Lisa A. (Farley) VanWormer UWF Psychology Department, Rm 232 • Pensacola FL 3251 850-857-6217 • lvanwormer@uwf.edu --------------------------------------------------------------------------------------------------------------------------------------------------------------------------______________------------------------ EDUCATION Purdue University, West Lafayette IN, 2001-2006 Ph.D. Cognitive Psychology; Minor in Gerontology; Specialization in Human Factors 08/2006 M.S. Cognitive Psychology 05/2004 Lake Superior State University, Sault Ste. Marie MI, 1996-2000 B.S. Psychology; Minor in English/Literature; Magna cum laude with an Honors Degree 05/2000 ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------______________---------------------- WORK EXPERIENCE Current Position Assistant Professor Psychology Department. University of West Florida Courses Taught EXP 3082 Experimental Psychology EXP 3082L Experimental Psychology Laboratory EXP 4507 Memory and Cognition EXP 6506 Advanced Cognitive Psychology Visiting Instructor Psychology Department, Purdue University. F 2006- PSY 200 Cognitive Psychology (Enrolled students 1st semester = 250) S 2007- PSY 200 Cognitive Psychology (Enrolled students 2nd semester = 350) Responsible for creating material relevant to a general survey course of cognitive psychology. Topics ranged from sensation and perception to problem solving and decision making to artificial intelligence. Duties included preparing and giving 2, 1 ¼ hour lectures each week, constructing both multiple-choice and short-essay exams quarterly, and assigning outside readings that best demonstrated how class concepts were exercised in everyday life. Demonstrated a hands-on approach by maintaining a student accessible web-page with daily updates of extra credit assignments, study guides, and general class announcements. Encouraged student participation through extra credit opportunities both in and out of the classroom. Teaching Assistant: Spring 2006 – IE/PSY 577 Human Factors in Engineering Worked with Dr. Robert Proctor and a team of teaching assistants for approximately 60 students. Duties included the shared responsibility of making weekly project presentations and grading projects and exams. Fall 2005- IE/PSY 577 Human Factors in Engineering Worked with Dr. Robert Proctor and a team of teaching assistants for approximately 150 students. Duties included the bulk of responsibility for directing the Continuing Engineering Education and Distance Learning students who were working for major corporations across the United States. Duties also included the shared responsibility of making weekly project presentations, preparing test questions, and grading projects and exams. Fall 2001 to Fall 2004 -- PSY 200 Introduction to Cognition Alternated as a teaching assistant for Dr. Ian Neath and Dr. Aimee Surprenant. As the sole teaching assistant, duties included providing personal assistance to 80-100 students each semester, grading shortessay exams, and overseeing student participation in CogLab, a cognitive psychology online laboratory. Research Assistant: Fall 2003 to August 2006- Funded by National Institute on Aging Grant Member of the Cognitive Aging and Memory Lab co-founded by Dr. Aimée Surprenant and Dr. Ian Neath. Recruited and tested study participants ranging from age 18 to age 95. Primarily investigating the relationship between sensory and memory deficits found in elderly adults. Older adults tend to have impaired hearing and visual acuities which leads to impoverished stimuli. Currently, a number of our studies test the hypothesis that by allocating compensating mental resources to overcome these sensory deficits, older adults decrease the quality of mental resources that might normally be devoted to further processing of the stimuli, such as storage and rehearsal. This hypothesis, if supported, would seem to suggest that decreasing the load on sensory processing would produce a noticeable improvement in memory performance for older adults. Summer 2002- Funded by Caterpillar Inc. Grant Worked as part of a team under the supervision of Dr. Aimée Surprenant (Cognitive Psychology) and Dr. Patricia Davies (Mechanical Engineering) in an ongoing investigation of the effect of sound quality in tractor cabs on work performance. Not only can loud cab environments contribute to an individual’s hearing loss, it can also lead to detriments in task performance. ---------------------------------------------------------------------------------------------------------------------------------------------------------______________----------------------------------------- AD HOC REVIEWER American Journal of Psychology ----------------------------------------------------------------------------------------------------------------------______________---------------------------------------------------------------------------- PROFESSIONAL ORGANIZATIONS Association for Psychological Science Southeastern Psychological Association Faculty Co-Advisor of PsiChi, the National Honor Society of Psychology (2008-2009) Faculty Co-Advisor of the Student Psychological Association (2008-2009) ----------------------------------------------------------------------------------------------------------------------______________---------------------------------------------------------------------------- PUBLICATIONS AND PRESENTATIONS Neath, I., Farley, L. A., & Surprenant, A. M. (2003). Directly assessing the relationship between irrelevant speech and articulatory suppression. Quarterly Journal of Experimental Psychology, 56A, 1269-1278. Surprenant, A. M., Kelley, M. R., Farley, L. A., & Neath, I. (2005). Fill-In and infill errors in order memory. Memory, 13, 267-273. Surprenant, A. M., Farley, L. A., & Bireta, T. J. (2007). A history of memory and aging. In J. S.Nairne (Ed.), Foundations of memory: Essays in honor of Henry L. Roediger, III. Hove, UK: Psychology Press. Farley, L. A., Neath, I., Allbritton, D. W., & Surprenant, A. M. (2007). Irrelevant speech effects and implicit sequence learning. Memory & Cognition. Presentations Farley, L.A., & Sawyer, T. (2000). The role of homophones as investigative materials in the multiple memory debate. Poster presented at the 2000 Midwestern Psychological Association Conference, Chicago, Illinois. Farley, L. A., Neath, I., & Surprenant, A. M. (2003). Irrelevant speech and implicit memory. Paper presented at the Invited Symposium Auditory Attention/ Distraction at the XX British Psychological Society Cognitive Section Conference, University of Reading, September 2003 Surprenant, A. M., Bireta, T. J., Farley, L. A., & Neath, I. (2005). Modeling the effects of aging on immediate memory for phonologically confusable lists. Poster presented at the Aging and Speech Communication Conference, Indiana University, October 2005. Surprenant, A. M., Farley, L. A., & Neath, I. (2005). Age-related differences in the phonological similarity effect: The contribution of sensory acuity. Poster presented at the 46th Annual Meeting of the Psychonomic Society, Toronto, Canada, November 2005. Surprenant, A. M., Farley, L. A., & Neath, I. (2005). Age-related differences in the phonological similarity effect: The contribution of sensory acuity. Poster presented at the 46th Annual Meeting of the Psychonomic Society, Toronto, Canada, November 2005. Farley, L.A., Neath, I., & Suprenant, A.M. (2006). Testing exceptions to the inhibitory deficit hypothesis. Poster presented at the 47th Annual Meeting of the Psychonomic Society, Houston, Texas, November 2006. VanWormer, L.A. (2009). Examining the role of salience on the inhibitory deficit hypothesis. Poster presented at the 55th Annual Meeting of the Southeastern Psychology Association, New Orleans, Louisiana, February 2009.