Department of Psychology
Department of Psychology

Andreana P Haley


Associate ProfessorPh.D., University of Virginia

Andreana P Haley

Contact

Interests


aging, cognition, neurobiology, neuroimaging (MRI, MRS, fMRI)

Biography


Dr. Haley plans to admit a new graduate student for Fall of 2016.

I received my Ph.D. degree in Clinical Psychology from the University of Virginia in 2005 after completing a pre-doctoral internship in Neuropsychology and Rehabilitation Medicine at Eastern Virginia Medical School.  Before joining the Clinical Psychology faculty at UT Austin, I spent two years as a Dementia Research Fellow at Brown University, and a visiting research fellow at the Center for Neurological Imaging at the Brigham and Women’s Hospital in Boston. 

My research examines the biological underpinnings of cognitive impairment associated with aging and dementia. As a clinical neuropsychologist, I am interested in studying the neural substrates of memory, language and executive function in clinical populations, in vivo, by utilizing functional neuroimaging (fMRI) and neurospectroscopy (1H MRS). I also conduct work to determine how disturbances in glucose metabolism, hormonal regulation, and cardiovascular functioning contribute to changes in cognition, brain morphology, and energy metabolism. My goal is to bridge knowledge from basic and clinical neuroscience with the aim of improving how we understand, predict, and treat age- and disease-related cognitive impairment.

Publications: 

http://www.ncbi.nlm.nih.gov/pubmed/?term=Haley+AP

Courses


PSY 418 • Statistics And Research Design

43090-43095 • Fall 2016
Meets TTH 200pm-330pm NOA 1.116

Students may not enroll in Psychology 418 more than twice. Survey of statistics, including central tendency, variability and inference, and scientific methodology used in psychological research. Three lecture hours and two discussion hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C and credit for one of the following: Mathematics 302, 303D, 403K, 305G, 408C, 408K, 316; or Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 380C • Human Neuropsychology

42405 • Fall 2015
Meets W 500pm-800pm SEA 4.242

Basic issues in normal and abnormal human brain function reviewed with emphasis on disorders of higher cerebral functioning. Three lecture hours a week for one semester. Prerequisite: Graduate standing, and Psychology 383C or consent of instructor.

PSY 418 • Statistics And Research Design

43620 • Fall 2014
Meets MWF 100pm-200pm NOA 1.116

Students may not enroll in Psychology 418 more than twice. Survey of statistics, including central tendency, variability and inference, and scientific methodology used in psychological research. Three lecture hours and two discussion hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C and credit for one of the following: Mathematics 302, 303D, 403K, 305G, 408C, 408K, 316; or Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 341K • Mental Illness And The Brain

44065 • Spring 2014
Meets M 300pm-600pm SEA 2.108

Topics of contemporary interest that may vary from semester to semester. Three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: For psychology majors, upper-division standing and Psychology 301 and 418 with a grade of at least C in each; for nonmajors, upper-division standing, Psychology 301 with a grade of at least C, and one of the following with a grade of at least C: Biology 318M, Civil Engineering 311S, Economics 329, Educational Psychology 371, Electrical Engineering 351K, Government 350K, Mathematics 316, 362K, Mechanical Engineering 335, Psychology 317, Sociology 317L, Social Work 318, Statistics 309, Statistics and Scientific Computation 302, 303, 304, 305, 306, 318.

PSY 380C • Human Neuropsychology

43855 • Fall 2013
Meets W 500pm-800pm SEA 2.108

Basic issues in normal and abnormal human brain function reviewed with emphasis on disorders of higher cerebral functioning. Three lecture hours a week for one semester. Prerequisite: Graduate standing, and Psychology 383C or consent of instructor.

PSY 418 • Statistics And Research Design

43230-43235 • Fall 2012
Meets MWF 1200pm-100pm NOA 1.116

Students will acquire an appreciation for, as well as some knowledge of the scientific method as it is applied within the field of psychology. Students will learn to critically evaluate published research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those hypotheses. Students also will learn to employ computers to statistically describe and evaluate experimental data. Considerable emphasis will be placed on writing of research reports with clarity and objectivity.

