Faculty Profile

Pak Wing Jacky Lam

Title
Assistant Professor
Department
Audiology and Speech-Language Pathology
College
College of Health and Public Service

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, The University of Texas At Austin, 2017. 
Major: Communication Sciences and Disorders
Degree Specialization: Speech-Language Pathology
Dissertation Title: Listening under pressure:  When working memory fails to work
MA, The Chinese University of Hong Kong, 2010. 
Major: Linguistics
Degree Specialization: Linguistics
BA, Lingnan University, 2007. 
Major: Philosophy
Degree Specialization: Philosophy





          

        
                

          
Current Scheduled Teaching*


          
ASLP 5830.004, Language Disorders I, Fall 2023 Syllabus
ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2023 Syllabus


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    ASLP 4040.001, Introduction to Language Disorders, Spring 2023 Syllabus SPOT
                    

                    ASLP 5835.002, Language Disorders II, Spring 2023 Syllabus SPOT
                    

                    ASLP 5830.004, Language Disorders I, Fall 2022 Syllabus SPOT
                    

                    ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2022 Syllabus SPOT
                    

                    ASLP 4040.001, Introduction to Language Disorders, Spring 2022 Syllabus SPOT
                    

                    ASLP 5835.002, Language Disorders II, Spring 2022 Syllabus SPOT
                    

                    ASLP 5830.004, Language Disorders I, Fall 2021 Syllabus SPOT
                    

                    ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2021 Syllabus SPOT
                    

                    ASLP 5900.005, Special Problems, Fall 2021 
                    

                    ASLP 4040.001, Introduction to Language Disorders, Spring 2021 Syllabus SPOT
                    

                    ASLP 5835.002, Language Disorders II, Spring 2021 Syllabus SPOT
                    

                    ASLP 5830.004, Language Disorders I, Fall 2020 Syllabus SPOT
                    

                    ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2020 Syllabus SPOT
                    

                    ASLP 4040.001, Introduction to Language Disorders, Spring 2020 Syllabus
                    

                    ASLP 5835.002, Language Disorders II, Spring 2020 Syllabus
                    

                    ASLP 5830.004, Language Disorders I, Fall 2019 Syllabus SPOT
                    

                    ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2019 Syllabus SPOT
                    

                    ASLP 4040.001, Introduction to Language Disorders, Spring 2019 Syllabus SPOT
                    

                    ASLP 5835.002, Language Disorders II, Spring 2019  SPOT
                    

                    ASLP 5830.004, Language Disorders I, Fall 2018  SPOT
                    

                    ASLP 5825.002, Pediatric Speech Sound Disorders, Fall 2018  SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Journal Article
Miller, S. E., Anderson, C., Montou, O., Lam, P., Schafer, E. C. (2023). Neural mechanisms of the Acceptable Noise Level. Journal of Speech, Language, and Hearing Research. 
Lam, B., Yoon, J.  (2022). Dual-Language Testing of Emotional Verbal Fluency: A Closer Look at “Joy,” “Sadness,” “Fear,” “Anger,” and “Disgust”. Archives of Clinical Neuropsychology. Oxford University Press. 
Lam, B., Marquardt, T.  (2022). Factors predicting mental effort associated with verbal fluency: Cue types, switching, and fear of negative evaluation. Journal of Speech Language and Hearing Research. 65(9), 3491-3501. ASHA. https://pubs.asha.org/doi/abs/10.1044/2022_JSLHR-21-00563
Lam, P., Zhang, X.  (2022). Children’s likelihood to perform adult-like in word association test: Effects of distributional properties of word relationships and bilingualism. 
Lam, B., Marquardt, T.  (2021). Emotional and non-emotional verbal fluency in native and non-native speakers. Archives of Clinical Neuropsychology. 
Lam, B., Griffin, Z., Marquardt, T.  (2020). Performance differences between native and non-native speakers on a new happy-sad executive function measure.. Archives of Clinical Neuropsychology. 
