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Patricia Brooks
Position: Professor
Campus Affiliation: College of Staten Island|Graduate Center
Degrees/Diplomas: Ph.D. (1993) New York University
Research Interests: Language development from a life-span perspective; Individual differences in language learning and processing; Cognitive development in technology-mediated contexts; Pedagogy.

Dr. Patricia Brooks is Professor of Psychology at the College of Staten Island, City University of New York (CUNY), where she directs the Language Learning Laboratory. She completed her PhD studies in Experimental Psychology at New York University, and post-doctoral fellowships at Carnegie Mellon University and Emory University, before joining the CUNY faculty in 1997. Dr. Brooks serves as 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.

Her research interests are in two broad areas: (1) individual differences in language learning and development and (2) effective teaching and learning. Dr. Brooks has authored or co-authored over 75 scientific papers and book chapters. With Vera Kempe, she co-authored the textbook Language Development (Wiley-Blackwell, 2012), and co-edited the Encyclopedia of Language Development (Sage, 2014).

Books:
Blumberg, F. C. & Brooks, P. J. (Eds.) (2017). Cognitive Development in Digital Contexts. London, UK: Elsevier.
 
Grose-Fifer, J., Brooks, P. J. , & O’Connor, M. (2019). Teaching Psychology: An Evidence-Based Approach. Hoboken, NJ: John Wiley & Sons, Inc.
 
Articles:
Brooks, P. J., Gaggi, N. L., & Ploog, B. O. (2018). Generalization of content and emotional prosody across speakers varying in gender in youth with Autism Spectrum Disorder. Research in Developmental Disabilities, 83, 57-68. https://doi.org/10.1016/j.ridd.2018.08.004
 
Brooks, P. J. & Kempe, V. (2019). More is more in language learning: Reconsidering the less-is-more hypothesis. Language Learning, 69(S1), 13-41. https://doi.org/10.1111/lang.12320
 
Che, E., Brooks, P. J. , Alarcon, M., Yannaco, F. D., & Donnelly, S. (2018). Assessing the impact of conversational overlap in content on child language growth. Journal of Child Language, 45(1), 72-96. https://doi.org/10.1017.S0305000917000083
 
Donnelly, S., Brooks, P. J. , & Homer, B. D. Is there a bilingual advantage on interference-control tasks? A multiverse meta-analysis of global RT and interference cost. Psychonomic Bulletin and Review. https://doi.org/10.3758/s13423-019-01567-z