Associate Professor
905-688-5550 ext. 3178
epanda@brocku.ca
Dr. Erin Panda is an Associate Professor in the Department of Child and Youth Studies at Brock University and co-director of Brock’s Developmental Neuroscience Lab (along with Dr. Ayda Tekok-Kilic and Suzanne Curtin).
Erin is interested in how the brain allows us to understand language, read, and control our attention. Specifically, she wants to know how these processes differ between individuals and change with development, learning and effective intervention. Her research – Educational Neuroscience – falls into two main categories.
First, she tracks developmental differences in children and young people’s brain responses while they read, listen to speech, and focus their attention using electrophysiology (EEG). For example, with Pathstone Mental health (Niagara’s lead agency for children’s mental health) she is examining the brain networks involved in attention control in young people receiving treatment for attention difficulties and/or anxiety.
Second, she works with community partners to help implement evidence-based instruction and intervention. For example, with the Hamilton-Wentworth District School Board she assessed the effectiveness of implementing an evidence-based reading (EmpowerTM Reading) in schools, and the associated shift in children’s long-term reading outcomes.
The goal of this work is to use neuroscience to provide new insights into the mechanisms of typical and neurodiverse development. This could lead to a better understanding of why some children may struggle with learning and help inform the development and implementation of targeted evidence-based programming so that more children can succeed.
Developmental changes in reading, language, and attention in typically developing children, and children who struggle with reading, inattention and/or other learning disabilities
Functional brain networks supporting language comprehension, reading, attention and cognitive control in children
Neural plasticity associated with first and second language learning
Neurocognitive correlates of individual differences in reading, language, cognition and learning trajectories
Publications:
* = student co-author
*Peddigrew, E., McNamara, J. Tarulli, D., Panda, E.J. (Under Review). Reconceptualizing Disability from A Limitation to A Resource: A Narrative Analysis of Learning Disability Memoirs. Learning Disability Quarterly.
*Hare, C., Panda, E.J., Collins, T., Segalowitz, S.J., Tekok-Kilic, A. (Under Review). The Interaction of ADHD-traits and Trait Anxiety on Inhibitory Control. Psychophysiology. https://doi.org/10.22541/au.169507088.85380351/v1
*Hare, C., *Johnson, B., *Vlahiotis, M., Panda, E.J., Tekok-Kilic, A., & Curtin, S. (2024). Individual differences in reading comprehension in digital and print mediums: A systematic review. Journal of Research in Reading. Advanced online publication. https://doi.org/10.1111/1467-9817.12461
Panda, E.J., Woehrle, T., Frijters, J.C., Moules, R., Zolis, S., Edwards, E., Steinbach, K.A., De Palma, M., & Lovett, M.W. (2023). “Empowering” schools to implement effective research-based reading remediation delivers long-lasting improvements to student’s reading trajectories. Journal of Learning Disabilities, 0(0). https://doi.org/10.1177/002221942312150
*Kember, J., *Steipen, L., Panda, E.J., & Tekok-Kilic, A. (2023). Resting-state EEG dynamics help explain differences in response control in ADHD: Insights into electrophysiological mechanisms and sex differences. PloS one, 18(10), e0277382. https://doi.org/10.1371/journal.pone.0277382
Panda, E. J., *Kember, J., Emami, Z., Nayman, C., Valiante, T. A., & Pang, E. W. (2023). Corrigendum to” Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill”[Neuropsychologia 168 (2022) 108181]. Neuropsychologia, 183, 108531.
Panda, E.J. (2022, June 7). The right to read report offers a great opportunity. [Opinion]. The Hamilton Spectator and The St. Catharines Standard. Links here & here
Panda, E. J., *Kember, J. D., Emami, Z., *Nayman, C., Valiante, T. A., & Pang, E. W. (2022). Dynamic functional brain network connectivity during pseudoword processing relates to children’s reading skill. Neuropsychologia, 108181.
Panda, E. J., Emami, Z., Valiante, T. A., & Pang, E. W. (2020). EEG Phase Synchronization during Semantic Unification Relates to Individual Differences in Children’s Vocabulary Skill. Developmental Science, e12984.
White, E. J., Nayman, C., Keller, A.E., Dunkley, B.T., Valiante, T.A., & Pang, E.W. (2018). Addressing the Language Binding Problem with Dynamic Functional Connectivity during Meaningful Spoken Language Comprehension. Frontiers in Psychology, 9, 1960.
White, E. J., Genesee, F. Titone, D., & Steinhauer, K. (2017). Phonological processing late second language learners: The effects of proficiency and task. Bilingualism, Language and Cognition, 20 (1), 162-183.
Tannock, R., Lovett, M., Martinussen, R., Frijters, J., Ickowicz, A., White, E., J., Benson, N. (2016). Combined modality intervention for ADHD with comorbid reading disorder: A proof of concept study. Journal of Learning Disabilities. 0022219416678409.
White, E. J., Hutka, S., Williams, L. J., & Moreno, S. (2013). Learning, neural plasticity and sensitive periods: implications for language acquisition, music training and transfer across the lifespan. Frontiers in Systems Neuroscience, 7:90.
White, E. J., Genesee, F., & Steinhauer, K. (2012). Brain Responses before and after intensive second language learning: Proficiency based changes and first language background effects in adult learners. PloS one, 7(12), e52318.
Steinhauer, K., White, E. J. & Drury, J. E. (2009). Temporal dynamics of late second language acquisition: Evidence from event-related brain potentials. Second Language Research 25(1), 13-41.
Don Ursino Award for Excellence in the Teaching of Large Classes, 2023
Award for Excellence in Teaching in the Social Sciences, 2022
