Dr. Maya Khanna


Maya Khanna, Ph.D.

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. (In Press). Using Cognitive Science Research to Inform Educational Practice. Commissioned to provide chapter for forthcoming book published by Salem Press.

Khanna, M. M., & Cortese, M. J. (forthcoming). Topics, Methods, and Research-Based Strategies for Teaching Cognition. In J. Zumbach, D. A. Bernstein, S. Narciss, & G. Marsico (Eds.), International Handbook of Psychology Learning and Teaching. Springer International Press.


Badura-Brack, A. S., Mills, M. A., Embury, C. M., Khanna, M. M., Klanecky Earl, A., Stephen, J., Yu-Ping, W., Calhoun, V. D., & Wilson, T. W. (2020). Hippocampal and Parahippocampal Volumes Vary by Sex and Traumatic Life Events in Children. Journal of Psychiatry and Neuroscience. Published online. DOI: 10.1503/jpn.190013

Mills, M. S., Embury, C. M., Klanecky, A. K., Khanna, M. M., Calhoun, V. D., Stephen, J. M., Wang, Y-P., Wilson, T. W., & Badura-Brack, A. S. (2019). Traumatic Events are associated with diverse psychological symptoms in typically-developing children. Journal of Child and Adolescent Trauma. published online. DOI: https://doi.org/10.1007/s40653-019-00284-y

Cortese, M. J., Khanna, M. M., & Von Nordeim, D. (2019). Incidental memory for color word associates processed in color naming and word naming tasks: Is a blue ocean more memorable than a yellow one? Memory, 27(7), 924-930, DOI: 10.1080/09658211.2019.1607877

Minnich, M., Chapple, H., Kirkpatrick, A., J., Whittaker, A. A., Goodman, J. T., Schoening, A. M., Khanna, M. M. (2018). Writing across the Curriculum:  Reliability Testing of a Standardized Rubric. Journal of Nursing Education 57 (6), 366 370.

Badura-Brack, A. S., McDermott, T. J., Heinrichs-Graham, E., Ryan, T. J., Khanna, M. M., Pine, D. S., Bar-Haim, Y., Wilson, T. W., (2018). Veterans with PTSD demonstrate amygdala hyperactivity while viewing threatening faces: A MEG study. Biological Psychology, 132, 228 232.

Badura-Brack, A. S., McDermott, T. J., Becker, K. M., Ryan, T. J., Khanna, M. M., Pine, D. S., Bar-Haim, Y., Heinrichs-Graham, E., Wilson, T. W., (2017). Attention training modulates resting-state neurophysiological abnormalities in posttramatic stress disorder. Psychiatry Research: Neuroimaging, 271, 135 141.

Badura Brack, A.S., Heinrichs-Graham, E., Becker, K.M., McDermott, T.J., Ryan, T.J., Khanna, M.M., Pine, D.S., Bar-Haim, Y., Wilson, T.W. (2017) Resting-state neurophysiological abnormalities in posttraumatic stress disorder: A Magnetoencephalography study. Frontiers in Human Neuroscience, 11, 1- 8.

Khanna, M. M., Badura-Brack, A. S., McDermott, T. J., Embury, C. M., Wiesman*, A. I., Shepherd, A., Ryan, T. J., Heinrichs-Graham, E., Wilson, T. W. (2017). Veterans with PTSD exhibit altered emotional processing and attentional control during an emotional Stroop task. Psychological Medicine. 11, 2017-2027.

Cortese, M. J., Khanna, M. M., Kopp, R., Santo, J. B., Preston, K. S., & Van Zuiden, T. (2017). Participants shift response deadlines based on list difficulty during reading aloud megastudies. Memory & Cognition, 45(4), 589 599.

McDermott, T.J., Badura Brack, A.S., Becker, K.M., Ryan, T.J., Bar-Haim, Y., Pine, D.S., Abend, R., Khanna, M.M., Heinrichs-Graham, E., & Wilson, T.W. (2016). Attention training improves aberrant neural dynamics during working memory encoding in veterans with PTSD. Cognitive, Affective, and Behavioral Neuroscience. 16 (6), 1140-1149. doi: 10.3758/s13415-016-0459-7

Khanna, M. M., Badura-Brack, A. S., McDermott, T. J., Shepherd, A., Heinrichs-Graham, E., Pine, D. S., Bar-Haim, Y., & Wilson, T. W. (2016). Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists. Cognition and Emotion, 30(8), 1521-1528. 

Khanna, M. M. & Cortese, M. J. (2016). The Benefits of quizzing in content-focused versus skills-focused Courses. Scholarship of Teaching and Learning in Psychology, 2(1), 87- 97.

McDermott, T. J., Badura-Brack, A. S., Becker, K. M., Ryan, T. J., Khanna, M. M., Heinrichs-Graham, E., & Wilson, T. W., (2016). Male veterans with PTSD exhibit aberrant neural dynamics during working memory processing: A MEG study. Journal of Psychiatry & Neuroscience, 41(4), 251-260.

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). Effect of Attention training on attention bias variability and PTSD symptoms: Randomized controlled trials in Israeli and US combat veterans. American Journal of Psychiatry. 172 (12), 1233 1241.

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.