Core C will provide expert oversight, training, and support to all statistical analyses in this Program Project. The Core will construct and update databases, verify and clean data, and select and apply statistical analyses attuned to nuances of the data. All three of the research projects will make use of Core C to select appropriate techniques to analyze behavioral data. In addition, the task of developing adequate models of growth, particularly in relation to linguistic input, is one that is relevant to Projects I and II. Thus, centralizing these functions into a core will not only improve efficiency but also will foster the uniformity that is essential to compare language growth in children with brain injury to growth in children who have not suffered brain injury. Stephen Raudenbush, a leading expert on modeling cognitive growth, will direct the Core, with Susan Goldin-Meadow, Susan Levine, and Steven Small serving as Senior Investigators.

Public Health Relevance

Core C provides centralized statistical services for the research projects I, II and III. The program project 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 21st century career success

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Program Projects (P01)
Project #
2P01HD040605-11A1
Application #
8609838
Study Section
Special Emphasis Panel (ZHD1-DSR-H (GS))
Project Start
Project End
Budget Start
2013-12-10
Budget End
2014-11-30
Support Year
11
Fiscal Year
2014
Total Cost
$123,477
Indirect Cost
$45,327
Name
University of Chicago
Department
Type
DUNS #
005421136
City
Chicago
State
IL
Country
United States
Zip Code
60637
Asaridou, Salomi S; Demir-Lira, Özlem Ece; Goldin-Meadow, Susan et al. (2016) The pace of vocabulary growth during preschool predicts cortical structure at school age. Neuropsychologia :
Trueswell, John C; Lin, Yi; Armstrong 3rd, Benjamin et al. (2016) Perceiving referential intent: Dynamics of reference in natural parent-child interactions. Cognition 148:117-35
Tune, Sarah; Schlesewsky, Matthias; Nagels, Arne et al. (2016) Sentence understanding depends on contextual use of semantic and real world knowledge. Neuroimage 136:10-25
Goldin-Meadow, Susan (2015) Gesture as a window onto communicative abilities: Implications for diagnosis and intervention. Perspect Lang Learn Educ 22:50-60
Abner, Natasha; Cooperrider, Kensy; Goldin-Meadow, Susan (2015) Gesture for Linguists: A Handy Primer. Lang Linguist Compass 9:437-451
Demir, Özlem Ece; Rowe, Meredith L; Heller, Gabriella et al. (2015) Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: early parental talk about the ""there-and-then"" matters. Dev Psychol 51:161-75
Goldin-Meadow, Susan (2015) Studying the mechanisms of language learning by varying the learning environment and the learner. Lang Cogn Neurosci 30:899-911
Bornkessel-Schlesewsky, Ina; Schlesewsky, Matthias; Small, Steven L et al. (2015) Neurobiological roots of language in primate audition: common computational properties. Trends Cogn Sci 19:142-50
Goldin-Meadow, Susan; Brentari, Diane (2015) Gesture, sign and language: The coming of age of sign language and gesture studies. Behav Brain Sci :1-82
Treiman, Rebecca; Schmidt, John; Decker, Kristina et al. (2015) Parents' Talk About Letters With Their Young Children. Child Dev 86:1406-18

Showing the most recent 10 out of 73 publications