Dr. Erin Panda is an Assistant 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). She is interested in how the brain allows us to understand language, read and control our attention, as well as how these processes change with development, learning and intervention. Her primary research approach uses electrophysiology (EEG) to track developmental changes to children and young people’s brain responses while they read and listen to speech. Working in collaboration with local school boards, another arm of her research evaluates how evidence-based educational programs can improve learning outcomes, especially for students who struggle with reading and/or attention, and for those who speak a language other than English at home. This fall she will be starting an EEG project with Pathstone Mental health (a community-based children’s mental health centre) to examine the brain networks involved in attention control in young people that struggle with attention and/or anxiety.
The goal of this work is to use neuroscience to provide new insights into the mechanisms of typical and exceptional development, a better understanding of why some children may struggle with learning, and help informed 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 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
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.