Abstract

The Administrative Core (AC) serves as the central support and organizing component of the Program Project. Efforts by AC personnel to meet this objective will fall into three key areas. First, the AC will manage and coordinate the administrative and communication needs of this project, including IT, web page, database, and budgetary support staff necessary to ensure timely and efficient information flow between projects, cores and sites. Second, AC efforts will provide technical support for the projects, including obtaining and maintaining the computers and research equipment and advice and assistance with the development and use of hardware and software tools required to develop stimuli, conduct experiments, manipulate and analyze data;Third, AC personnel will provide training and quality control of the battery of assessments used by each project, including basic data monitoring of project databases to ensure representative samples, and assessing data structures and interrelations.

Public Health Relevance

This program is relevant to the understanding the development of spoken and written language competence, which is crucial for successful academic and life outcomes. The Administrative Core provides technical support and coordination between Projects and Cores critical this research on understanding the neurocognitive foundations of speech and reading in skilled and disabled learners of various orthographies.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
5P01HD001994-48
Application #
8690122
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2014-06-01
Budget End
2015-05-31
Support Year
48
Fiscal Year
2014
Total Cost
$130,894
Indirect Cost
$58,895

  Institution

Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511

  Publications

Ryherd, K; Jasinska, K; Van Dyke, J A et al. (2018) Cortical regions supporting reading comprehension skill for single words and discourse. Brain Lang 186:32-43
Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791
Landi, Nicole; Malins, Jeffrey G; Frost, Stephen J et al. (2018) Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age. Neuropsychologia 111:133-144
Hong, Tian; Shuai, Lan; Frost, Stephen J et al. (2018) Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age. Dev Neuropsychol 43:356-369
Siegelman, Noam; Bogaerts, Louisa; Kronenfeld, Ofer et al. (2018) Redefining ""Learning"" in Statistical Learning: What Does an Online Measure Reveal About the Assimilation of Visual Regularities? Cogn Sci 42 Suppl 3:692-727
Olmstead, Annie J; Viswanathan, Navin (2018) Lexical exposure to native language dialects can improve non-native phonetic discrimination. Psychon Bull Rev 25:725-731
Hendren, Robert L; Haft, Stephanie L; Black, Jessica M et al. (2018) Recognizing Psychiatric Comorbidity With Reading Disorders. Front Psychiatry 9:101
Chyl, Katarzyna; Kossowski, Bartosz; D?bska, Agnieszka et al. (2018) Prereader to beginning reader: changes induced by reading acquisition in print and speech brain networks. J Child Psychol Psychiatry 59:76-87
Johns, Clinton L; Jahn, Andrew A; Jones, Hannah R et al. (2018) Individual differences in decoding skill, print exposure, and cortical structure in young adults. Lang Cogn Neurosci 33:1275-1295
Del Tufo, Stephanie N; Frost, Stephen J; Hoeft, Fumiko et al. (2018) Neurochemistry Predicts Convergence of Written and Spoken Language: A Proton Magnetic Resonance Spectroscopy Study of Cross-Modal Language Integration. Front Psychol 9:1507

Showing the most recent 10 out of 457 publications