Judith G. Foy

Biography

Judith Foy is Professor of Psychology at Loyola Marymount University where she teaches courses in cognitive neuroscience, research methodology, pain, and mind-brain interactions. Dr. Foy earned her Ph.D. in Experimental Psychology (Cognitive Neuroscience) from Kent State University and completed a Post-doctoral Fellowship at UCLA’s Semel Neuroscience Institute. Also a credentialed and licensed Speech Language Pathologist, Dr. Foy received her clinical training in rural Maine and urban Los Angeles.

Dr. Foy’s passion is to “give back” to underserved populations by providing accessible, scientifically-informed interventions. One such program was the Bookworm Project, a grass-roots, evidence-based early literacy program which she developed and provided free of charge to children in local schools until recently. Dr. Foy is passionate about understanding the relationship between mind and body, especially with regard to chronic pain. She currently provides an evidence-based pain management intervention program for which she earned a certificate from Stanford University.

Dr. Foy’s research aims to contribute to an understanding of the interaction between mind and brain function. Her current lines of investigation include studies of
1. the effects of executive function interventions, such as working memory and attention skills on behavior in children
2. hormone, stress and age effects on learning and memory
3. electrophysiological (EEG) correlates while performing executive function tasks
4. factors that promote success in an on-line pain management program.

Education (4)

Kent State University: Ph.D., Experimental Psychology (Cognitive Neuroscience)

Kent State University: M.A., Experimental Psychology (Cognitive Neuroscience)

Eastern Washington University: M.S., Speech Language Pathology

Eastern Washington University: B.A., Speech Language Pathology

Areas of Expertise (4)

Research Methodology

Research Methodology

Language and Cognition

Cognitive Neuroscience

Courses (3)

Research Methods

Research Methods

Cognition

Cognition

Mind-Brain Interactions

Mind-Brain Interactions

Articles (5)

Speech perception and production as evidence for the role of phonological representation in the development of phonological awareness

Journal of the Acoustical Society of America

Mann, V. & Foy, J. (2000). Speech perception and production as evidence for the role of phonological representation in the development of phonological awareness. Journal of the Acoustical Society of America, 108(5), pt. 2 of 2, 2481.

Strength of phonological representations and phonological awareness in preschool children

Applied Psycholinguistics

Foy, J. & Mann, V. (2001). Strength of phonological representations and phonological awareness in preschool children. Applied Psycholinguistics, 22(3), 301-325.

Home literacy environment and phonological awareness: Differential effects for phoneme awareness and rhyme awareness

Applied Psycholinguistics

Foy, J.G. & Mann, V.A. (2003) Home literacy environment and phonological awareness: Differential effects for phoneme awareness and rhyme awareness. Applied Psycholinguistics, 24(1), 59-88.

Speech development, phonological awareness, and letter knowledge in preschool children

Annals of Dyslexia

Mann, V.A., & Foy, J.G. (2003). Speech development, phonological awareness, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.

Reversal of long-delay conditioned taste aversion learning in rats by sex hormone manipulation

Integrative Physiological and Behavioral Science

Foy, M.R. & Foy, J.G. (2003). Reversal of long-delay conditioned taste aversion learning in rats by sex hormone manipulation. Integrative Physiological and Behavioral Science, 38, 203-213.