 5-10 years of age struggle to correctly apply universal quantifiers such as all and each. Her work built from Piaget’s writing on children’s use of quantifiers to show a slower developmental trajectory of quantifier acquisition in middle childhood than was previously expected based on children’s speech fluency in other domains. After completing her PhD she worked as a post-doctoral researcher with Professor Brian MacWhinney at Carnegie Mellon University and Professor Michael Tomasello at Emory University before taking a tenure-track faculty position at the College of Staten Island. Brooks's research interests center around two broad areas (1) examining individual differences in language development and learning, (2) research on pedagogy and effective learning. She has co-authored over 90 scientific papers and book chapters. She has also co-authored a textbook on Language Development, and co-edited the Encyclopedia of Language Development.

Contributions to Pedagogy
Currently, Brooks serves as the Deputy Executive Officer of the PhD Program in Psychology (Area: Pedagogy), and she is Faculty Advisor of the Graduate Student Teaching Association of the American Psychological Association. Brooks maintains an active line of research where she publishes on language learning in typical and atypical child development and autism spectrum disorders. She teaches undergraduate and graduate level courses and mentors doctoral students in research and pedagogy. Dr. Brooks is committed to all her students and makes sure that she applies empirically supported teaching strategies in all her classes. She has recently joined the PSYCH+Feminism initiative on Wikipedia: a movement that is targeted at increasing and improving the quality of Wikipedia articles representing prominent women in the field of psychology.

Awards
2016, Faculty Service Award, City University of New York

Books

 * 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.

Articles and Chapters

 * Aldrich, N. J., & Brooks, P. J. (2016). Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy. First Language, doi: 10.1177/0142723716679797


 * Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1.


 * Brooks, P. J., & Braine, M. D. (1996). What do children know about the universal quantifiers all and each? Cognition, 60(3), 235-268.


 * Brooks, P.J. & Ploog, B. (2013). Attention to emotional tone of voice in speech perception in children with autism. Research in Autism Spectrum Disorders, 7(7), 845–857.


 * 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, 35(3), 515-545.


 * Brooks, P. J., & Tomasello, M. (1999). How children constrain their argument structure constructions. Language, 74(4), 720-738.


 * Kempe, V., Brooks, P. J., & Kharkhurin, A. (2010). Cognitive predictors of generalization of Russian grammatical gender categories. Language Learning, 60(1), 127-153.


 * 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, 38(3). doi: 10.1177/0165025414520806


 * Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 301-322.


 * 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, 20(6),1055–1079. doi:10.3758/s13423-013-0418-z


 * Sailor, K. & Brooks, P.J. (2014). Do part-whole relations produce facilitation in the picture-word interference task? Quarterly Journal of Experimental Psychology, 67(9), 1768-1785.


 * Tomasello, M., & Brooks, P. J. (1999). Early syntactic development: A construction grammar approach. In M. Barrett, The Development of Language (161-190). New York: Psychology Press.