Judith Foy, Ph.D.






Office: University Hall 4741
Telephone: (310) 338-4591
E-mail: jfoy@lmu.edu

Personal webpage:



Postdoctoral Fellowship, Neuropsychiatric Institute (Semel Institute for Neuroscience and Human Behavior), UCLA, 1987-1989
Ph.D. Experimental Psychology (Cognitive), Kent State University, 1987
M.A. Experimental Psychology, Kent State University, 1986
M.S. Speech Language Pathology, Eastern Washington University, 1981

Specialty/Areas of Interest:

Language and cognition, cognitive neuroscience, reading, research methodology, animal learning

Courses Taught:

Research Methods, Cognition, Psycholinguistics Research; Language, Literacy and Community; Psychology of Good and Evil, Brain, Mind and Culture

Brief Bio:

Judith Foy is Professor of Psychology at Loyola Marymount University where she teaches courses in research methodology, cognition, and mind-brain interactions. She earned her Ph.D. in Experimental Psychology (Cognitive Neuroscience) from Kent State University, and is also a licensed Speech Language Pathologist. Dr. Foy founded and directs an early intervention program where LMU undergraduates provide evidence-based reading tutoring and memory training to underserved populations. Her research interests include the relation between cognition and reading, and the role of speech/language skills in early reading development. 

Recent Publications:

Foy, J.G., & Mann, V.A. (2013). Executive function and early reading skills. Reading and Writing: An Interdisciplinary Journal, 26(3), 453-472. doi:10.1007/s11145-012-9376-5 (Online First in 2012).

Foy, J.G., & Mann, V.A. (2012) Bilingual children show advantage in auditory nonverbal executive function task. International Journal of Bilingualism, in press. doi: 0.1177/1367006912472263 (Online First in January 2013).

Foy J.G. & Mann, V.A. (2012). Speech production errors in early readers: Predictors of risk. Reading and Writing: An Interdisciplinary Journal, 25(4), 799-830.doi: 10.1007/s11145-011-9300-4 (0nline First in 2011).

Foy, J.G., & Mann, V.A. (2009). Effects of onset density in preschool children: Implications for development of phonological awareness and phonological representation. Applied Psycholinguistics, 30(2), 339-361.

Foy, J.G. (2009). An effectiveness study of the Bookworm Project: A university-school partnership providing a low-cost, research-based early reading intervention for at-risk kindergarteners. Early Childhood Services, 3(4) 281-300.

Foy, M.R. & Foy, J.G. (2009) Learning and memory in normal aging (not AD models): Conditioned taste aversion, In L. Squire, T. Albright, F. Bloom, F. Gage, and N. Spitzer (Eds), New Encyclopedia of Neuroscience, 3, pp. 35-41. Oxford: Elsevier Science.

Foy, M.R., Foy, J.G., Baudry, M., & Thompson, R.F. (2008). 17b-estradiol modifies stress-induced and age-related changes in hippocampal synaptic plasticity. Behavioral Neuroscience, 122, 301-309.

Mann, V.A., & Foy, J.G. (2007). Speech production patterns and    phonological awareness in preschool children. Annals of Dyslexia, 57(1), 51-74.

Foy, J. G. & Mann, V.A. (2006). Changes in letter sound knowledge are associated with development of phonological awareness in preschool children. Journal of Research in Reading, 29(2), 143-161.

Foy, J.G., Feldman, M., Lin, E., Mahoney, M., & Sjoblom, C. (2006) Neuroscience workshops for fifth grade school children: A university-school partnership. Cell Biology Education: Special Issue in Neuroscience Education, 5(2) 128-136.

Mann, V.A. & Foy, J.G. (2003). Phonological awareness, speech development, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149-173.

Foy, J.G. & Mann, V.A. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24(1), 59-88.

Foy, M.R. & Foy, J.G. (2003). Reversal of long-delay conditioned taste aversion learning in rats by sex hormone manipulation. Integrative Physiological and Behavioral Science, 38, 203-213.

Foy, J.G. & Mann, VA (2001). Does strength of phonological representations predict phonological awareness in preschool children? Applied Psycholinguistics, 22, 301-325.

Mann, VA & Foy, J.G. (2000). Speech perception and production as evidence for the role of phonological awareness. The Journal of the Acoustical Society of America, 108 (S, Pt. 2 of 2), 2481.

Vouimba, R.M., Foy, M.R., Foy, J.G., & Thompson, R.F. (2000). 17ß-estradiol suppresses expression of long-term depression in aged rats. Brain Research Bulletin 53(b), 783-787. 

Founder and Director of:

The Bookworm Project

Clinical Credentials:

Licensed and certified speech pathologist