Maya M. Khanna, PhD
Maya M. Khanna, PhD

Maya M. Khanna, PhD

Professor
College of Arts and Sciences

Expertise/Specializations

  • Cognition and Development; Developmental Neuroscience

Academic Appointments

Department

  • Psychology

Position

  • Professor

Education

  • University of Michigan, M.S., Ph. D.
  • Washington University in St. Louis, A.B.

Publications and Presentations

Books

  • Khanna, Maya M. Adolescent and adult development: Designing a retirement and care plan for older adults, Promoting Student Engagement, 15-19, 2011
  • Khanna, Maya M. Community service engagement: How our students benefit from this service and how to encourage them to pursue community service., Promoting Student Engagement, 41-45, 2011
  • Khanna, M. M. Engaging Students in Community-Based Research, Developing, Promoting, and Sustaining the Undergraduate Research Experience in Psychology, 156-161, 2008

Articles

  • Khanna, Maya M. Ungraded pop quizzes: Test-enhanced learning without all the anxiety, Teaching of Psychology, 42, 174-178, 2015
  • Khanna, Maya M. Boys, Not Girls, Are Negatively Affected on Cognitive Tasks by Lead Exposure: A Pilot Study, Journal of Environmental Health, 77, 72-77, 2015
  • Khanna, M. M., Badura-Brack, A. S., McDermott, T. J., Shepherd, A., Heinrichs-Graham, E., Pine, D. S., Bar-Haim, Y., & Wilson, T. W. Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists. Cognition and Emotion., Cognition and Emotion, 2015
  • Ungraded Pop-Quizzes: Test-Enhanced Learning Without All the Anxiety, Teaching of Psychology, 42(2), 174-178, 2015
  • Khanna, Maya M., Brack, Amy S. B., Finken, Laura L. Short- and Long-Term Effects of Cumulative Finals on Student Learning, Teaching of Psychology, 40, 175-182, 2013
  • Khanna, M. M., Badura Brack, A., & Finken, L. L. Short- and long-term effects of cumulative finals on student learning., Teaching of Psychology, 40(3), 175-182, 2013
  • Schock, Jocelyn, Cortese, Michael J., Khanna, Maya M., Toppi, Sean Age of acquisition estimates for 3,000 disyllabic words, Behavior Research Methods, 44, 971-977, 2012
  • Schock, Jocelyn, Cortese, Michael J., Khanna, Maya M. Imageability estimates for 3,000 disyllabic words, Behavior Research Methods, 44, 374-379, 2012
  • Age of acquisition estimates for 3,000 disyllabic words., Behavior Research Methods, 44(4), 971-977, 2012
  • Khanna, M. M., Cortese, M. J. Age of acquisition estimates for 1,208 ambiguous and polysemous words, Behavior Research Methods, 43, 86-96, 2011
  • Age of acquisition ratings for 1,208 ambiguous and polysemous words., Behavior Research Methods, 43(1), 89-96, 2011
  • Khanna, Maya M., Cortese, Michael J., Birchwood, Katharine S. Learning New Words Affects Nonword Pronunciation in Children, Scientific Studies of Reading, 14, 407-439, 2010
  • Cortese, Michael J., Khanna, Maya M., Hacker, Sarah Recognition memory for 2,578 monosyllabic words, Memory, 18, 595-609, 2010
  • Khanna, Maya M., Boland, Julie E. Children's use of language context in lexical ambiguity resolution, Quarterly Journal of Experimental Psychology, 63, 160-193, 2010
  • Khanna, Maya M., Boland, J. E. The development of context-use for lexical ambiguity resolution., Quarterly Journal of Experimental Psychology, 63, 160-193, 2010
  • Khanna, Maya M., Cortese, Michael J. Children and adults are differentially affected by presentation modality in the DRM paradigm, Applied Cognitive Psychology, 23, 859-877, 2009
  • Cortese, Michael J., Khanna, Maya M. Age of acquisition ratings for 3,000 monosyllabic words, Behavior Research Methods, 40, 791-794, 2008
  • Cortese, Michael J., Khanna, Maya M., White, Katherine K., Veljkovic, Ilija, Drumm, Geoffery The activation and monitoring of memories produced by words and pseudohomophones, Journal of Memory & Language, 58, 393-414, 2008
  • Cortese, Michael J., Khanna, Maya M. Age of acquisition predicts naming and lexical-decision performance above and beyond 22 other predictor variables: An analysis of 2,342 words, Quarterly Journal of Experimental Psychology, 60, 1072-1082, 2007

