Is the learning and long-term retention of letters affected by the modality of training experience— handwriting, typing, or visual? This fellowship integrates the perspectives of the cognitive neuroscientist, educational researcher, and classroom teacher. Both behavioral and neuroimaging methodologies will be used to address the same issues at both cognitive and neural levels of analysis. The results will address outstanding questions about the role of modality in literacy development by bringing to bear, for the first time, both neural and behavioral measures to a longitudinal design and generate findings that can be implemented in actual classroom settings to improve the learning of a new alphabet letters by second language learners.
How do people learn words that express relationships between different types of objects? This project brings insights from machine learning, cognitive science, and linguistic theory to bear on a long-standing question in language learning: how words are learned. It does this by constructing explicit computer models of what is going on in a speaker’s mind when they are learning a word. Humans are much better than machines at understanding human language. This research aims to construct explicit models of language learning that will make computers better at understanding human language.
Can brain stimulation improve the outcomes of a reading comprehension training intervention in high-functioning individuals with autism? This fellowship project bridges education and cognitive neuroscience interventions to improve reading comprehension in individuals with autism. This project will inform the development of future literacy interventions and how they can better target the underlying neurobiology in autism.