Brain and Language Lab

Learning and Memory

We are interested in learning and memory, even independent of language, with a focus on declarative memory and procedural memory. We also investigate aspects of working memory.

DECLARATIVE MEMORY

Todd, M., Schneper, L., Vasunilashorn, S. M., Notterman, D., Ullman, M. T., & Goldman, N. (2018). Apolipoprotein E, cognitive function, and cognitive decline among older Taiwanese adults. PLoS ONE. 13(10): e0206118.

Conti-Ramsden, G., Ullman, M. T., & Lum, J. A. G. (2015). The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment. Frontiers in Psychology.6, 1090.

Ullman, M.T. and Pullman, M.Y. (2015). Adapt and overcome: Can a single brain system compensate for autism, dyslexia and OCD? Scientific American Mind. July/August 2015, 24-25.

Ullman, M.T. and Pullman, M.Y. (2015). A compensatory role for declarative memory in neurodevelopmental disorders. Neuroscience and Biobehavioral Reviews. 51, 205-222.

Lum, J. A. G., Ullman, M. T., & Conti-Ramsden, G. (2015). Verbal declarative memory impairments in specific language impairment are related to working memory deficits. Brain and Language. 142, 76–85.

Lum, J.A.G., Conti-Ramsden, G., and Ullman, M.T. (2013). The role of verbal and non-verbal memory in the Family Pictures subtest: Data from children with specific language impairment. Child Neuropsychology. 19(6), 648-661.

Hedenius, M., Ullman, M.T., Alm, P., Jennische, M., and Persson, J. (2013). Enhanced recognition memory after incidental encoding in children with developmental dyslexia. PLoS ONE. 8(5): e63998.

Lum, J.A.G., Conti-Ramsden, G., Page, D., and Ullman, M.T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex. 48(9). 1138-1154.

Prado, E.L., Ullman, M.T., Muadz, H., Alcock, K.J., Shankar, A.H., and the SUMMIT Study Group. (2012). The effect of maternal multiple micronutrient supplementation on cognition and mood during pregnancy and postpartum in Indonesia: A randomized trial. PLoS ONE, 7(3). e32519.

PROCEDURAL MEMORY

Koch, F-S., Sundqvist, A., Birberg Thornberg, U., Nyberg, S., Lum, J.A.G, Ullman, M.T., Barr, R., Rudner, and Heimann, M. (In Press). Procedural memory in infancy: Evidence from implicit sequence learning in an eye-tracking paradigm. Journal of Experimental Child Psychology.

Ullman, M.T., Earle, F.S., Walenski, M., Janacsek, K. (In Press, 2020; corrected proofs). The neurocognition of developmental disorders of language. Annual Review of Psychology.

Clark, G.M., Barham, M.P., Ware, A.T., Plumridge, J.M.A., O'Sullivan, B., Lyons, K., Fitzgibbon, T., Buck, B., Youssef, G.J., Ullman, M.T., Enticott, P.G. & Lum, J.A.G. (2019 online). Dissociable implicit sequence learning mechanisms revealed by continuous theta-burst stimulation. Behavioral Neuroscience.

Lum, J.A.G., Lammertink, I., Clark, G.M., Fuelscher, I., Hyde, C., Enticott, P.G., & Ullman, M.T. (2019). Visuospatial sequence learning on the serial reaction time task modulates the P1 event-related potential. Psychophysiology. 56(2), 1-12, e13292.

Conti-Ramsden, G., Ullman, M. T., & Lum, J. A. G. (2015). The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment. Frontiers in Psychology.6, 1090.

Clark, G.M., Lum, J. A. G., & Ullman, M. T. (2014). A meta-analysis and meta-regression of serial reaction time task performance in Parkinson's disease. Neuropsychology. 28(6), 945-958.

Lum, J.A.G., Conti-Ramsden, G.M., Morgan, A.T., & Ullman, M.T. (2014). Procedural learning deficits in Specific Language Impairment (SLI): A meta-analysis of serial reaction time task performance. Cortex. 51, 1-10.

Hedenius, M., Persson, J., Alm, P.A., Ullman, M.T., Howard, J.H., Howard, D.V., & Jennische, M. (2013). Impaired implicit sequence learning in children with developmental dyslexia. Research in Developmental Disabilities. 34(11), 3924-3935.

Lum, J.A.G., Ullman, M.T., & Conti-Ramsden, G. (2013). Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies. Research in Developmental Disabilities. 34(10), 3460-3476.

Lum, J.A.G., Conti-Ramsden, G., Page, D., and Ullman, M.T. (2012). Working, declarative and procedural memory in specific language impairment. Cortex. 48(9). 1138-1154.

Hedenius, M., Persson, J., Tremblay, A., Adi-Japha, E., Veríssimo, J., Dye, C.D., Alm, P., Jennische, M., Tomblin, J.B., and Ullman, M.T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in Developmental Disabilities. 32(6). 2362-2375.

Nemeth, D., Janacsek, K., Londe, Z., Ullman, M.T., Howard, D.V., Howard Jr., J.H. (2010). Sleep has no critical role in implicit motor sequence learning in young and old adults. Experimental Brain Research, 201. 351-358

Walenski, M., Mostofsky, S. H., & Ullman, M. T. (2007). Speeded processing of grammar and tool knowledge in Tourette's syndrome. Neuropsychologia, 45. 2447-2460.

Ullman, M. T., and Pierpont, E. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41(3). 399-433. (special issue on "The neurobiology of developmental disorders", edited by D. Bishop, M. Eckert and C. Leonard)

Ullman, M. T. (1999). Naming tools and using rules: Evidence that a frontal/basal-ganglia system underlies both motor skill knowledge and grammatical rule use. Brain and Language, 69(3). 316-318.