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

Conway, C.M., Janacsek, K., Buffington, J., and Ullman, M.T. (in press). The what, how, and where of statistical learning: a neurocognitive synthesis. Nature Reviews Neuroscience.

Earle, F. S., & Ullman, M. T. (2021). Deficits of learning in procedural memory and consolidation in declarative memory in adults with developmental language disorder. Journal of Speech, Language, and Hearing Research, 64(2), 531-541.

Reifegerste, J., Veríssimo, J., Rugg, M. D., Pullman, M. Y., Babcock, L., Glei, D. A., Weinstein, M., Goldman, N., & Ullman, M. T. (2021). Early-life education may help bolster declarative memory in old age, especially for women. Aging, Neuropsychology, and Cognition, 28(2), 218-252.

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

Ullman, M. T., & 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., & 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., & 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., & 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., & 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

Conway, C.M., Janacsek, K., Buffington, J., and Ullman, M.T. (in press). The what, how, and where of statistical learning: a neurocognitive synthesis. Nature Reviews Neuroscience.

Earle, F. S., & Ullman, M. T. (2021). Deficits of learning in procedural memory and consolidation in declarative memory in adults with developmental language disorder. Journal of Speech, Language, and Hearing Research, 64(2), 531-541.

Janacsek, K., Shattuck, K. F., Tagarelli, K. M., Lum, J. A. G., Turkeltaub, P. E., & Ullman, M. T. (2020) Sequence learning in the human brain: A functional neuroanatomical meta-analysis of serial reaction time studies. NeuroImage, 207, 116387.

Koch, F-S., Sundqvist, A., Birberg Thornberg, U., Nyberg, S., Lum, J. A. G, Ullman, M. T., Barr, R., Rudner, M., & Heimann, M. (2020). Procedural memory in infancy: Evidence from implicit sequence learning in an eye-tracking paradigm. Journal of Experimental Child Psychology, 191, 104733.

Koch, F. S., Sundqvist, A., Thornberg, U. B., Ullman, M. T., Barr, R., Rudner, M., & Heimann, M. (2020). Data and analysis script for infant and adult eye movement in an adapted ocular-motor serial reaction time task assessing procedural memory. Data in brief, 29, 105108. (Data in brief companion paper to Koch et al. just above)

Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K. (2020). The neurocognition of developmental disorders of language. Annual Review of Psychology, 71, 389-417.

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). Dissociable implicit sequence learning mechanisms revealed by continuous theta-burst stimulation. Behavioral Neuroscience, 133(4), 341–349.

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), 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.