Kelly L. Whiteford
Postdoctoral Associate, Department of Psychology

N640 Elliott Hall

Kelly is a postdoctoral associate in the Department of Psychology in the Cognitive and Brain Sciences area. She received a BA in Cognitive Science and a minor in Music at UC Berkeley in 2012. From 2012-2013, she was the lab manager for the Visual Perception and Aesthetics Lab and the Hafter Auditory Perception Lab. Afterwards, she moved to Minnesota to join the Auditory Perception and Cognition Lab and received her PhD in Psychology in 2018. Her current research interests include individual differences in pitch perception in normal and disordered hearing, involving both peripheral and central mechanisms for coding pitch. She is also interested in auditory plasticity and musical expertise.

Educational Background:
Ph.D.: Psychology, University of Minnesota, 2018
B.A.: Cognitive Science, University of California, Berkeley, 2012. 

Whiteford, K. L., & Oxenham, A.J. (2018). Learning for pitch and melody discrimination in congenital amusia. Cortex10.1016/j.cortex.2018.03

Madsen, S. M. K., Whiteford, K. L., & Oxenham, A. J. (2017). Musicians do not benefit from differences in fundamental frequency when listening to speech in competing speech backgrounds. Scientific Reports, 7.

Whiteford, K. L., Kreft, H. A., & Oxenham, A. J. (2017). Assessing the role of place and timing cues in coding frequency and amplitude modulation as a function of age. Journal of the Association for Research in Otolaryngology, 18(4), 619-633.

Whiteford, K. L., & Oxenham, A. J. (2017). Auditory deficits in amusia extend beyond poor pitch perception. Neuropsychologia, 99, 213-224.

Whiteford, K. L., & Oxenham, A. J. (2015). Using individual differences to test the role of temporal and place cues in coding frequency modulation. Journal of the Acoustical Society of America, 135(5), 3093-3104.

Prinzmetal, W., Whiteford, K. L., Austerweil, J. L., & Landau, A. N. (2015). Spatial attention and environmental information. Journal of Experimental Psychology: Human Perception and Performance, 41(5), 1396-1408.