Educational Neuroscience and Developmental Disorders

Educational Neuroscience and Developmental Disorders

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The research activity of the Educational Neuroscience and Developmental Language Disorders group revolves around research lines aiming at elucidating the neurocognitive mechanisms subtending typical and atypical language and reading development and at transferring this knowledge to clinical and educational practice.

Our research projects have been driven by the desire to eventually reach a better understanding as to why some individuals struggle to acquire language, in its oral or written forms, and of the neurocognitive and environmental factors that play a significant role in the manifestations of these developmental language disorders. To conduct this research efficiently, we use various techniques (behavioral testing, eye tracking, fMRI, EEG, MEG) and designs (cross-linguistic, cross-sectional, longitudinal, and training studies) in bilingual and monolingual populations including infants, children, and adults, with and without language and reading disorders.

The group is strongly committed to transferring its fundamental research into practice, and is actively collaborating with clinicians and educators to improve the early detection, diagnosis and remediation of children with developmental language and reading difficulties

Our team

Publications

2023

Jevtović, M., Antzaka, A., & Martin, C.D. (2023). Déjà-lu: When Orthographic Representations are Generated in the Absence of Orthography. Journal of Cognition, 6(1). Doi:10.5334/joc.250

2022

Destoky, F., Bertels, J., Niesen, M., Wens, V., Vander Ghinst, M., Rovai, A., Trotta, N., Lallier, M., De Tiège, X., & Bourguignon, M. (2022). The role of reading experience in atypical cortical tracking of speech and speech-in-noise in dyslexia. NeuroImage, 253. Doi:10.1016/j.neuroimage.2022.119061
Jevtović, M., Antzaka, A., & Martin, C.D. (2022). Gepo with a G, or Jepo with a J? Skilled Readers Generate Orthographic Expectations for Novel Spoken Words Even When Spelling is Uncertain. Cognitive Science, 46(3), e13118. Doi:10.1111/cogs.13118
Jevtović, M., Stoehr, A., Klimovich-Gray, A., Antzaka, A., & Martin, C.D. (2022). One-to-One or One Too Many? Linking Sound-to-Letter Mappings to Speech Sound Perception and Production in Early Readers. Journal of Speech, Language, and Hearing Research, 65(12), 4507-4519. Doi:10.1044/2022_JSLHR-22-00131

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