Lam, B., Sheng, L.  (2020). Taxonomic development in young bilingual children: Task matters, and so does scoring method. American Journal of Speech-Language Pathology. 29(3), 1162-1177. 
Lam, B., Marquardt, T.  (2020). The emotional verbal fluency task: A close examination of verbal productivity and lexical-semantic properties.. Journal of Speech Language and Hearing Research. 63(7), 2345-2360. 
Lam, B., Sheng, L.  (2020). The nativelikeness problem in L2 word-association tasks: Examining word class and trials.. English Language Teaching. 
Lam, B., Xie, Z., Tessmer, R., Chandrasekaran, B.  (2017). The Downside of Greater Lexical Influences: Selectively Poorer Speech Perception in Noise. Journal of Speech Language and Hearing Research. 60(6), 1662--1673. ASHA. 
Sheng, L., Lam, B., Cruz, D., Fulton, A.  (2016). A robust demonstration of the cognate facilitation effect in first-language and second-language naming. Journal of Experimental Child Psychology. 141, 229--238. Elsevier. 
Reetzke, R., Lam, B. P., Xie, Z., Sheng, L., Chandrasekaran, B.  (2016). Effect of Simultaneous Bilingualism on Speech Intelligibility across Different Masker Types, Modalities, and Signal-to-Noise Ratios in School-Age Children. PLOS One. 11(12), e0168048. Public Library of Science. 
Lam, B. P., Sheng, L.  (2016). The development of morphological awareness in young bilinguals: Effects of age and L1 background. Journal of Speech Language and Hearing Research. 59(4), 732--744. ASHA. 
Sheng, L., Lam, B.  (2015). Slot-filler and taxonomic organization: The role of contextual experience and maternal education. Journal of Educational and Developmental Psychology. 5(1), 128. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Fellowship   
Lam, B., "ASHA pathways program," Sponsored by American Speech-Language-Hearing Association, National,  Funded. (June 1, 2020 – June 30, 2021).
Grant - Research   
Schafer, E., Miller, S., Lam, B., "Impact of listening effort on hearing aid adoption and performance in adults," Sponsored by Hearing Industry Research Consortium, International, $300000 Funded. (2022 – 2024).
Lam, B. P., Aoyama, K., "Establishing an emotional narrative database of bilinguals:  A cultural-linguistic research experience program," Sponsored by American Speech-Language-Hearing Association, National, $10700 Funded. (September 1, 2022 – August 31, 2023).
Lam, B. (Principal), "Emotional convergence in bilingual speakers:  The impact of cross-linguistic differences and cultural identification," Sponsored by University of North Texas, University of North Texas, $5000 Funded. (May 15, 2022 – May 14, 2023).
Lund, B. D. (Principal), Mathews, L. (Co-Principal), Lam, B. (Co-Principal), "Internet Privacy and Security Threat Detection of Autistic Individuals," Sponsored by UNT College of Information, University of North Texas, $4000 Funded. (February 1, 2023 – December 31, 2022).
Lam, B., "Bilingual disadvantages in verbal fluency: New Insights from abstract word retrieval and conceptual scoring?," Sponsored by Texas Speech-Language-Hearing Foundation, Regional, $1500 Funded. (March 2021 – June 2022).
Lam, B., "Bilingualism-Concreteness Interplay in Verbal Fluency," Sponsored by The University of North Texas, University of North Texas, $7000 Funded. (October 2020 – January 2022).
Lam, B. (Principal), "Sandy Friel-Patti Research in Language International Travel Fund," Sponsored by Texas Speech-Language Hearing Association, Local, $3000 Funded. (2017 – 2017).
Lam, B. (Principal), "Dissertation grant Award," Sponsored by language Learning, Private, $2000 Funded. (2016 – 2017).
Lam, B. (Principal), "Tina E. Bangs Research Endowment Fund," Sponsored by Texas speech-language-hearing foundation, Local, $800 Funded. (2015 – 2016).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
      • 
					
    • The course content was
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    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
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    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
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    • The intellectual challenge presented was
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    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
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    • Your involvement in course (doing assignments, attending classes, etc.) was
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