Campus Directory

Biography

Scott R. Schroeder, Ph.D., is an associate professor of communication sciences and disorders at Saint Xavier University. Prior to joining Saint Xavier, he was a professor of speech-language-hearing sciences at Hofstra University for 10 years. Schroeder's research focuses on psycholinguistics (i.e., the psychology of language) and examines how language relates to cognitive functions, including attention, executive functioning, memory, emotion, and social cognition. He is also interested in advancing research practices to make science more rigorous, transparent, and clinically applicable. He received his doctorate and master's degree in communication sciences and disorders from Northwestern University and his bachelor's degree in psychology (with minors in linguistics and in speech and hearing sciences) from Indiana University.

Presentations/Publications/Productions

• Schroeder, S.R., Freeman, M.R., Cuatlacuatl, G., Cunningham, J., Jordan, N., & Occhiuto, A. (2026). Do children with language impairment tell depressing and anxious stories? An emotion-based narrative language sample analysis of 1,000 children. Language and Health, 4(1).
• Chen, P., Chau, H., & Schroeder, S.R. (2026). People leniently interpret sentences from second-language accented and language disordered speakers: A replication and extension. Language, Cognition and Neuroscience, 41(3).
• Schroeder, S.R., Gaeta, L., El Amin, M., Chow, J.C., & Borders, J.C. (2023). Evaluating research transparency and openness in Communication Sciences and Disorders journals. Journal of Speech, Language, and Hearing Research, 66(6), 1977-1985.
• Freeman, M.R., & Schroeder, S.R. (2022). Assessing language skills in bilingual children: Current trends in research and practice. Journal of Child Science, 12(1), e33-e46.
• Schroeder, S.R. (2018). Do bilinguals have an advantage in Theory of Mind? A meta-analysis. Frontiers in Communication, 3, 36.
• Schroeder, S.R., & Marian, V. (2012). A bilingual advantage for episodic memory in older adults. Journal of Cognitive Psychology, 24(5), 591-601.