1. Kershenbaum, A., Nicholas, M. L., Hunsaker, E., & Zipse, L. (In press). Speak along without the song: What promotes fluency in people with aphasia? Aphasiology.

  2. Vallila-Rohter, S., Kasparian, L., Kaminski, O., Schliep, M., & Koymen, S. (in press).  Implementing a standardized assessment battery for aphasia in acute care.  Seminars in Speech and Language.

  3. Murton, O.*, Zipse, L., Jacoby, N., & Shattuck-Hufnagel, S. (In press). Repetition and a beat-based timing framework: what determines the duration of intervals between repetitions of a tapped pattern? Timing & Timing Perception.

  4. Arbel, Y., Hong, L.*, Baker, T. E., & Holroyd, C. B. (2017). It’s all about timing: An electrophysiological examination of feedback-based learning with immediate and delayed feedback. Neuropsychologia, 99, 179-186

  5. Des Roches, C., Vallila-Rohter, S., Villard, S., Tripodis, Y., Caplan, D., & Kiran, S. (2016).  Evaluating treatment and generalization patterns of two theoretically motivated sentence comprehension therapies.  American Journal of Speech Language Pathology, 25(4S), S743-S757

  6. Kastenbaum, J., Bedore, L., Pena, E., Sheng, L., Mavis, I., Sebastian, R., Vallila-Rohter, S., & Kiran, S. (under revision). The influence of proficiency and language combination on bilingual lexical access.

  7. Vallila-Rohter, S. (2017).  Considering learning ability in language rehabilitation for aphasia.  SIG 2 Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders. 

  8. Arbel, Y., & Wu, H. (2016). A Neurophysiological examination of quality of learning in a feedback-based learning task. Neuropsychologia, 93(A), 13-20.

  9. Berkowitz, A.*, Nicholas, M., Pennington, S., Haynes, C., Zipse, L. (2015). Cueing spoken naming using self-generated written cues: An articulatory approach. Ohio Speech-Language Hearing Association eHEARSAY, 1(5), 144-153.

  10. Heaton, J. & Vallila-Rohter, S. (2015).  Chapter 1: Anatomy and physiology of communication and swallowing. In A. Johnson & G. Lof (Eds.) PRAXIS: Speech-Language Pathology Examination Study Guide. Evanston: TherapyEd.

  11. Vallila-Rohter, S., & Kiran, S. (2015). An examination of strategy implementation during abstract nonlinguistic category learning in aphasia. Journal of Speech Language and Hearing Research.  Advance online publication. 

  12. Vallila-Rohter, S. & Kiran, S. (2015).  Diagnosis and treatment of semantic disorders.  In A. Hillis (Ed.), The Handbook of Adult Language Disorders, 2nd Edition.  New York, NY: Psychology Press. 

  13. Arbel, Y., Murphy, A.*, & Donchin, E. (2014). On the utility of positive and negative feedback in a paired-associate learning task. Journal of Cognitive Neuroscience. 26(7), 1445-1453.

  14. Arbel, Y., & Donchin, E. (2014). Error and feedback processing by children with Specific Language Impairment—an ERP study. Biological Psychology, 99, 83-91.

  15. Hendricks, C. T.*, Nicholas, M. L., & Zipse, L. (2014). Effects of phonological neighbourhood on the treatment of naming in aphasia. Aphasiology, 28(3), 338-358.

  16. Zipse, L., Worek, A.*, Guarino, A. J., & Shattuck-Hufnagel, S. (2014). Tapped out: Do people with aphasia have rhythmic processing deficits?  Journal of Speech, Language, and Hearing Research, 57(6), 2234-2245.

  17. Arbel, Y., Goforth, K.*, & Donchin, E. (2013). The Good, the Bad, or the Useful? The examination of the relationship between the Feedback Related Negativity (FRN) and long-term learning outcomes. Journal of Cognitive Neuroscience, 25(8), 1249-1260.

  18. Halvorson-Bourgeois, B., Zipse, L., & Haynes, C. (2013). Educating culturally competent clinicians: using multiple perspectives to review curriculum content. Perspectives on Issues in Higher Education, 16, 51-62.

  19. Vallila-Rohter, S., & Kiran, S. (2013). Nonlinguistic learning in individuals with aphasia: effects of training method and stimulus characteristics.  American Journal of Speech Language Pathology, 22(2), S426 - 37.

  20. Vallila-Rohter, S., & Kiran, S. (2013).  Non-linguistic learning in aphasia: evidence from a paired associate and feedback based task. Neuropsychologia, 51(1), 79-90.

  21. Brumback, T., Arbel, Y., Goldman, M. S., & Donchin, E. (2012). Developmental changes, across age and gender, in the reaction to the unexpected, indexed by the P300 component during early adolescence. Psychophysiology, 49(10), 1330-1339.

