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Linette Savage

Associate Faculty, School of Health & Soc Science (Calgary)

I joined CityU in 2018 and have taught courses in Counselling Psychology Theory (CPC536), Assessment in Counselling Psychology (CPC556), and Capstone Research (CPC695). I currently teach a specialty section of the Capstone Research Project for students who benefit from a little extra time and guidance in completing their Capstone Project. 


My primary research interest is in cognitive rehabilitation and enhancement. I have worked with healthy adults, individuals with cancer, and individuals with various neurological conditions and diseases with neurological complications to help them enhance or improve their cognitive functioning. I work with a multidisciplinary team to teach strategies to boost day-to-day cognitive functioning and am currently leading investigations into the efficacy of such programs. Past research includes scrutinizing claims about brain training software. 

  • Lawlor-Savage, L., Kusi, M., Clark, C. M., & Goghari, V. M. (2021). No evidence for an effect of a working memory training program on white matter microstructure. Intelligence86, 101541.
  • Lawlor-Savage, L., Clark, C. M., & Goghari, V. M. (2019). No evidence that working memory training alters gray matter structure: A MRI surface-based analysis. Behavioural brain research360, 323-340.
  • Clark, C. M., Lawlor-Savage, L., & Goghari, V. M. (2017). Functional brain activation associated with working memory training and transfer. Behavioural Brain Research334, 34-49
  • Lawlor-Savage, L., & Goghari, V. M. (2016). Dual N-back working memory training in healthy adults: a randomized comparison to processing speed training. PloS one11(4), e0151817.
  • Goghari, V. M., & Lawlor-Savage, L. (2017). Comparison of cognitive change after working memory training and logic and planning training in healthy older adults. Frontiers in aging neuroscience9, 39.
  • Lawlor-Savage, L., & Goghari, V. M. (2014). Working memory training in schizophrenia and healthy populations. Behavioral sciences4(3), 301-319.

Having completed my training as a mature student, I understand the challenges of balancing scholarly pursuits and non-scholarly life, so I strive to guide and support my students to the completion of their coursework and projects while maintaining an empathetic and non-judgmental approach. Each student brings to their work a diverse background of beliefs, knowledge, experience, and culture and I encourage my students to both be aware of and draw from that background while also learning to step back and appreciate broad perspectives and objective approaches.  

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