• EVANS AND ULLMAN 2016

    EVANS AND ULLMAN 2016

    Abnormalities of brain structures underlying procedural memory may help explain developmental math disability.

    Learn More
  • DYE ET AL. 2016

    DYE ET AL. 2016

    Children with Tourette syndrome show evidence for speeded grammatical combination in phonology (in a nonword repetition task), complementing previous evidence for speeded combination in morphology.

    Learn More
  • Ullman and Pullman 2015

    Ullman and Pullman 2015

    Declarative memory compensates for multiple deficits across neurodevelopmental disorders, including deficits of social skills in autism, reading in dyslexia, and grammar in specific language impairment.

    Learn More
  • Lum et al. 2015

    Lum et al. 2015

    Declarative memory is normal in children with specific language impairment (SLI) unless they also have working memory problems.

    Learn More
  • Clark et al. 2014

    Clark et al. 2014

    Procedural learning is impaired in Parkinson’s disease (PD): Evidence from a meta-analysis of serial reaction time studies.

    Learn More
  • Walenski et al. 2014

    Walenski et al. 2014

    Children with Tourette syndrome show evidence for speeded grammatical combination in morphology.

    Learn More
  • Lum et al. 2014

    Lum et al. 2014

    Procedural learning is impaired in specific language impairment (SLI): Evidence from a meta-analysis of serial reaction time studies.

    Learn More
  • Bowden et al. 2013

    Bowden et al. 2013

    Native-like brain processing of syntax can be attained by university foreign language learners.

    Learn More
  • Dye et al. 2013

    Dye et al. 2013

    Imageability and frequency effects of regular and irregular past tense forms in children: Evidence that all children store irregulars, but only girls store regulars.

    Learn More
  • Lum et al. 2013

    Lum et al. 2013

    Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies.

    Learn More
  • Hedenius et al. 2013

    Hedenius et al. 2013

    Children with developmental dyslexia (DD) are better than typically developing (TD) children at learning and retaining non-verbal information in declarative memory.

    Learn More
  • Prado et al. 2012a

    Prado et al. 2012a

    Multiple micronutrient supplementation benefits the cognition of pregnant women, in a study examining 640 women in Lombok, Indonesia.

    Learn More
  • Prado et al. 2012b

    Prado et al. 2012b

    Multiple micronutrient supplementation of pregnant women who were undernourished benefits the cognition of their children at ages 3-4 years.

    Learn More
  • Phillips et al. 2012

    Phillips et al. 2012

    In patients with early Parkinson’s disease, subthalamic nucleus deep brain stimulation affects grammatical (but not lexical) abilities, and naming manipulated (but not non-manipulated) objects.

    Learn More
  • Newman et al. 2012

    Newman et al. 2012

    Both level of proficiency and native vs. late learning of a language independently affect brain processing of lexical/semantics.

    Learn More
  • Nemeth et al. 2012

    Nemeth et al. 2012

    Patients with pre-symptomatic Huntington’s disease (pre-HD) show evidence of over-active grammatical rule use: Evidence from native speakers of Hungarian.

    Learn More
  • Morgan-Short et al. 2012a

    Morgan-Short et al. 2012a

    Immersion-like second language training leads to more native-like brain patterns for grammar than classroom-like training.

    Learn More
  • Morgan-Short et al. 2012b

    Morgan-Short et al. 2012b

    Second language syntactic processing shows increased native-like neural responses after months of no exposure to the language.

    Learn More
  • Lum et al. 2012

    Lum et al. 2012

    Evidence that grammar relies on procedural memory in typically developing (TD) children, but on declarative memory in children with specific language impairment (SLI); both rely on declarative memory for lexical abilities.

    Learn More
  • Babcock et al. 2012

    Babcock et al. 2012

    Complex linguistic forms can be stored or composed, as a function of multiple interacting factors, including regularity, sex, first vs. second language, and both length of residence and age of arrival in second language.

    Learn More
  • Hedenius et al. 2011

    Hedenius et al. 2011

    Children with grammar impairments show consolidation problems at implicit sequence learning.

    Learn More

Welcome to the Brain and Language Lab

The lab investigates the neurocognition of language and memory in healthy populations and disorders. To find out more, select an option from the menu. Rotating slides above show some recent findings.