PSY 341K • Mental Illness And The Brain

43320 • Fall 2012
Meets M 300pm-600pm SEA 2.108

The objective of this course is to introduce you to the brain dysfunction and cognitive impairment often associated with mental illness and how its recognition and assessment can be used to help with differential diagnosis, prognosis and treatment planning. Most of the assigned readings are primary source articles intended to give you a flavor of the empirical research done on the subject. A review of symptoms, neurophysiology and psychopharmacology as well as discussion of the assigned readings will be done in class, therefore attendance is important. A basic understanding of the prevalence and diagnosis of the major psychiatric illnesses as well as their defining symptoms and course of progression will be beneficial.

PSY 418 • Statistics And Research Design

43180-43185 • Spring 2012
Meets MWF 100pm-200pm NOA 1.116

Students will acquire an appreciation for, as well as some knowledge of the scientific method as it is applied within the field of psychology. Students will learn to critically evaluate published research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those hypotheses. Students also will learn to employ computers to statistically describe and evaluate experimental data. Considerable emphasis will be placed on writing of research reports with clarity and objectivity.

PSY 418 • Statistics And Research Design

43090-43095 • Fall 2011
Meets TTH 930am-1100am NOA 1.116

Students will acquire an appreciation for, as well as some knowledge of the scientific method as it is applied within the field of psychology. Students will learn to critically evaluate published research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those hypotheses. Students also will learn to employ computers to statistically describe and evaluate experimental data. Considerable emphasis will be placed on writing of research reports with clarity and objectivity.

PSY 341K • Mental Illness And The Brain

43190 • Fall 2011
Meets TTH 1230pm-200pm SEA 3.250

Course Description

The objective of this course is to introduce you to what is known about the physiological causes and consequences of mental illness. We will discuss how the recognition of cognitive impairment associated with mental illness can be used to help with differential diagnosis, prognosis and treatment planning. Most of the assigned readings are primary source articles intended to give you a flavor of the empirical research done on the subject. A review of symptoms, neurophysiology and psychopharmacology as well as discussion of the assigned readings will be done in class.

Course Requirements

Class attendance is important. Students will be expected to read the assigned articles, write response papers and participate in class discussion. This course has a substantial writing component and carries a writing (Wr) flag. In addition to weekly response papers, students will be expected to write a research proposal, present the proposal in class and rate the presentations of their classmates. Participation will be reflected

in the final grade. 

Grading Policy

The course grade will be based on the total points earned on response papers, research proposal including proposal drafts, proposal presentation and class participation

Texts

Required Readings:All required readings will be available on Blackboard.

Recommended Reference Sources:Diagnostic and Statistical Manual of Mental Disorders, FourthEdition (DSM-IV) or Diagnostic and Statistical Manual of Mental Disorders,Fourth Edition, Text Revision (DSM-IV-TR)

PSY 418 • Statistics And Research Design

43690-43695 • Spring 2011
Meets MWF 200pm-300pm NOA 1.102

Course Objectives: Students will acquire an appreciation for, as well as some knowledge of the scientific

method as it is applied within the field of psychology. Students will learn to critically evaluate published

research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those

hypotheses. Students also will learn to employ computers to statistically describe and evaluate experimental

data. Considerable emphasis will be placed on writing of research reports with clarity and objectivity.

PSY 418 • Statistics And Research Design

43045-43050 • Fall 2010
Meets TTH 930am-1100am NOA 1.116

Meets with 43050

Course Description

The purpose of this class is to acquire an appreciation for, as well as some knowledge of the scientific method as it is applied within the field of psychology. Students will learn to critically evaluate published research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those hypotheses. Students also will learn to employ computers to statistically describe and evaluate experimental data. Considerable emphasis will be placed on writing of research reports with clarity and objectivity

Course Requirements

STUDENTS MAY NOT ENROLL IN PSY 418 MORE THAN TWICE.

PRIOR TO THE FIRST DAY OF CLASS, RESTRICTED TO PSYCHOLOGY MAJORS.

Attendance of lecture and lab is required and expected. Students will be expected to design and complete a research project and write a research paper in APA format.

Grading Policy

The course grade will be based on the total of 600 lecture and laboratory points.

The points for the lecture portion will be based on three "hour" exams, covering about 1/3 of the class material, an optional final exam, attendance, and quiz/homework assignments. The final exam will be divided into three sections, each representing one-third of the class material. A student may choose not to take the final exam, or s/he may take one section of the final as a make-up exam or to improve an hour exam score.

The points for the lab portion will be based on several writing assignments (e.g., a literature review, abstract, methods, results, discussion, and a full research paper), attendance/participation, and homework.

