Model of human head on the life, model of brain on the right


Department of Psychology

Gayle Faught, PhD


Dr. Faught teaches undergraduate Developmental PsychologyMethod and Design in the Behavioral SciencesInfant and Child PsychologyPsychology of Adolescence, and Adult Development, as well as graduate-level Developmental Psychology.


Ph.D., The University of Alabama, 2017, Developmental Psychology


Dr. Faught’s research interests include a variety of cognitive processes in Down syndrome, including attention, memory, and language. She is currently working on a project exploring how these processes are affected by aging and early signs of dementia in Down syndrome. She also serves on Master’s thesis committees.


Faught, G. G., & Conners, F. A. (in press). Modeling the relationships among sustained attention, short-term memory, and language in Down syndrome. American Journal on Intellectual and Developmental Disabilities

Conners, F. A., Tungate, A. S., Abbeduto, L., Merrill, E. C., & Faught, G. G. (2018). Growth and decline in language and phonological memory over two years among adolescents with Down syndrome. American Journal on Intellectual and Developmental Disabilities123(2), 103-118. doi: 10.1352/1944-7558-123.2.103

Yang, Y., Faught, G. G., & Merrill, E. C. (2017). Parent reports of wayfinding activities by their children with Down syndrome. Journal of Intellectual and Developmental Disability. doi: 10.3109/13668250.2017.1284309

Faught, G. G., Conners, F. A., Barber, A. B., & Price, H. R. (2016). Addressing phonological memory in language therapy with clients who have Down syndrome: Perspectives of speech-language pathologists. International Journal of Language and Communication Disorders, 51(6), 703-714doi: 10.1111/1460-6984.12241

Faught, G. G., Conners, F. A., & Himmelberger, Z. M. (2016). Auditory and visual sustained attention in Down syndrome. Research in Developmental Disabilities, 53-54, 135-146. doi: 10.1016/j.ridd.2016.01.021

Faught, G. G., Leslie, A. D., & Scofield, J. (2015). The effects of source unreliability on prior and future word learning. First Language35(6), 431-445. doi: 10.1177/0142723715609229