Positions

Associate Professor of Psychology

Associate Director of the University Honors Program

Adjunct Professor of Speech Pathology

Adjunct Professor of Neurology

Education

Ph.D., City University of New York, 2003 - Cognitive Neuroscience
M.A., New School for Social Research, 1998 - General Psychology
B.S., Colorado State University, 1995 - Psychology

Office: LSCB 384
Phone: 251.460.6883
Email: JSTremblay@usouthal.edu

Discipline: Cognitive Neuroscience
Others: Psychology of Reading, Psychophysiology

Curriculum Vitae

Neurology Grand Rounds

Collaborative Research

Research examining the psychophysiological correlates of normal walking.

Click the picture for a video describing the collaboration.

Collaborator: Dr. Wei Liu: Department of Physical Therapy

Research explores how to create life-long innovators in the STEM disciplines.

Collaborator: Center for Integrative Studies in Science, Technology, Engineering, and Mathematics.

Go to this link and click on the Robot picture!

Research Interests

Founder and Coordinator of Psychophysiology Laboratory. Electrophysiological investigation of language and cognitive processes. Event-Related Potentials. Language and Cognition. biological and attentional basis of reading disabilities. Molecular and Behavioral Neuroscience. Neuropsychological testing research and diagnosis. Psycholinguistics.

I am the director of the Experimental Event-related Potentials Laboratory. My research investigates the interaction between visual attention and reading processes. I have three current areas, employing psychophysiological, neuropsychological, and educational methodologies. One of my most promising directions combines my basic and applied research interests and involves visual training for persons with reading disability. I am fascinated by the possibility of understanding some of the contributories of disordered visual processing to reading disability, and to this end I have worked with my collaborators to develop novel approaches to assessment and intervention. I am using infra-red based eye tracking equipment to provide a quantitative record of eye movements and reading fluency, and correlating this information with comprehension and vocabulary levels.

Courses

Honors Research Seminar (HON 301)

Honors Creativity, Problem Solving, and Narrative (HON 490)

Advanced Physiological Psychology (PSY 510)

Introduction to Psychology (120)
Research design and Analysis I (220)
Research Design and AnalysisII (320)
History and Systems of Psychology (412)
Cognitive Psychology (416): University of South Alabama

Selected Publications

Shelley-Tremblay, J., Langhinrichsen-Rohling, J., & Eyer, J. (2012) Attention Therapy Improves Reading Comprehension in Adjudicated Teens in a Residential Facility. Journal of Correctional Education. Article

Deichert, N., & Shelley-Tremblay, J.F. (2011) R You Ready? An interactive guidebook for the R statistical package. Great River Technologies press, Dubuque, IA.

Reidy, D.R., Shelley-Tremblay, J.F., & Lilienfeld, S.O. (2011) Psychopathy, Reactive Aggression, and Precarious Proclamations: A Review of Behavioral, Cognitive, and Biological Research. Aggression and Violent Behavior, 16, 512-524. Article

Shelley-Tremblay, J.F., Syklawer, S., & Ramkissoon, I.  (2011) The Effects of Magno-Parvocellular Integration Training on Fluency and Visual Evoked Potentials in Poor Readers. Journal of Behavioral Optometry, 22;2:31-3.Article

Shelley-Tremblay, J.F. (2010) Theories of Semantics. In Guendouzi, J., Loncke, F., & Williams, M. Eds. The Handbook of Psycholinguistic & Cognitive processes: Perspectives in Communication Disorders. Taylor & Francis, New York, N.Y. Book

Shelley-Tremblay, J.F. (2010) Breakdown of Semantics in Aphasia and Alzheimer's Dementia: A Role for Attention? In Guendouzi, J., Loncke, F., & Williams, M. Eds. The Handbook of Psycholinguistic & Cognitive processes: Perspectives in Communication Disorders. Taylor & Francis, New York, N.Y. Book

