Jennifer J. Manly, PhD
Jennifer Manly, PhD is a Professor of Neuropsychology in Neurology at the Gertrude H. Sergievsky Center and the Taub Institute for Research in Aging and Alzheimer’s disease at Columbia University. She completed her graduate training in neuropsychology at the San Diego State University / University of California at San Diego Joint Doctoral Program in Clinical Psychology. After a clinical internship at Brown University, she completed a postdoctoral fellowship at Columbia University. Her research on cultural, medical, and genetic predictors of cognitive aging and Alzheimer’s disease among African Americans and Hispanics has been funded by the National Institute on Aging and the Alzheimer’s Association. She has authored over 100 peer-reviewed publications and 8 chapters.
In 2002 she was awarded the Early Career Award from Division 40 of the American Psychological Association, and in 2004 she was elected a Fellow of APA. She serves on the US Department of Health and Human Services Advisory Council on Alzheimer's Research, Care and Services, and is a member of the Alzheimer’s Association Medical & Scientific Research Board. She currently serves as a member at large on the Board of Governors of the International Neuropsychological Society.
Areas of Expertise / Conditions Treated
- Clinical Neuropsychology
- Neuropsychological Assessment
- Neuropsychological Testing
- Neuropsychological Testing Battery
- Neuropsychology Consult
- Professor of Neuropsychology (in Neurology, the Gertrude H. Sergievsky Center and the Taub Institute for Research on Alzheimer's Disease and the Aging Brain)
Credentials & Experience
Education & Training
- University of California San Diego School of Medicine
- Internship: Brown University/Miriam Hospital
Honors & Awards
Dr. Manly aims to improve the diagnostic accuracy of neuropsychological tests when used to detect cognitive impairment and Alzheimer's disease among African American and Hispanic elders. This work clarifies the independent influences of language, acculturation, educational experiences, racial socialization, and socioeconomic status on cognitive test performance, with the ultimate goal of understanding more about the relationship between culture and cognition. Recent work focuses on the specificity of cognitive tasks in detecting subtle cognitive decline among illiterate and low-literacy older adults. This work has important implications for determining the complex influence of reading and writing skills on brain function.
- Cognitive aging
- Cultural and educational experience
08/15/11 – 08/14/14 Cognitive Function Among Offspring of Diverse Elders With and Without Alzheimer's; Alzheimer's Association