Joanna Salapska-Gelleri, PhD
Assistant Professor, Psychology
Phone: (239) 590-7358
E-Mail: firstname.lastname@example.org Office: Modular 1 - 35
The ability to encode, store and retrieve information is an invaluable tool to human survival. I am interested in the fallibility of those processes and the factors that distort our memories as well as enhance them. I am also interested in how language affects the consolidation and recall of autobiographical information and the role of emotions in these processes. My broad research interests include the nature of the multilingual brain and how culture and context influence the memory systems of bilingual speakers. I am also involved in interdisciplinary research on best practices in science pedagogy including developing teaching and learning techniques that enable students to enhance their scientific literacy skills. Scientific literacy is our ability to identify, extract and process scientific information in a meaningful and useful manner and enables us to be more critical consumers of such information. I believe that as educators, we should be teaching these skills to our students at every opportunity.
As a member of the annual
PROMISING PATHWAYS, The Road to Best Practicein Autism Conference organization committee, I invite you to view the conference page for upcoming events and contact me if you would like to help in organizing the event or have an idea for a presentation. We are always looking for student volunteers to help during the conference as well. Service learning credits are available and lunch is provided. http://www.fgcu.edu/events/promisingpathways/.
Courses Taught: I teach courses in General Psychology, Human Memory and Cognition, the Psychology of Language, Sensation and Perception, History and Systems of Psychology, Senior Seminar, and Artificial Intelligence. I include students in my research and community activities through Directed Study courses and service learning opportunities.
Paul, L., Kehn, A., Gray, M.J., & Salapska-Gelleri, J. (2014). Perceptions of, and assistance provided to, a hypothetical rape victim: differences between rape disclosure recipients and nonrecipients.
Journal of American College Health, 62(6), 426-433. Wallace, W.P., J., Salapska-Gelleri, J.,Belz, C. L., & Owen, M. A (2006). Phonetic-semantic mediated false recognition: Does activation fail to spread?
American Journal of Psychology, 119, 585-617.