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Dr. Natalie Phillips


Natalie Phillips, Ph.D.

(Ph.D. Clinical Neuropsychology 1996; Dalhousie University)


Professor, Department of Psychology
Concordia University


7141 Sherbrooke Street, West
Montreal, Quebec, H4B 1R6


Tel: 514-848-2424 ext. 2218


Website: Phillips Lab Website






My general area of research is adult human neuropsychology and cognition, with an emphasis on integrating behavioural and electrophysiological (event-related brain potentials) measures of brain function in aging and neurological populations.  My current research interests include: 1) identifying patients at risk for developing Alzheimer's disease (e.g., patients with mild cognitive impairment) by studying neuropsychological, EEG/ERP, and anatomical measures of language, executive function, and memory; 2) examining bilingual language processing and executive control; 3) studying audiovisual speech perception; and 4) ongoing development of the Montreal Cognitive Assessment (MoCA) test.  (Funding by NSERC, CIHR, the Alzheimer Society of Canada)





Frtusova, J.B., Winneke, A., & Phillips, N.A. (in press).  ERP evidence that auditory‑visual speech facilitates working memory in younger and older adults.  Psychology and Aging.


Julayanont, P., Phillips, N.A, Chertkow, H., & Nasreddine, Z.S. (2013).  The Montreal Cognitive Assessment (MoCA): Concept and clinical review.  In A.J. Larner (Ed.), Cognitive Screening Instruments: A Practical Approach (pp. 111-152).  Berlin, Germany:  Springer-Verlag.


Johns, E.K., Phillips, N. A., Belleville, S., Goupil, D., Babins, L., Kelner, N., Ska, B., Gilbert, B., Massoud,F., de Boysson, C., Duncan, H., & Chertkow, H. (2012).  Profile of executive functioning in amnestic mild cognitive impairment: Disproportionate deficits in inhibitory control.  Journal of the International Neuropsychological Society, 18, 1-15.  [Winner of the CIHR-Institute of Aging Age+ Award].


Kousaie, S. & Phillips, N.A.  (2012).  Aging and bilingualism: Absence of a bilingual advantage in Stroop interference in a non-immigrant sample.  Quarterly Journal of Experimental Psychology, 65 (2), 356-369.