Texts

Jackson, Sherri, L. Research Methods and Statistics: A Critical Thinking Approach.


PSY 394Q • Neuropsychol Of Mental Illness

43330 • Fall 2010
Meets M 200pm-500pm SEA 4.242

Seminars in Clinical Psychology. One or three lecture hours a week for one semester. May be repeated for credit when the topics vary. Prerequisite: Graduate standing and consent of instructor.

PSY 418 • Statistics & Research Design-W

43805-43810 • Spring 2010
Meets MWF 900-1000 NOA 1.116

STATISTICS AND RESEARCH DESIGN
 Psychology 418, Spring 2010: Unique #43805 & 43810
 
Lecture: MWF  9-10 am NOA 1.116
Labs: T 11-1 SEA 2.114 (Unique 43805) & 2.122 (Unique 43810)
 
Instructor: Andreana P. Haley, Ph.D., SEA 3.238, Phone: 232-0863
  E-mail: haley@psy.utexas.edu
  Office Hours:  Wednesday 2:30 – 4:00; Friday 10:00 - 11:30
 
Teaching Assistants:  Frank Roberts: f.w.roberts@mail.utexas.edu
David Lewis: david.lewis@mail.utexas.edu
 
Textbooks:  Research Methods and Statistics, A Critical Thinking Approach, Third Edition, Sherri L. Jackson
         Publication Manual of the American Psychological Association, Fifth Edition 
 
Course Objectives:  Students will acquire an appreciation for, as well as some knowledge of the scientific
method as it is applied within the field of psychology.  Students will learn to critically evaluate published
research, to form empirically testable hypotheses, and to design and conduct experiments relevant to those
hypotheses.  Students also will learn to employ computers to statistically describe and evaluate experimental
data.  Considerable emphasis will be placed on writing of research reports with clarity and objectivity.
 
Prerequisites:  The Psychology Department will drop all students who do not meet the following prerequisites: 
C or better in Psy 301; credit for Math 302 or higher level math course; major in Psychology
 
Attendance:  Attendance is expected and required.  Roll will be taken at the beginning of each class and 12
points will be awarded at the end of the semester for attendance.  Those are easy points that can help you very
much if your grade is borderline.  You can miss 2 class periods and still receive full attendance credit.  If you
miss 3-4 class periods, you will receive half attendance credit (6 points).  If you miss > 4 classes, you will
receive no attendance credit.  There are no excused absences, so keep your “free” absences for a rainy day! 
 
Grade Procedures and Examinations:  The course grade will be based on the total of the lecture and laboratory
points.  The lecture and laboratory portions of the course each contribute a possible 300 points to a possible
course total of 600 points. The points for the lecture portion will be based on three “hour” exams, each covering
about one-third of the class material, an optional final exam, and homework assignments.  The final exam will
be divided into three sections, each representing one-third of the class material.  A student may choose not to
take the final exam, or s/he may take one section of the final as a make-up exam, or to improve an hour exam
score. 
 
Taking the final exam will be the only make-up option available, so please DO NOT MISS THE FINAL!
 
STUDENTS WITH DISABILITIES: The University of Texas at Austin provides upon request appropriate
academic accommodations or qualified students with disabilities.  Info:  Office of Dean of Students, 471-6259,
417-4641, TTY.
 
 
Psyc 418 Spring 2009 (Haley)  2 out of 3
Lecture Schedule Spring 2009
Psychology 418 (Haley)
 
 
 
* May 12, 2010, 7:00pm – 10:00pm – EXAM IV (FINAL EXAM) – All Lecture/Text Material
 
LOCATION OF FINAL EXAM: To be determined by the University about two weeks prior to finals.  At that
time, the location will be announced in class.  It will also be available from several electronic sources (see
Registrar: Final Exam Schedule on line).
 
