Randy Newman, Professor
Email address: email@example.com
Telephone: (902) 585-1405
Office location: Horton Hall 303
Classes taught (Fall 2017): Psycholinguistics, Cognitive Neuroscience
Classes taught (Winter 2018): Research Design & Analysis 2, Women in Science
B.Sc., Mount Allison University
M.Sc., Dalhousie University
Ph.D., Dalhousie University
Dr. Newman is a Cognitive Neuroscientist whose primary research interest is in understanding the brain mechanisms responsible for reading and speech processes using event-related potentials and eye tracking techniques. Current research is examining the impact of a word's spelling on how quickly we recognize spoken words.
A secondary area of interest is in understanding factors responsible for the gender gap that persists in some areas of science, notably computer science and engineering. Current research is examining the impact of girls only science-based activities (e.g., camps) on girls' career aspirations in science, as well as on their self-efficacy and their sense of belonging in science-based disciplines.
Desroches, A.S., Newman, R.L., Robertson, E.K., & Joanisse, M.F. (2013). Electrophysiological indices of phonological impairments in dyslexia. Journal of Speech, Language, & Hearing Research, 56, 250-264.
Newman, R.L., Jared, D.J, & Haigh, C.A. (2012). Does phonology play a role when skilled readers read high-frequency words? Evidence from ERPs. Language & Cognitive Processes. 27, 1361-1384.
Newman, R.L., Forbes, K.A., & Connolly, J.F. (2012). Event-related potentials and magnetic fields associated with spoken word recognition. In M. Spivey, K. McRae, & M. Joanisse (Eds.), The Cambridge Handbook of Psycholinguistics. Cambridge University Press.
Newman, R.L., & Joanisse, M.F. (2011). Modulation of brain regions involved in visual word recognition by homophonous stimuli: An fMRI study. Brain Research, 1387, 250-264.
RECENTLY SUPERVISED STUDENTS
Alexander Sproul (2017) Rethinking Time Course Data: Application of Growth Curve Analysis in Spoken Word Recognition Research
Gabriel Smith (2016) Time to Sync the Time-Course: Co-registration of ERP Responses and Eye Fixation in Spoken Word Recognition
Cameron Ashe (2015) Tracking the Time Course of Rhyme Awareness Development
Sarah Hicks (2015) The Development of an ERP Response Reflecting Phoneme Awareness
Katelyn Mansfield (2015) The Impact of Reading Skill on Phonological Processing: Evidence from Eye Movements