Dr. Maya Khanna

 

Maya Khanna, Ph.D.
Professor

Associate Chairperson

Phone # (402) 280-3452
E-mail: mayakhanna@creighton.edu

Teaches Courses in:

Cognitive Psychology, Infant and Child Development, Research Methods and Statistics, Introductory Psychology, and Developmental Cognitive Neuroscience.

Research interests:

Her research focuses on cognitive processes such as reading, memory, and attention in adults and children. For example, she is interested in the effects of lead exposure on cognitive development. She is also interested in how the patterns of lexical development influence future reading behavior. In addition, she investigates ways to improve teaching by applying methods and theories from cognitive psychology to student learning.

Dr. Khanna has recently been named an investigator on a National Science Foundation grant-funded program designed to expand neuroscience training in Nebraska, Louisiana, and New Mexico. Much of the research funded by the grant will investigate the development and maturation of the adolescent brain. Dr. Khanna is excited to be collaborating with several undergraduates students in this work.

Representative Publications:     


Khanna, M. M., Badura-Brack, A. S., McDermott, T. J., Shepherd, A., Heinrichs-Graham, E., Pine, D. S., Bar-Haim, Y., & Wilson, T. W. (2015). Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists. Cognition and Emotion. Doi: 10.1080/02699931.2015.1076769.

Badura-Brack, A., Naim, R., Ryan, T. J*., Levy, O., Abend, R., Khanna, M. M., McDermott, T*. J., Pine, D. S., & Bar-Haim, Y. (2015). Attention training reduces attention bias variability and PTSD symptoms: Randomized controlled trials in Israeli and US combat veterans. American Journal of Psychiatry.

Khanna, M. M. (2015). Ungraded Pop-Quizzes: Test-Enhanced Learning Without All the Anxiety. Teaching of Psychology, 42 (2), 174-178.

Khanna, M. M. (2015). Boys, not girls are negatively affected on cognitive tasks by lead exposure: A pilot study. Journal of Environmental Health. 77 (6), 72-77.

Khanna, M. M., Badura Brack, A., & Finken, L. L.(2013). Short- and long-term effects of cumulative finals on student learning. Teaching of Psychology. 40(3), 175-182.

Schock, J., Cortese, M. J., Khanna, M. M. & Toppi, S. (2012). Age of Acquisition estimates for 3,000 disyllabic words. Behavior Research Methods 43(1), 971 ? 977.

Schock, J., Cortese, M. J., & Khanna, M. M. (2012). Imageability estimates for 3,000 disyllabic words. Behavior Research Methods. 44(2), 374 ? 379. 10.3758/s13428-011-0162-0

Khanna, M. M., & Cortese, M. J. (2011). Age of acquisition ratings for 1,208 ambiguous and polysemous words. Behavior Research Methods. 43(1), 89 ? 96.

Cortese, M. J., Khanna, M. M., & Hacker, S. (2010). Recognition memory for 2578 monosyllabic words. Memory. 18, 595 ? 609.

Khanna, M. M., Cortese, M. J., & Birchwood, K. S. (2010). Learning new words affects nonword pronunciation in children. Scientific Studies of Reading,14, 407 ? 439.

Khanna, M. M. & Boland, J. E. (2010) The development of context-use for lexical ambiguity resolution. Quarterly Journal of Experimental Psychology, 63, 160 ? 193.