Brain and Language Lab
Reading, Math, and Music
We are interested in the neurocognition of reading, math, and music. In particular, we examine extensions of the declarative/procedural model to these domains, including whether disorders affecting the domains are linked to abnormalities of and/or compensation by declarative or procedural memory.
NEUROCOGNITION OF READING
We investigate the neurocognition of reading. In particular, we examine whether learning to read may depend importantly on declarative and procedural memory. Our early work in this area relates to dyslexia. We have posited that dyslexia can be explained at least in part by the Procedural circuit Deficit Hypothesis (PDH) (Ullman, 2004; Ullman et al., 2020). That is, that reading and other impairments in the disorder may be at least partly explained by abnormalities of brain structures underlying procedural memory, and that declarative memory plays a compensatory role (Ullman, 2004; Ullman & Pullman, 2015; Ullman et al., 2020). We are also currently examining the role of declarative and procedural memory in learning to read in typically developing children, in a collaboration with Sayako Earle, Laurie Cutting, and Stefanie Del Tufo (Earle et al., 2020).
Publications
Miklashevsky, A., Reifegerste, J., García, A.M., Pulvermüller, F., Balota, D.A., Veríssimo, J., & Ullman, M.T. (in press, 2024). Embodied cognition comes of age: A processing advantage for action words is modulated by aging and the task. Journal of Experimental Psychology: General.
NEUROCOGNITION OF MATH
We are interested in aspects of the neurocognition of math. In particular, we are examining whether, like language and perhaps reading, the learning, knowledge, and processing of math may depend importantly on declarative and procedural memory. Our initial work in this area entails our proposal of the Procedural circuit Deficit Hypothesis (PDH) of the developmental disorder mathematical disability. In Evans & Ullman (2016), we posited that mathematical disability, including developmental dyscalculia, may be at least partly explained by abnormalities of brain structures underlying procedural memory. This should lead to difficulties with math skills learned in this system, as well as other functions that depend on these brain structures. More recently, in collaboration with Tanya Evans, Laurie Cutting, and Stefanie Del Tufo, we have been examining whether and how the two memory systems play a role in learning math in typical development (Evans et al., under review).
Publications
Evans, T.M., Lipscomb, D.W., Earle, F.S., Del Tufo, S.N., Lum, J.A.G., Cutting, L.E., & Ullman, M.T. (in press, 2024). Declarative Memory Supports Children’s Math Skills: A Longitudinal Study. PLoS ONE.
NEUROCOGNITION OF MUSIC
What are the neurocognitive bases of music, and how are they similar to or different from those underlying language? We have proposed that, like language, music depends importantly on declarative and procedural memory (Miranda & Ullman, 2007; Miles et al., 2016). Our empirical work has revealed a similar rule/memory distinction in music that has been found in language, consistent with a dependence of rule-governed aspects of music on procedural memory, and idiosyncratic aspects of music on declarative memory (Miranda & Ullman, 2007). Additionally, as would be expected if idiosyncratic aspects of music such as familiar melodies depend on declarative memory, women's declarative memory advantages (see Effects of Sex Differences) seem to extend to a female advantage at recognizing familiar melodies (Miles et al., 2016).
Publications
Miles, S., Miranda, R. A., & Ullman, M. T. (2016). Sex differences in music: A female advantage at recognizing familiar melodies. Frontiers in Psychology, 7, 278. (Supplemental Data).