Shelley-Tremblay, J.F., & Eyer, J. (2009) Effect of the Reading Plus Program on Reading Skills in Second Graders. Journal of Behavioral Optometry, 20(3), 59 – 66. Article

Shelley-Tremblay, J. F., Ernst, A., & Kline, J. P. (2009). Carbohydrate Consumption is Associated with Left-frontal activation and Anger in Persons with Fibromyalgia Syndrome. The Journal of Musculoskeletal Pain, 17(4). Article

Ernst, A., Shelley-Tremblay, J.F., (2009) Fibromyalgia Syndrome and Carbohydrates. Springer - Verlad, VDM. Berlin. Book

Shelley-Tremblay, J., O’Brien, N., & Langhinrichsen-Rohling, J. (2007) Reading Disability in Adjudicated Youth: Prevalence Rates, Current Models, Traditional and Innovative Treatments. Aggression and Violent Behavior, 12, 376–392.

Solan H.A., Shelley-Tremblay, J., Hansen, P., & Larson, S. (2007) Is there a Common Linkage Among Reading Comprehension, Visual Attention, and Magnocellular processing? Journal of Learning Disabilities, 40, 270 - 278.

O’Brien, N., Langhinrichsen-Rohling, J., & Shelley-Tremblay, J.F.  (2007) Reading Problems, Attentional Deficits, and Current Mental Health problems in Adjudicated Adolescent Males. Journal of Correctional Education, 58, 3. 

Solan, H.A., Shelley-Tremblay, J., & Larson, S. (2007) Vestibular function, sensory integration, and cognitive and balance abnormalities: a brief literature review. Journal of Optometric Vision Development, 38, 1 - 5.

Solan H.A., Shelley-Tremblay, J., Larson S., & Mounts, J. (2006) Silent Word Reading Fluency and Temporal Vision Processing: Differences Between Good and Poor Readers. Journal of Behavioral Optometry, 17, 1-9.

Solan H.A., Shelley-Tremblay, J., Hansen, P., Larson S., and Ficcara, A.P. (2004) M-Cell Deficits and Reading Disability: A Preliminary Study on The Effects of Temporal Vision Processing Therapy. Optometry, Journal of the American Optometric Association, November, 2004; 75.

Deacon, D., Grose-Fifer, J., Hewitt, S., Nagata, M., Shelley-Tremblay, J., and Yang, C.M. (2004). Physiological evidence that a masked unrelated intervening item disrupts semantic priming: implications for theories of semantic representation and retrieval models of semantic priming. Brain and Language, Vol. 89 (1), 38-46.

Solan H.A., Shelley-Tremblay J, Larson S. Effect of Visual attention therapy on reading comprehension. (2003) Journal of Learning Disabilities Nov. Vol. 36.

Solan, H.A., Hansen, P., Shelley-Tremblay, J.F., & Ficarra, A. Coherent motion threshold testing for M-Cell deficit differentiates above and below average grade 6 readers. Optometry, Journal of the American Optometric Association Nov.,2003; 74.

Solan, H.A., Larson, S., Shelley-Tremblay, J.F., Silverman, M, & Ficcara, A.P. (2001) The role of visual attention in cognitive control of oculomotor readiness in learning disabled 6th graders. Journal of Learning Disabilities, 24 (2), 107-118.

Deacon, D., & Shelley-Tremblay, J. (2000) How automatically is meaning accessed: A review of the effects of attention on semantic processing. Frontiers in Bioscience (5), e82-94.

Shelley-Tremblay, J.F., & Mack, A. (1999) Attention modulates metacontrast masking. Psychological Science,10,508-515.

Shelley-Tremblay, J.F., & Rosen, L.A. (1996) Attention Deficit Hyperactivity Disorder: An Evolutionary Perspective. Journal of Genetic Psychology, 157 (4), 443-444

Advisor for Psi Chi, The International Honors Society in Psychology.