Psychologists are interested in how experiences can shape behaviour. Teachers are interested in how to optimize learning for students. One of the best things about being a professor at Huron is that I get to be both a psychologist AND a teacher.
In my faculty role, I am fortunate to have opportunities to examine in the mechanisms of learning AND also the conditions under which optimal learning may occur. Huron students are very engaged—engaged in their studies, engaged in the Huron community, and engaged in the wider world around them. Being a faculty member at Huron provides me with the opportunity to be an active facilitator of learning for my students. Huron’s dedication to students’ learning allows me to connect with my students in the classroom and through active engagement in research. These experiences define learning at Huron for me.
My scholarly research interests are also centred around learning—specifically, how early experiences affect language and music development during infancy and early childhood. My research examines the interaction and interplay between music and language perception. Some of my past research has explored the communicative role of songs for infant listeners, perceptual differences between speaking and singing voices, singing development across early childhood, and the role of music training on literacy skills in children. At Huron, I have a very active Infant and Child Laboratory, which is largely staffed by select students in the Psychology undergraduate program at Huron. We work with infants and young children and their families from the local London community, using short auditory games or activities. I am also an active member of the larger Western Psychology research community.
The focus of my research includes the following:
- Infant auditory development
- Music cognition
- Speech perception