The objectives of the Administrative Core are two-fold;(1) to provide coordination, logistical support, and financial accounting for all Cores and Research Projects;(2) to foster interactive activities and integrative research. The program director of the project, Susan Goldin-Meadow, will serve a core leader for Core A, and will make decisions about the use of Core services with the input of the Steering Committee, composed of the five Project and Core Leaders: Susan Goldin-Meadow (Project I;Core A), Susan Levine ( Project II), Steven Small (Project III), Stephen Raudenbush (Core C), Lindsey Richland (Core B). To achieve its first goal. Core A provides the other Cores and Research Projects with the following services;1) managing recruitment, hiring, and review process for full-time staff;2) procuring services, supplies, and equipment;3) preparing progress and fiscal reports;4) paying participants in all projects;5) maintaining IRB approvals;6) preserving copies of records and datasets. By providing these services to each of the three research projects and the two cores. Core A prevents duplication of effort within each of the separate projects. To achieve its second goal of fostering integrative research. Core A is responsible for arranging meetings among the Program Project personnel, with invited speakers, and with the Scientific Advisory Committee. To encourage interaction, four levels of meetings will be held: 1) two meetings of the Scientific Advisory Committee;2) monthly meetings of the Steering Committee;3) monthly seminar and speaker series;and 4) semi-monthly joint "lab meetings." The quality of the implementation of Core A services is monitored by the Project and Core Leaders, as well as by University of Chicago protocols for purchasing goods and services;protocols for post-award accounting and reporting;protocols for recruiting and hiring staff;and protocols for insuring the protection of human subjects in research.
Core A provides administrative support for the entire program project, which is designed to explore the impact of environmental and biological variation on how children learn to use their language for higher order thinking, a key cognitive underpinning of academic and 21^'century career success.
|Demir, Özlem Ece; Levine, Susan C; Goldin-Meadow, Susan (2015) A tale of two hands: children's early gesture use in narrative production predicts later narrative structure in speech. J Child Lang 42:662-81|
|Tune, Sarah; Schlesewsky, Matthias; Small, Steven L et al. (2014) Cross-linguistic variation in the neurophysiological response to semantic processing: evidence from anomalies at the borderline of awareness. Neuropsychologia 56:147-66|
|Ozçal??kan, Seyda; Gentner, Dedre; Goldin-Meadow, Susan (2014) Do iconic gestures pave the way for children's early verbs? Appl Psycholinguist 35:1143-1162|
|Goldin-Meadow, Susan (2014) Widening the lens: what the manual modality reveals about language, learning and cognition. Philos Trans R Soc Lond B Biol Sci 369:20130295|
|Demir, Ozlem Ece; Fisher, Joan A; Goldin-Meadow, Susan et al. (2014) Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters. Dev Psychol 50:815-28|
|Goldin-Meadow, Susan; Levine, Susan C; Hedges, Larry V et al. (2014) New evidence about language and cognitive development based on a longitudinal study: hypotheses for intervention. Am Psychol 69:588-99|
|Goldin-Meadow, Susan (2014) In search of resilient and fragile properties of language. J Child Lang 41 Suppl 1:64-77|
|Cartmill, Erica A; Hunsicker, Dea; Goldin-Meadow, Susan (2014) Pointing and naming are not redundant: children use gesture to modify nouns before they modify nouns in speech. Dev Psychol 50:1660-6|
|Carlson, Matthew T; Sonderegger, Morgan; Bane, Max (2014) How children explore the phonological network in child-directed speech: A survival analysis of children's first word productions. J Mem Lang 75:159-180|
|Dick, Anthony Steven; Raja Beharelle, Anjali; Solodkin, Ana et al. (2013) Interhemispheric functional connectivity following prenatal or perinatal brain injury predicts receptive language outcome. J Neurosci 33:5612-25|
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