Novel Word Learning in 18-month-olds.
Collaborator: Anne Fernald

This research project examined how the presentation of a novel word could affect infants' word-object mapping abilities. Isolated and Continuous Speech word presentations were used. Isolated presentations were: Immediate Repetition Toma. Toma. and Delayed Repetition Toma. Do you see it? Toma. Continuous Speech presentations were: Word Final Look at the toma. and Word Medial Look at the toma over there. Over a hundred infants were tested on various experiments.

Speech and Environmental Sounds
Collaborators: Ayse Pinar Saygin, Fred Dick, Arielle Borovsky, Rita Ceponiene, Jeanne Townsend

This is another very large research project, and my work is only one segment within the greater whole. The general premise behind the project is to examine the processing of meaningful, though non-linguistic, sounds to the processing of their respective verbal speech labels. Using behavioral, fMRI, and ERP methodologies in adult and child populations (normal and clinical), we are attempting to prove that there are no specific "language-areas" within the brain. Instead we are finding that at least some language and environmental sounds share common neural resources within the brain.

The role of lexicality in the treatment of phonological disorders
Collaborators: Jessica Barlow, Rita Ceponiene, Jeanne Townsend

This research program will investigate how use of lexical items (words) affects the treatment of phonological disorders in children. Both real words and nonwords have been used effectively as treatment targets. However, little research has directly compared word types to determine if one is a more optimal treatment target over the other. Thus, the first goal of this research program is to evaluate the role of word lexicality in effecting phonological change in children’s sound systems. Because the first step in phonological production is the ability to perceive differences between two sounds, the second goal of this research program is to examine children’s ability to perceive phonological differences between two adult surface phonological representations. The next step in accurate phonological production is the ability to compare a heard sound to the sounds already stored within the phonemic inventory. Thus, the third goal of this research program is to examine children’s ability to compare an adult surface phonological form to their internal phonological representation. Phonological disorders may potentially be caused by impaired sound perception abilities. Because no previous research has evaluated the electrophysiological sensory responses of children with phonological disorders, the fourth goal of this research program is to examine children’s event-related potential (ERP) components elicited by syllables containing phonemes that are included in (IN) and excluded from (OUT) their phonemic inventories.

Children with phonological disorders, their age-matched, and phonologically-matched typically developing peers (N = 10 in each group) will participate in this research program. The data from all the experiments in this research program will be evaluated both separately and together in order to examine what effects lexicality (real or non-word) and phonological knowledge have on treatment, behavioral, and ERP experimental outcomes. Theoretically, this research program will help establish what type of word (real or non) leads to the most phonological change, thus helping to develop a more efficient program for the treatment of phonological disorders.

If you are interested in having your child participate in this research program, click here for more details or email me at the address below.