Professor of Cognitive Science
In 1990, she was awarded a Rhodes Scholarship, which enabled her to pursue an M.Phil. in theoretical linguistics at Wolfson College, Oxford University. She received her Ph.D. in psychology from the University of Pennsylvania in 1998.
She is interested in the structure of lexical representations and in applying electrophysiological techniques, in particular event related potentials, to the investigation of cognitive phenomena. Her thesis work consisted of investigating the relationship between orthography and lexical stress in English. Her current research is focused on examining how complex words are represented in the mental lexicon. She teaches courses in cognitive psychology, cognitive neuroscience, and psycholinguistics.
The purpose of this course is to introduce you to human cognition or the scientific study of the mind. We will take an information processing view of psychological functions. Thus we will spend much of our time discussing information, in the form of mental representations, and how this information is transformed in the mind. We will examine how perceptual information enters the mind, how attention is used to select from the array of available incoming sensory information, how knowledge is encoded, stored in and retrieved from memory, how information is conveyed to others via language, and how information is used in reasoning and decision making. Students will be expected to read and critically analyze articles from the professional scientific literature.
Words are the basic linguistics units of a language and the ability to recognize a word is a fundamental component of reading. For many years most of the research in reading was conducted in English, and it was assumed that what was true for reading English words would also be true for words in other languages. However, many languages differ in striking ways from English and studying these languages can be useful in illustrating the different ways that people approach reading. In this class we will look at the structure of words in the Semitic languages-Hebrew and Arabic-and consider how differences in word structure can influence the ways in which we read. Students will learn how to read and critically evaluate the scholarly literature on the psychology of reading. No knowledge of Hebrew or Arabic is required.