Projects/Publications

PROJECTS

mtDAMPS, Stress, and risk for depression

Development of Cognitive Skills for Mathematics and Reading in Young Children

ERP Investigation of Phonological Spread in Visual and Auditory Modalities

Induced Phantom Limb in healthy participants through the Rubber Hand Illusion

RECENT PUBLICATIONS

Google Scholar Profile: https://scholar.google.com/citations?user=TZ-J_woAAAAJ&hl=en

Maxwell, N. P., Huff, M. J., Hajnal, A., Namias, J. M., Blau, J. J. C., Day, B., Marsh, K. L., et al. (2024). Affordance norms for 2825 concrete nouns. Behavior Research Methods, 56(8), 8480-8491.

Tannen, B., Karlin, E., Ciuffreda, K. J., Tannen, N., & Shelley-Tremblay, J. (2024). Distance horizontal fusional facility (DFF): A new diagnostic vergence test for the acquired brain injury (ABI) population. Journal of Optometry, 17(1), 100487.

Binata Mukherjee, M. D., Shelley-Tremblay, J. F., & Henry, W. (2023). Burnout, resilience, and mindfulness in healthcare workers in a medically underserved region during the COVID-19 pandemic. Southern Medical Journal. Retrieved from https://sma.org

Lawton, T., Shelley-Tremblay, J., & Huang, M. X. (2023). Neural timing deficits prevalent in developmental disorders, aging, and concussions remediated rapidly by movement discrimination exercises. Frontiers in Neurology, 14, 898781.

Shelley-Tremblay, J. F. (2023). Breakdown of semantics in aphasia and dementia: A role for attention? In The Routledge International Handbook of Psycholinguistic and Cognitive Processes (pp. XX–XX).

Money-Nolan, E., & Shelley-Tremblay, J. (2023). Theories of semantic processing. In The Routledge International Handbook of Psycholinguistic and Cognitive Processes (pp. XX–XX).

Foran, L. G., Beverly, B. L., Shelley-Tremblay, J., & Estis, J. M. (2023). Can gesture input support toddlers’ fast mapping? Journal of Child Language, 50(3), 662-684.

Hughes-Berheim, S. S., Cheimariou, S., Shelley-Tremblay, J. F., Doheny, M. M., et al. (2022). Extending gesture’s impact on word learning to reading: A self-paced reading study. Discourse Processes, 59(8), 646-667.

Hajnal, A., Surber, T., Overstreet, T., Masoner, H., Dowell, C., Funkhouser, A., & Shelley-Tremblay, J. F. (2022). Complex postural sway is related to perception of stand-on-ability. Ecological Psychology, 34(1–2), 1-18.

Lawton, T., Stein, J., & Shelley-Tremblay, J. (2022). Visual neural timing problems may interfere with reading, attention, and memory: Looking beyond 20/20 acuity. Optometry & Visual Performance, 10(1), XX-XX.

Ghafarimoghadam, M., Mashayekh, R., Gholami, M., Fereydani, P., et al. (2022). A review of behavioral methods for the evaluation of cognitive performance in animal models: Current techniques and links to human cognition. Physiology & Behavior, 244, 113652.

Thomas, R., Shelley-Tremblay, J., & Joanning, H. (2021). Anxiety explains self-differentiation: Implications for Bowenian approaches to marriage and family therapy. The American Journal of Family Therapy, 49(5), 534-549.

Shelley-Tremblay, J. F., Jones, P. R., Demming, C. E., & Labbe-Coldsmith, E. (2021). Electroencephalographic investigation of the effect of skill level and social inhibition on simulated handgun shooting. Journal of Motor Behavior, 53(4), 445-457.

Clark, L., Shelley-Tremblay, J., & Cwikla, J. (2021). Shared developmental trajectories for fractional reasoning and fine motor ability in 4 and 5 year olds. Behavioral Sciences, 11(2), 26.

Lawton, T., Stein, J., & Shelley-Tremblay, J. (2021). Visual timing impairments in developmental, acquired, and age-related neurological conditions. Frontiers in Human Neuroscience, 14, 640187.

Yates, M., Shelley-Tremblay, J., & Knapp, D. L. (2020). Measuring the influence of phonological neighborhood on visual word recognition with the N400: Evidence for semantic scaffolding. Brain and Language, 211, 104866.

Talley, G., & Shelley-Tremblay, J. (2020). The relationship between mindfulness and sleep quality is mediated by emotion regulation. Psychiatry International, 1(2), 42-66.

Hughes-Berheim, S., Morett, L. M., & Shelley-Tremblay, J. F. (2020). How we teach vocabulary matters: Extending gesture’s impact on word learning to reading. EasyChair.