Research Interests
Language acquisition, language development, neural basis of reading and language acquisition, cognitive development, neurolinguisitics, bilingualism, biliteracy, the impact of bilingualism and biliteracy on executive function, dual immersion and English immersion educational systems, dyslexia, neural basis of dyslexia, learning and consolidation in typically developing and reading disabled groups, and the neurocognitive bases of statistical learning.
Dissertation |
Master's Thesis |
“Exploring the Neurocognitive Bases of Statistical Learning” Statistical learning (SL) involves the extraction of the organizing principles or regularities from a set of inputs (e.g. Frost et al., 2015; Siegelman et al. 2017). While there is general agreement that individuals show sensitivity to the statistical properties of inputs, the exact nature of the underlying processes supporting SL are not well understood. This has led to inconsistencies in theories regarding both what exactly constitutes SL, and its connection to potentially related constructs. Early descriptions of SL typically assumed SL was a unitary, domain general learning mechanism or capacity (Kirkham et al. 2002; Saffran, 2003). However, recent evidence suggests that SL is in fact componential (see Siegelman et al. 2017; 2015; Arciuli, 2017 for discussion). Additionally, evidence of domain general patterns of activation points to influence from other cognitive systems such as memory and learning networks. These domain general patterns emerge (Frost et al. 2015) as modality specific information (e.g. representations) generated during initial encoding is further processed in multi-modal regions. Specifically, these multi-modal processing regions include aspects of multiple memory systems including the frontal (Karuza et al. 2013; Alba and Okanoya, 2008), striatal (Turk-Browne et al. 2009) and Medial Temporal Lobe systems (Turk-Browne et al. 2009; Schapiro et al. 2015). Therefore, a more nuanced understanding of the nature of SL is needed to help appreciate the underlying computations supporting various aspects of SL. |
“Individual Differences in Sensitivity to Morphological Structure in Words and Nonwords” Evidence from both behavior and computational modeling suggests that individual differences in experience and the strength of connections in an individual’s reading network affect the sensitivity to statistical properties in language. Morphologically related items have statistical regularities across both form and meaning. The current study examined individual differences in the effects of morphological structure on visual word recognition. Participants completed both a lexical decision and a battery of tasks assessing a number of linguistic measures, including vocabulary, spelling ability, and print exposure. The critical nonwords in the lexical decision task varied in morphological complexity (e.g., GASFUL vs GASFIL, Crepaldi et al., 2010); the words varied in both family size and base frequency. We found that the nonword complexity, base frequency, and family size effects showed systematic variability. Further, the nonword complexity and family size effects patterned very similarly and seemed to index opposite ends of the same dimension of variability. Base frequency, while related to family size, indexed a separate dimension of variability. |
Research Affiliations, Representative Projects
BrainLENS – Laboratory for Educational Neuroscience
University of California, San Francisco, Psychiatry Director: Fumiko Hoeft, M.D, Ph.D. PhD Researcher (August 2013-October 2019) Project: “Understanding Reading Acquisition Through Immersion in Foreign Languages” A comprehensive neurocognitive investigation of how the complex process of learning to read in English (Eng) is shaped online during the critical period of reading acquisition. This will be achieved by prolonged and intensive exposure to contrasting languages (Spanish, SP; Cantonese, Cn) that differentially stress these orthophonological and ortho-semantic systems University of Connecticut, Psychological Sciences, Language & Cognition
406 Unit 1020, Babbidge Rd Storrs, CT 06269 Director: Jay Rueckl, Ph.D. PhD Researcher, Primary Investigator (August 2017-October 2019) Project: “Exploring the Neurocognitive Bases of Statistical Learning” Project investigating the relationship between statistical learning and multiple memory systems (e.g., explicit/implicit, declarative/procedural), executive function, and reading. PhD Researcher, Primary Investigator (August 2014-October 2019) Project: “Individual Differences in Sensitivity to Morphological Structure” Project investigating individual differences in the sensitivity to morphological structure in words and nonwords. PhD Researcher, Primary Investigator (August 2014-October 2019) Project: “Visual Statistical Learning as a Predictor of Reading Acquisition” Collaboration developed with UCSF, UConn, Haskins Laboratories, and Florida State University. Project investigating statistical learning as a predictor of reading acquisition across individuals 5-9 years of age with various reading levels (typically developing, reading disability) and language backgrounds (English, Spanish, Cantonese). PhD Researcher (August 2013-October 2019) Project: “Individual Differences in the Neurocognitive Basis of Literacy” Various projects investigating individual differences in adult reading mechanisms and their neural correlates. Examinations of individual differences in learning mechanisms employed in skilled reading. Center for Behavioral Education and Research (CBER)
University of Connecticut, Neag School of Education PI: Devin Kearns, PhD PhD Researcher (August 2013-October 2019) Project: “Intervention & Neuroimaging for Polysyllabic Word Reading IN/PoWR" Develop and test theoretically-different reading interventions for elementary-age children with developmental dyslexia and examine the neurobiological factors and mechanisms that relate to treatment response and resistance. |
Haskins Laboratories/Yale Reading Center
300 George Street, 9th Floor New Haven, CT 06511 Director: Kenneth Pugh, Ph.D. Affiliated Research Scientist (December 2019-present) Research Student (June 2013 – October 2019) Project: “Cross Language Examination of the Neural Circuitry of Reading” Investigating neurocognitive mechanisms used in language and reading networks in many different languages and writing systems (e.g. English, Spanish, Chinese, Japanese, Polish) Project: “Language and Reading Development in Typically Developing and Reading Disabled Populations” Investigating reading development and dyslexia/reading disability with anatomical and functional MRI, EEG, ERP, NIRS, MRS, genetics, eyetracking, and behavioral data. Statistical learning and consolidation within typically and atypically developing populations. Project: “Neurocognitive Determiners of Second Language Literacy ” Investigating the neurocognitive markers of reading development in individuals learning to read in languages with differing levels of transparency (English, Hebrew, Spanish) using behavioral and neuroimaging techniques NIH P20 Multi-site LD (Reading Disability) Hub: Florida Center for Reading Research, Florida State University; Haskins Laboratories
Directors: Don Compton, Ph.D., Jay Rueckl, Ph.D. Graduate Researcher (August 2017-October 2019) Project: “Experiential and Child Factors that Determine Acquisition of Orthographic- Phonological Regularities in a Quasi-Regular Writing System: An Integrated Behavioral/Computational/Neurobiological Approach" The goal of this LD Hub is to link educational practices in reading instruction (e.g., diagnosis, curriculum, instruction, & intervention) to theory informed by computational models of individual development and neurobiological measures of development and learning. A further goal is to have these theories reflect the real-world challenges facing educators of both typically developing (TD) children and more specifically children with reading disability (RD). Language, Attention, and Cognitive Engineering Laboratory
San Francisco State University Director: Kenneth Paap, Ph.D. PhD Researcher (July 2011 – October 2019) Project: “Exploring the Bilingual Advantage in Executive Functioning” Investigating the claim of the bilingual advantage in various components of Executive Functioning (e.g., inhibitory control, conflict monitoring, switching) through various Executive Functioning batteries and analyses Research Student (January 2012 –June 2013) Project: “Test-Retest Reliability and Convergent in Measures of Executive Function” Investigating the test-retest reliability and convergent validity of several tasks of executive functioning in relation to explorations of the bilingual advantage. |