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Psychology

D-Index
48
Citations
10591
World Ranking
5897
National Ranking
3199

Overview

Patricia J. Brooks is affiliated with the College of Staten Island in the United States. Their research spans multiple areas within the social sciences, with a primary focus on developmental and educational psychology. The subfields they contribute to include education, sociology and political science, artificial intelligence, and language and linguistics.

Their recent publications cover themes related to education, cognition, and media literacy. Notable papers include "Improving college students' fact-checking strategies through lateral reading instruction in a general education civics course" (2021, Cognitive Research Principles and Implications), "Executive Functions and Decoding in Children and Adolescents: a Meta-analytic Investigation" (2020, Educational Psychology Review), and "Associations Between Online Instruction in Lateral Reading Strategies and Fact-Checking COVID-19 News Among College Students" (2021, AERA Open). Other works explore neurodevelopmental topics and media literacy, such as "Slower Processing Speed in Autism Spectrum Disorder: A Meta-analytic Investigation of Time-Based Tasks" (2022, Journal of Autism and Developmental Disorders) and "Assessing and fostering college students' algorithm awareness across online contexts" (2020, Journal of Media Literacy Education).

The main topics addressed across their body of work include:

  • Language Development and Disorders
  • Misinformation and Its Impacts
  • Child Development and Digital Technology
  • Reading and Literacy Development
  • Educational Strategies and Epistemologies
  • Neurobiology of Language and Bilingualism
  • EFL/ESL Teaching and Learning

Patricia J. Brooks frequently collaborates with coauthors such as Jessica E. Brodsky, Arshia K. Lodhi, S. Elizabeth, Teresa Ober, and C. Donnan Gravelle.

Their work has appeared repeatedly in venues including:

  • Scholarship of Teaching and Learning in Psychology
  • Arabixiv (OSF Preprints)
  • AERA Open
  • Journal of Media Literacy Education
  • Frontiers in Education

Overall, the research undertaken by Patricia J. Brooks integrates developmental, educational, and social psychological perspectives, often addressing learning strategies, literacy, and the impacts of misinformation within educational contexts. The intersection with artificial intelligence and media literacy illustrates an engagement with contemporary challenges related to digital technologies and information environments.

Best Publications

  • Does Discovery-Based Instruction Enhance Learning?.

    Louis Alfieri;Patricia J. Brooks;Naomi J. Aldrich;Harriet R. Tenenbaum

  • Changing College Students' Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma.

    Kristen Gillespie-Lynch;Patricia J. Brooks;Fumio Someki;Rita Obeid

  • Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts.

    Kristen Gillespie-Lynch;Steven K. Kapp;Patricia J. Brooks;Jonathan Pickens

  • Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders.

    Bertram O. Ploog;Alexa Scharf;DeShawn Nelson;Patricia J. Brooks

  • Effects of video-game play on information processing: a meta-analytic investigation.

    Kasey L. Powers;Patricia J. Brooks;Naomi J. Aldrich;Melissa A. Palladino

  • How Children Constrain Their Argument Structure Constructions.

    Patricia J. Brooks;Michael Tomasello

  • Early syntactic development: A Construction Grammar approach.

    Michael Tomasello;Patricia J. Brooks

  • Young Children Learn To Produce Passives with Nonce Verbs.

    Patricia J. Brooks;Michael Tomasello

  • Verb argument structure and the problem of avoiding an overgeneral grammar.

    Martin D. S. Braine;Patricia J. Brooks

  • Young children's overgeneralizations with fixed transitivity verbs.

    Patricia J. Brooks;Michael Tomasello;Kelly Dodson;Lawrence B. Lewis

  • A Cross-Cultural Comparison of Knowledge and Stigma Associated with Autism Spectrum Disorder Among College Students in Lebanon and the United States.

    Rita Obeid;Nidal Daou;Danielle DeNigris;Christina Shane-Simpson

  • Young children's earliest transitive and intransitive constructions.

    Michael Tomasello;Patricia J. Brooks

  • Inference and Action in Early Causal Reasoning.

    Douglas Frye;Philip David Zelazo;Patricia J. Brooks;Patricia J. Brooks;Mark C. Samuels

  • Acquisition of Gender-like Noun Subclasses in an Artificial Language: The Contribution of Phonological Markers to Learning

    Patricia J. Brooks;Martin D.S. Braine;Lisa Catalano;Ruth E. Brody

  • Shortcuts to Quantifier Interpretation in Children and Adults

    Patricia J. Brooks;Irina Sekerina

  • What do children know about the universal quantifiers all and each

    Patricia J. Brooks;Martin D.S. Braine

  • "For a Long Time Our Voices have been Hushed": Using Student Perspectives to Develop Supports for Neurodiverse College Students.

    Kristen Gillespie-Lynch;Dennis Bublitz;Annemarie Donachie;Vincent Wong

  • Exploring language acquisition in children with a miniature artificial language: Effects of item and pattern frequency, arbitrary subclasses, and correction

    Martin D.S Braine;Ruth E Brody;Patricia J Brooks;Vicki Sudhalter

  • Statistical Learning in Specific Language Impairment and Autism Spectrum Disorder: A Meta-Analysis.

    Rita Obeid;Patricia J. Brooks;Kasey L. Powers;Kristen Gillespie-Lynch

  • Is there a bilingual advantage on interference-control tasks? A multiverse meta-analysis of global reaction time and interference cost.

    Seamus Donnelly;Seamus Donnelly;Patricia J. Brooks;Patricia J. Brooks;Bruce D. Homer

  • The role of selective attention in preschoolers’ rule use in a novel dimensional card sort

    Patricia J Brooks;Julie B Hanauer;Barbara Padowska;Heidy Rosman

  • Phonological Priming in Children's Picture Naming.

    Patricia J. Brooks;Brian MacWhinney

  • Factors affecting young children's use of pronouns as referring expressions.

    Aimee L. Campbell;Patricia Brooks;Michael Tomasello

Frequent Co-Authors

Michael Tomasello
Michael Tomasello Duke University
Bruce D. Homer
Bruce D. Homer City University of New York
Jan L. Plass
Jan L. Plass New York University
Brian MacWhinney
Brian MacWhinney Carnegie Mellon University
Catherine S. Tamis-LeMonda
Catherine S. Tamis-LeMonda New York University
Sandra L. Calvert
Sandra L. Calvert Georgetown University
C. Shawn Green
C. Shawn Green University of Wisconsin–Madison
Laura A. Rabin
Laura A. Rabin City University of New York
Nelson Cowan
Nelson Cowan University of Missouri
Jarrad A. G. Lum
Jarrad A. G. Lum Deakin University

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