Date Topics / Chapter in Text Homework
Jan. 20 Introductory Meeting 
Jan. 22 & 25 The Science of Psychology - Chapter 1 (omit pages 6-
10 through Check 1.1) 
Jan. 27 Getting Started with Research - Chapter 2, pages 29-
38 #1, Due Jan. 27
Jan. 29
Feb. 1, 3, 5 Descriptive Statistics - Chapter 5 #2, Due Jan. 29
#3, Due Feb. 5
Feb. 8, 10, 12 Inferential Statistics - Chapter 7 
(omit pages 191-194, Chi Square, Corr. & Stat. Sig.) 
Feb. 15 & 17 Independent Groups t-Test - Chapter 9, pages 226-
234 
Feb. 19
Feb. 22 Review for Exam I
EXAM I: Material Jan. 23 – Feb. 18 
Feb. 24 Guest Lecture: Career Planning 
Feb. 26
March 1 Correlated Groups t-Test - Chapter 9, pages 234-240 #4, Due Feb. 26
#5, Due March 1
March 3 & 5 Subject Choice & Ethics - Chapter 2, pages 38-52 
March 8, 10  ANOVA - Chapter 10 (omit 265-270 Calculations…,
Table 10.5, 274-282) #6, Due March 10
March 12, 22, 24 2-Way ANOVA - Chapter 11
(omit 299 – 303, Calculations…, Table 11.8, 308-309 
2-Way & Beyond-Way)
#7, Due March 24
March 15-19 SPRING BREAK 
March 26 Variables, Reliability, Validity - Chapter 3 
March 29 & 31 Descriptive Methods, Choosing an Experimental
Design - Chapter 4 
April 2
April 5 Review for Exam II
EXAM II: Material Feb. 25 – March 30 
April 7, 9, 12 The Logic of Experimental Design - Chapter 8 #8, Due April 12
April 14 & 16 Non-parametric Statistics (pages 191-193; 240-247) #9, Due April 16
April 19, 21 Correlation & Regression - Chapter 6  #10, Due April 21
April 23 & 26 Quasi-experimental Designs - Chapter 12 
April 28 Statistics in the Real World, Part I #11, Due April 28
April 30
May 3 Review for Exam III
EXAM III: Material April 6 – April 29 
May 5 Review for Final Exam 
May 7 Returning Exam III & Final Grades 
 
Psyc 418 Spring 2009 (Haley)  3 out of 3
 
GRADING SCALE (Total points for lecture and lab combined): 
 
A = 94.00% or higher  
A- = 90.00% - 92.99%;  
B+ = 87.00% – 89.99%; 
B = 83.00% – 86.99%; 
B- = 80.00% – 82.99%; 
C+ = 77.00% – 79.99%; 
C = 73.00% – 76.99%; 
C- = 70.00% – 72.99%; 
D+ = 67.00% – 69.99%; 
D = 63.00% – 66.99%; 
D- = 60.00% – 62.99%; 
F = 0.00%- 59.99%
 
 
 

PSY 418 • Statistics & Research Design-W

86840-86845 • Summer 2009
Meets MTWTH 1000-1130 NOA 1.116

408D, 408K (or 308K), 408L (or 308L), 408M (or 308M), 316.credit for one of the following: Mathematics 302, 303D, 305G, 408C,Psychology 301 with a grade of at least C, a major in psychology, andtwo discussion hours a week for one semester. Prerequisite:methodology used in psychological research. Three lecture hours andcentral tendency, variability and inference, and scientificPsychology 418 more than twice. Survey of statistics, includingStudents may not enroll in

PSY 418 • Statistics & Research Design-W

43035-43040 • Spring 2009
Meets MWF 900-1000 NOA 1.116

Students may not enroll in Psychology 418 more than twice. Survey of statistics, including central tendency, variability and inference, and scientific methodology used in psychological research. Three lecture hours and two discussion hours a week for one semester. Prerequisite: Psychology 301 with a grade of at least C, a major in psychology, and credit for one of the following: Mathematics 302, 303D, 305G, 408C, 408D, 408K (or 308K), 408L (or 308L), 408M (or 308M), 316.

