Judith G. Foy 
Professor of Psychology | Loyola Marymount University
Los Angeles, CA, UNITED STATES
Bellarmine College of Liberal Arts
Biography
Judith Foy is Professor of Psychology at Loyola Marymount University where she teaches courses in research methodology, cognition, 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 completed clinical training in rural Maine and urban Los Angeles and maintains a research focus on underserved populations, especially children and young adults with learning and memory difficulties. Current directions in her research include hormone, stress and age effects on learning and memory, computer-based working memory interventions for kindergarteners, the relation between cognition and reading, and the role of speech/language skills in early reading development.
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)
Courses (3)
Research Methods
Research Methods
Cognition
Cognition
Mind-Brain Interactions
Mind-Brain Interactions
Articles (5)
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.
Foy, J. & Mann, V. (2001). Strength of phonological representations and phonological awareness in preschool children. Applied Psycholinguistics, 22(3), 301-325.
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.
Mann, V.A., & Foy, J.G. (2003). Speech development, phonological awareness, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.
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.