  22. Li, K., Sankar, R., Arbel, Y., & Donchin, E. (2012). A New Single Trial P300 Classification Method. International Journal of E-Health and Medical Communications, 3(4), 31-41.

  23. Sellers, E. W., Arbel, Y., & Donchin, E. (2012). P300 Event-Related Potentials and Related Activity in the EEG. In Wolpaw,  J. R. & Wolpaw, E. W. Brain-Computer Interfaces: Principles and Practice. Oxford University Press. Oxford, New York.

  24. Zipse, L., Norton, A., Marchina, S., & Schlaug, G. (2012). When right is all that’s left: plasticity of right-hemisphere tracts in a young aphasic patient. Annals of the New York Academy of Sciences, 1252(1), 237-245.

  25. Arbel, Y., & Donchin, E. (2011). When a child Errs:  The ERN and the Pe Complex in Children. Psychophysiology, 48(1), 55-63.

  26. Arbel, Y., Donchin, E. (2011). How large the sin? A study of the Event Related Potentials elicited by errors of varying magnitude. Psychophysiology, 48(12), 1611-1620

  27. Arbel, Y., Spencer, K. & Donchin, E. (2011). The N400 and the P300 are not all that independent. Psychophysiology, 48(6), 861-875.

  28. Mak, J. N., ‡Arbel, Y., Minett, J. W., McCane, L. M., Yuksel, B., Ryan, D., Thompson, D., Bianchi, L, & Erdogmus, D. (2011). Optimizing the P300-based BCI: current status, limitations and future directions. Journal of Neural Engineering, 8(2), 1-7. (‡ equal contribution)

  29. Marchina, S., Zhu, L. L., Norton, A., Zipse, L., Wan, C. Y., & Schlaug, G. (2011). Impairment of speech production predicted by lesion load of the left arcuate fasciculus. Stroke, 42(8), 2251-2256.

  30. Wan, C. Y., Bazen, L., Baars, R., Libenson, A., Zipse, L., Zuk, J., Norton, A., & Schlaug, G. (2011). Auditory-motor mapping training as an intervention to facilitate speech output in nonverbal children with autism: a proof of concept study. PLoS One, 6(9), e25505.

  31. Zipse, L., Kearns, K., Nicholas, M., and Marantz, A. (2011).  A MEG investigation of single-word auditory comprehension in aphasia.  Journal of Speech, Language, and Hearing Research, 54(6), 1577-1596.

  32. Schlaug, G., Norton, A., Marchina, S., Zipse, L., and Wan, C. Y. (2010). From singing to speaking: facilitating recovery from nonfluent aphasia.  Future Neurology, 5(5), 657-665.

  33. Wan, C. Y., Demaine, K., Zipse, L., Norton, A., & Schlaug, G. (2010). From music making to speaking: engaging the mirror neuron system in autism.  Brain Research Bulletin, 82(3-4), 161-168.

  34. Arbel, Y., & Donchin, E. (2009). Parsing the Componential Structure of Post Error ERPs: A Principal Component Analysis of ERPs following errors. Psychophysiology, 46(6), 1288-1298.

  35. Norton, A., Zipse, L., Marchina, S., & Schlaug, G.  (2009). Melodic Intonation Therapy: Shared Insights on How It Is Done and Why It Might Help.  Annals of the New York Academy of Sciences, 1169, 431-436.

*indicates a student




Selected Conference Presentations

  1. Hong, L.*, & Arbel, Y. (2016). Learning & Feedback Timing: Comparing Immediate & Delayed Feedback in Healthy Adults. 2016 ASHA convention, Philadelphia, PA. PDF of poster
  2. Borders, J.*, & Arbel, Y. (2016). Feedback Processing in Paired Associate Declarative Learning of Linguistic and Nonlinguistic Paradigms. The 2016 CNS Annual meeting in New York, NY PDF of poster
  3. Zipse, L., Murton, O.*, Dunn, K.*, & Shattuck-Hufnagel, S. (2016). Where is the Beat? Poster presented at the Acoustical Society of America meeting, Honolulu, HI.  PDF of poster
  4. Asanuma, N.*, Zipse, L., Nicholas, M., & Pennington, S. (2016). Auditory Selective Attention Deficits in Mild-Moderate Aphasia: Relation to Formally-Tested and Self-Reported Auditory Comprehension Impairments. Poster presented at the ASHA Convention, Philadelphia, PA.  PDF of poster
  5. Zipse, L., & Arbel, Y. (2016). Electrophysiological Evidence for Learning Differences in Traumatic Brain Injury. Poster presented at the Cognitive Neuroscience Society Annual Meeting, New York, NY.  PDF of poster

*indicates a student