Publications


* Signifies a student 1st author; ‡ Signifies a senior/corresponding author

  1. Haley, A. P. , Alosco, M.L., Gunstad, J. (2015).Surgical and non-surgical interventions for obesity in service of preserving cognitive function. Psychosomatic Medicine, 77, 679-687.
  2. Laosiripisan, J., Tarumi, T., Gonzales, M.M., Haley, A.P., Tanaka, H. (2015). Association between cardiovagal baroreflex sensitivity and basal cerebral perfusion at hippocampus. Clinical Autonomic Research. (DOI) 10.1007/s10286-015-0296-8.
  3. Kaur, S.*, Gonzales, M. M., Pasha, E., Tanaka, H., Haley, A. P. (2015). Central adiposity and cortical thickness in mid-life. Psychosomatic Medicine. 2015 Jun 19. [Epub ahead of print]
  4. Tarumi, T.*, Gonzales, M. M., Fallow, B., Nualnim, N., Lee, J., Tanaka, H., Haley, A. P.  (2015). Cardiopulmonary fitness and cognitive function in middle age: associations with cerebral and peripheral vascular reactivity. Medicine & Science in Sports & Exercise. 2015 Jun 16. [Epub ahead of print]
  5. Kruzliak, P, Haley, A.P., Starcevic, J.N., Gaspar, L., Petrovic, D. (2015). Polymorphisms of the Peroxisome Proliferator-Activated Receptor-γ (rs1801282) and its coactivator-1 (rs8192673) are associated with obesity indexes in subjects with type 2 diabetes mellitus. Cardiovascular Diabetology, 2015 Apr 28;14:42. Doi: doi: 10.1186/s12933-015-0197-0
  6. Strasser, B., Arvandi, M., Pasha, E.P., Haley, A.P., Stanforth, P., Tanaka, H. (2015). Abdominal obesity is associated with arterial stiffness in middle-aged adults. Nutrition, Metabolism, and Cardiovascular Diseases, 25, 495-502.
  7. Pasha, E.*, Kaur, S., Gonzales, M.M., Machin, D.R., Kasischke, K., Tarumi, T., Tanaka, H., Haley, A.P. (2015). Vascular function, cerebral cortical thickness, and cognitive performance in middle-aged Hispanic and Non-Hispanic Caucasian adults. American Journal of Hypertension, 17(4), 306-312.
  8. Pasha, E.P.*, Haley, A.P., Tanaka, H. (2015). Ethnoracial disparities in Alzheimer’s disease: Target on cardiovascular risks via lifestyle changes? Journal of Gerontology and Geriatric Research, 3, 5.
  9. Kaur, S.*, Eagan, D. E., Gonzales, M. M., Tarumi, T., Tanaka, H., Haley, A. P. (2015). Inflammation mediates reductions in cortical thickness in adults with Metabolic Syndrome. Brain Imaging and Behavior, Nov 7, [Epub ahead of print]
  10. Haley, A. P. (2014). Vascular functions and brain integrity in midlife: Effects of obesity and metabolic syndrome. Advances in Vascular Medicine. Volume 2014, Article ID 653482, http://dx.doi.org/10.1155/2014/653482.
  11. Gonzales, M. M.*, Kaur, S., Eagan, D., Goudarzi, K.K., Pasha, E., Doan, D., Tanaka, H., Haley, A. P. (2014). Central adiposity and the functional magnetic resonance imaging response to cognitive challenge. International Journal of Obesity, 38(9), 1193-1199.
  12. Gonzales, M. M.*, Tarumi, T., Mumford, J. A., Ellis, R. C., Hungate, J. R., Pyron, M., Tanaka, H., Haley, A. P. (2014). Greater BOLD responses to working memory in endurance-trained adults revealed by breath-hold calibration. Human Brain Mapping, 35(7), 2898-28910.
  13. Steward, K. A.*, Pasha, E., Goudarzi, K., Elmenshawy, A., Alkatan, M., Villaplando, A., Tanaka, H., Haley, A. P. (2013). Midlife arterial stiffness and brain activation during working memory task. The Open Hypertension Journal, 5, 00-00. Open Access.
  14. Haley, A. P., Gonzales, M. M., Tarumi, T., Tanaka, H. (2013). Dyslipidemia links obesity to early cerebral neurochemical alterations. Obesity, 21(10), 2007-2013.
  15. Tarumi, T.*, Gonzales, M. M., Fallow, B., Nualnim, N., Pyron, M., Tanaka, H., Haley, A. P. (2013). Central artery stiffness, neuropsychological function, and cerebral perfusion in sedentary and endurance-trained middle-aged adults. Journal of Hypertension, 31(12), 2400-2409.
