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David C. Osmon

Professor
 (414) 229-6751
 Garland Hall 338

Degree:

Ph.D., University of South Dakota, 1979

Research Interests:

The structure of cognition is the central focus of our research with three current approaches to this issue. The first involves using fMRI to map cortical activation associated with orthographic deficits in people with dyslexia. The second involves determining processing disorders associated with learning disability in general using neuropsychological data collected from the Learning Disability Clinic and typically consists of multivariate statistical manipulations (e.g., cluster analysis, factor-analysis, and structural equation modeling of large data sets). The third approach involves experimentally developed chronometric measures (e.g., simple and choice reaction time, local/global, negative priming, Stroop, etc.) that fractionate cognitive functions into their component elements. This work is carried out on various populations, including psychiatric, neurologic, and learning disabled and non-disabled college students and is preclinical in nature, seeking to provide a basis for clinical test development.

Teaching Interests:

My teaching and research interests encompass the general area of medical psychology with an emphasis on neuropsychology.

Courses Taught:

Psych 205: Introduction to Personality
Psych 550/570: History of Psychology
Psych 831: Assessment I
Psych 833: Neuropsychology
Psych 911: Neuropsychological Assessment

Selected Publications

Gracian, E. I., Osmon, D. C., & Mosack, K. E. (2016, December). Transverse patterning, aging, and neuropsychological correlates in humans. Hippocampus/Wiley Periodical, 26(12), 1633-1640.
Mano, Q. R., Williamson, B. J., Pae, H. K., & Osmon, D. C. (2016, December). Stroop interference associated with efficient reading fluency and prelexical orthographic processing. Journal of Clinical and Experimental Neuropsychology, 38(3), 275-283.
Santos, O. A., Kazkov, D., Reamer, M. K., Park, S. E., & Osmon, D. C. (2014, October (4th Quarter/Autumn)). Effort in College Undergraduates Is Sufficient on the Word Memory Test. Oxford University Press, 29(7), 609-613.