Janet Ingles

Associate Professor


Email: janet.ingles@dal.ca
Phone: 902-494-5162
Fax: 902-494-5151
Mailing Address: 
Sir Charles Tupper Medical Building
5850 College Street
2nd Floor, Room 2C01
PO Box 15000
Halifax, Nova Scotia
B3H 4R2
 

Bio

Dr. Janet Ingles has a BA in psychology from Queen’s University and a PhD in clinical psychology from Dalhousie University. Her doctoral research focused on acquired reading disorders.  

She completed a post-doctoral fellowship in geriatric medicine at Dalhousie in which she studied cognitive and linguistic predictors of dementia. She is registered as a psychologist in Nova Scotia in the area of clinical neuropsychology.

Education

  • BA, Psychology, Queens University
  • PhD, Psychology, Dalhousie University

Research Interests

  • Language and cognition in adults with neurological disorders
  • Dementia
  • Stroke
  • Aphasia
  • Cognitive rehabilitation

Teaching

  • HUCD 5290: Introduction to Neurosciences for Communication Disorders
  • HUCD 6350: Assessment of Neurogenic Language and Cognitive Disorders - Adults
  • HUCD 5070x/y: Clinical Methods
  • HUCD 6550: Seminar in Adult Communication Disorders

Selected Publications

  • Ingles, J., Fisk, J., Fleetwood, I., & Darvesh, S. (in press). Dissociations of case and font in peripheral dysgraphia. Cognitive and Behavioral Neurology.
  • Ingles, J. L. & Eskes, G. A. (2008). A comparison of letter and digit processing in letter-by-letter reading. Journal of the International Neuropsychological Society, 14,164-173.
  • Ingles, J. L., Boulton, D. C., Fisk, J. D., & Rockwood, K. (2007). Preclinical vascular cognitive impairment and Alzheimer disease:  Neuropsychological test performance 5 years before diagnosis. Stroke, 38, 1148-1153.
  • Ingles, J. L., Fisk, J. D., Passmore, M., & Darvesh, S. (2007). Progressive anomia without semantic or phonological impairment. Cortex, 43, 558-564.
  • Ingles, J. L. & Eskes, G. A. (2007). Temporal processing deficits in letter-by-letter reading. Journal of the International Neuropsychological Society, 13, 110-119.