  16. Tarumi, T.*, Gonzales, M. M., Fallow, B., Nualnim, N., Lee, J., Pyron, M., Tanaka, H., Haley, A. P. (2013). Aerobic fitness and cognitive function: An association mediated by plasma insulin. Metabolic Brain Disease, 28(4), 727-730.
  17. Gonzales, M. M.*, Tarumi, T., Kaur, S., Nualnim, N., Fallow, B. A., Pyron, M., Tanaka, H., Haley, A. P. (2013). Aerobic fitness and the brain: Increased N-acetyl-aspartate and choline concentrations in endurance-trained middle-aged adults. Brain Topography, 26(1), 126-134.
  18.  Gonzales, M. M.*, Tarumi, T., Eagan, D. E., Tanaka, H., Vaghasia, M., Haley, A. P. (2012). Indirect effects of elevated body mass Index on memory performance through altered cerebral metabolite concentrations. Psychosomatic Medicine, 74(7), 691-698.
  19. Sweet, L. H., Hassenstab, J. J., McCaffery, J. M., Raynor, H. A., Bond, D. S., Demos, K. E., Haley, A. P., Cohen, R. A., Parigi, A. D., Wing, R. R. (2012). Brain response to food stimulation in obese, normal weight, and successful weight loss maintainers. Obesity, 20(11), 2220-2225.
  20. Haley, A. P., Gonzales, M. M., Tarumi, T., Tanaka, H. (2012). Subclinical vascular disease and cerebral glutamate elevation in metabolic syndrome. Metabolic Brain Disease, 27(4), 513-520.
  21. Eagan, D.E.*, Gonzales, M. M., Tarumi, T., Tanaka, H., Stautberg, S., Haley, A. P.  (2012). Elevated serum C-reactive protein relates to increased cerebral myoinositol levels in middle-aged adults. Cardiovascular Psychiatry and Neurology, 2012(2012), article ID 120540, 9 pages. doi:10.1155/2012/120540
  22. Hassenstab, J. J., Sweet, L. H., Paragi, A. D., McCaffery, J. M., Haley, A. P., Demos, K. E., Cohen, R. A., Wing, R. R. (2012). Cortical thickness of the cognitive control network in obesity and successful weight loss maintenance: A preliminary MRI study. Psychiatry Research: Neuroimaging, 202(1), 77-79.
  23. Haley, A. P., Eagan, D. E., Gonzales, M. M., Biney, F. O., Cooper, R. A. (2011). Functional magnetic resonance imaging of working memory reveals frontal hypoactivation in middle-aged adults with cognitive complaints. Journal of the International Neuropsychological Society, 17(5), 915-924.
  24.  Tarumi, T.*, Shah, F., Tanaka, H., Haley, A. P. (2011). Association between central elastic artery stiffness and cerebral perfusion in deep subcortical gray and white matter. American Journal of Hypertension, 24(10), 1108-1113.
  25. Gonzales, M. M.*, Tarumi, T., Eagan, D. E., Tanaka, H., Biney, F. O., Haley, A. P. (2011). Current serum lipoprotein levels and fMRI Response to working memory in midlife. Dementia and Geriatric Cognitive Disorders, 31(4), 259-267.
  26. Hoth, K. F., Gonzales, M. M., Tarumi, T., Miles, S. C., Tanaka, H., Haley, A. P. (2011). Functional MR imaging evidence of altered functional activation in metabolic syndrome. American Journal of Neuroradiology, 32(3), 541-547.
  27. Haley, A. P., Gonzales, M. M., Tarumi, T., Miles, S. C., Goudarzi, K., Tanaka, H. (2010). Elevated cerebral glutamate and myo-inositol levels in cognitively normal middle-aged adults with metabolic syndrome. Metabolic Brain Disease, 25(4), 397-405.
  28. Gonzales, M. M.*, Tarumi, T., Miles, S. C., Tanaka, H., Shah, F., Haley A. P.(2010). Insulin sensitivity as a mediator of the relationship between BMI and working memory-related brain activation. Obesity, 18(11), 2131-2137.
  29. Haley, A. P., Tarumi, T., Gonzales, M. M., Sugawara, J., Tanaka, H. (2010). Subclinical atherosclerosis is related to lower neuronal integrity in middle-aged adults: A 1H MRS study. Brain Research, 1344(2010), 54-61.
  30. Gonzales, M. M.*, Tarumi, T., Tanaka, H., Sugawara, J., Swann-Sternberg, T., Goudarzi, K., Haley, A. P. (2010a). Functional imaging of working memory and peripheral endothelial function in middle-aged adults. Brain and Cognition, 73(2), 146-151.
