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.

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
Name
Haskins Laboratories, Inc.
Department
Type
DUNS #
060010147
City
New Haven
State
CT
Country
United States
Zip Code
06511
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Earle, F Sayako; Arthur, Dana T (2017) Native phonological processing abilities predict post-consolidation nonnative contrast learning in adults. J Acoust Soc Am 142:EL525

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