Publications

  • Imageability estimates for 3,000 disyllabic words., Behavior Research Methods, 44, 374-379, 2012

Presentations

  • Khanna, M. M. & Dickel, C. T. (2014, May) Neurological effects of lead exposure and a new cognitive intervention. Invited presentation at the Omaha Healthy Housing Summit., 2015
  • Dickel, C.T., & Khanna, M.M. (March, 2014). “Lessons and Dilemmas: Implementing and Evaluating a College-Wide iPad Project.” EDUCAUSE Connect, Chicago, Illinois, March 17-19, 2014., 2014
  • Khanna, M. M., Badura Brack, A. S., and Finken, L. L. (2013, October). Cumulative Final Exams and Pop Quizzes: Practical ways to integrate repeated testing into courses. Presented at the Society for Teaching of Psychology, Best Practices: Research-Based Approaches for Teaching Psychology., 2013
  • Khanna, M. M. (2013, October). Neurological effects of lead exposure and the educational implications. Invited presentation at the Lead & Healthy Housing Midwest Regional Conference., 2013
  • Dickel, C.T., Khanna, M.M., Ishii-Jordan, S.R., & Turner, M. (2013, October). Preparing the faculty: Ongoing pedagogical issues in iPad-only university courses. Presentation made at the E-Learn World Conference on E-Learning , Las Vegas, Nevada., 2013
  • Dickel, C.T., & Khanna, M.M. (April, 2013). “Evidence-Based Learning: An Interactive Case Study Evaluating the Impact of iPads on Student Learning. Sloan/Merlot 7th Annual Emerging Technologies for Online Learning International Symposium, Dallas, Texas, April 9-11, 2013., 2013
  • Khanna, M. M. (2012, May). Cognitive impact of lead exposure on Omaha children. Invited presentation to the Omaha and Sarpy county public schools Early Childhood Network., 2012
  • Khanna, M. M. (2012, March). Cognitive impact of lead exposure on Omaha children. Invited presentation to the Douglas County Health Department Board of Directors., 2012
  • Centeno, L. & Khanna, M. M. (2011). The Impact of verb type on explicit and implicit memory. Presented at the 52nd Annual Meeting of the Psychonomics Society. Seattle, WA., 2011
  • Khanna, M. M. & DiFolco, K. (2011). Improving children’s comprehension and memory: Reciprocal teaching vs. repeated testing. Presented at the 2011 Annual Meeting of the Midwestern Psychological Association Meeting. Chicago, IL., 2011
  • Centeno, L. & Khanna, M. M. (2011). The effects of verb complexity on reading comprehension. Presented at the 2011 Annual Meeting of the Midwestern Psychological Association Meeting. Chicago, IL., 2011
  • Khanna, M. M. (2010, December ). The Relationship Between Neurocognitive Development and Cognitive Functioning. Presented at The University of Vermont, Medical Center Departments of Neurology and Psychiatry Grand Rounds, Burlington, VT., 2010
  • Khanna, M. M., Cortese, M. J., Murphy, B.* & Daniels, K*. (2010, November) Dominance and Subordination: Age of Acquisition Estimates for Ambiguous Word Senses. Presented at the 51st Annual Meeting of the Psychonomics Society. St. Louis, MO., 2010

Research and Scholarship

Research and Scholarship Interests

  • Language processing, executive functions, attention, word recognition, neurotoxins, pedagogical applications of cognitive research

Current Research Projects

  • See above

Grant Funding Received

  • National Institutes of Health – Working Memory Intervention in Elementary School Children Exposed to Lead
  • Haddix Presidential Faculty Research Fellowship – Cognitive Training for Lead Exposed Children
  • Creighton University Summer Faculty Fellowship Program – How do you know what I mean by match?-
  • Creighton University Office for Academic Excellence and Assessment Grant – Impact of iPad Use on Student Learning.
  • Creighton University Summer Faculty Fellowship Program – The Impact of Lead Exposure on Executive Function and Reading Skill Development
  • Creighton University Summer Faculty Fellowship Program – Children’s use of sentence level and word level context for meaning selection
  • Creighton University Office for Academic Excellence and Assessment Grant – Cumulative Final Exams: A Continual Review of the Impact on Student Learning-