Gayle Faught

Dr. Gayle Faught

Assistant Professor

Developmental Psychology

Contact Information

Office : PEN 237Q

Email : GayleF@usca.edu

Phone : 803-641-2847


Curriculum Vitae

Courses Taught

Dr. Faught teaches undergraduate Developmental Psychology, Method and Design in the Behavioral Sciences, Infant and Child Psychology, Psychology of Adolescence, and Adult Development, as well as graduate-level Developmental Psychology.


Education

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


Research Interests

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.


Publications

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 Disabilities, 123(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), 703-714. doi: 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 Language, 35(6), 431-445. doi: 10.1177/0142723715609229