Erin Panda

Assistant Professor

905-688-5550 ext. 3178

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).

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 (a local children’s mental health centre) she is examining the brain networks involved in attention control in young people receiving treatment for attention and/or anxiety.

Second, she is working with community partners to help implement evidence-based instruction and intervention. For example, with the Hamilton-Wentworth District School Board she is assessing 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 exceptional 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 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., *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.

*Kember, J., Tekok-Kilic, A., *Hare, C., Emrich, S., Marshall, W., Segalowitz, S., J & Panda., E.J. (Under Review). Dynamic configuration of large-scale cortical networks during an inhibitory task accounts for heterogeneity in attention-deficit/hyperactivity disorder traits.

Panda, E.J., Woehrle, T., Frijters, J.C., Moules, R., Zolis, S., Edwards, E., Steinbach, K.A., De Palma, M., Lovett, M.W. (Under Review). “Empowering” School Boards to Implement Research-Based Reading Remediation in their Schools Delivers Long-Lasting Improvements to Student’s Reading Trajectories. 10.35542/

* supervised student co-authors

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 one7(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.