We use behavioral and neuroscience methods to examine the relationship between learning, language ability, and cognitive factors in:
- Children with developmental language disorders and children with typical development
- Individuals with stroke-related aphasia
- Individuals with traumatic brain injury (TBI)
- Healthy adults
The Development of Feedback-based Learning in Children
We are conducting a longitudinal study, funded by the National Science Foundation (NSF), to examine developmental changes and individual differences in how school-age children learn from corrective feedback. We use behavioral and electrophysiological measures (EEG).
Understanding Feedback-based Learning in Children with Developmental Language Disorders
We are measuring electrical signals from the brain (using EEG) to better understand how children with developmental language disorders use feedback to learn.
Learning and Executive Functions in Traumatic Brain Injury
Using behavioral and electrophysiological measures (using EEG), we study how working memory and executive functions in individuals with traumatic brain injury (TBI) affect the ability to learn new information and use effective learning strategies. We also study these abilities in neurotypical individuals.
Using Eye Tracking and EEG to Examine Behaviors of Learning in Aphasia and Controls
iPad Aphasia Treatment Study
We are conducting a treatment study aimed at improving naming in aphasia. We further examine how strategy use influences treatment outcomes.
Rhythm and Timing Abilities in Aphasia
We study rhythm and timing abilities in people with aphasia, and investigate how these abilities affect speech fluency and response to music-based aphasia treatment.
Characterizing Language Deficits in Aphasia along the Continuum of Care
In collaboration with Brigham and Women’s Hospital (BWH) and Spaulding Rehabilitation Hospital (SRH), we are gathering data in the acute and subacute stages of stroke to track the progression of language deficits.