  31. Irani, F., Sweet, L. H., Haley, A. P., Gunstad, J. J., Jerskey, B. A., Mulligan, R. C., Jefferson, A. L., Poppas, A., Cohen, R. A. (2009). A fMRI study of verbal working memory, cardiac output, and ejection fraction in elderly patients with cardiovascular disease. Brain Imaging and Behavior, 3(4), 350-357.
  32.  McCaffery, J. M., Haley, A. P., Sweet, L. H., Phelan, S., Raynor, H. A., Paragi, A. D., Cohen, R., Wing, R. R. (2009). Differential functional magnetic resonance response to food pictures in successful weight-loss maintainers relative to normal-weight and obese controls1,2,3,4. American Journal of Clinical Nutrition, 90(4), 928-934.
  33. Haley, A. P.,Hoth, K. F., Gunstad, J., Paul, R. H., Jefferson, A. L., Tate, D. F., Ono, M., Jerskey, B. A., Poppas, A., Sweet, L. H., Cohen, R. A. (2009). Subjective cognitive complaints relate to white matter hyperintensities and future cognitive decline in patients with cardiovascular disease. American Journal of Geriatric Psychiatry, 17(11), 976-985.
  34. Gunstad, J., Keary, T. A., Spitznagel, M. B., Poppas, A., Paul, R. H., Sweet, L. H., Hoth, K. F., Haley, A. P., Forman, D. E., Cohen, R. A. (2009). Blood pressure and cognitive function in older adults with cardiovascular disease. International Journal of Neuroscience, 119(12), 2228-2242.
  35. Stanek, K. M., Gunstad, J., Paul, R. H., Poppas, A., Jefferson, A. L., Sweet, L. H., Hoth, K. F., Haley, A. P., Forman, D. E., Cohen, R. A. (2009). Longitudinal cognitive performance in older adults with cardiovascular disease: Evidence for improvement in heart failure. Journal of Cardiovascular Nursing, 24(3), 192-197.
  36. Jerskey, B. A., Cohen, R. A., Jefferson, A. L., Hoth, K. F., Haley, A. P., Gunstad, J. J., Forman, D. E., Sweet, L. H., Poppas, A. (2009). Sustained attention is associated with left ventricular ejection fraction in older adults with heart disease. Journal of the International Neuropsychological Society, 15(1), 137-141.
  37. Cohen, R. A., Poppas, A., Forman, D. E., Hoth, K. F., Haley, A. P., Gunstad, J. J., Jefferson, A. L., Tate, D. F., Paul, R. H., Sweet, L. H., Ono, M., Jerskey, B. A., Gerhard-Herman, M. (2009). Vascular and cognitive functions associated with cardiovascular disease in the elderly. Journal of Clinical and Experimental Neuropsychology, 31(1), 96-110.
  38. Haley, A. P., Gunstad, J., Cohen, R. A., Jerskey, B. A., Mulligan, R. C., Sweet, L. H. (2008). Neural correlates of visuospatial working memory in healthy young adults at risk for hypertension. Brain Imaging and Behavior, 2(3), 192-199.
  39. Hoth, K. F., Haley, A. P., Gunstad, J., Paul, R. H., Poppas, A., Jefferson, A. L., Tate, D. F., Ono, M., Jerskey, B. A., Cohen, R. A. (2008). Elevated C-reactive protein is related to cognitive decline in older adults with cardiovascular disease. Journal of the American Geriatric Society, 56(10), 1898-1903.
  40. Sweet, L. H., Paskavitz, J. F., Haley, A. P., Gunstad, J. J., Mulligan, R. C., Nyalakanti, P. K., Cohen, R. A. (2008). Imaging phonological similarity effects on verbal working memory. Neuropsychologia, 46(4), 1114-1123.
  41. Forman, D. E., Cohen, R. A., Hoth, K. F., Haley, A. P. Poppas, A., Moser, D. J., Gunstad, J., Paul, R. H., Jefferson, A. L., Tate, D. F., Ono, M., Wake, N., Gerhard-Herman, M. (2008). Vascular health and cognitive function in older adults with cardiovascular disease. Artery Research, 2(1), 35-43.
  42. Haley, A. P., Forman, D. E., Poppas, A., Hoth, K. F., Gunstad, J., Jefferson, A. L., Paul, R. H., Ler, A. S. H. Sweet, L. H., Cohen, R. A. (2007). Carotid artery intima-media thickness and cognition in cardiovascular disease. International Journal of Cardiology, 121(2), 148-154.
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    The University of Texas at Austin
    SEA 4.208
    108 E. Dean Keeton Stop A8000
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