Abstract

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

  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 #
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

  Institution

Name
University of Chicago
Department
Type
DUNS #
005421136
City
Chicago
State
IL
Country
United States
Zip Code
60637

  Publications

Demir-Lira, Özlem Ece; Asaridou, Salomi S; Raja Beharelle, Anjali et al. (2018) Functional neuroanatomy of gesture-speech integration in children varies with individual differences in gesture processing. Dev Sci 21:e12648
Glenn, Dana E; Demir-Lira, Özlem Ece; Gibson, Dominic J et al. (2018) Resilience in mathematics after early brain injury: The roles of parental input and early plasticity. Dev Cogn Neurosci 30:304-313
Gunderson, Elizabeth A; Sorhagen, Nicole S; Gripshover, Sarah J et al. (2018) Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets. Dev Psychol 54:397-409
Cartmill, Erica A; Rissman, Lilia; Novack, Miriam et al. (2017) The development of iconicity in children's co-speech gesture and homesign. LIA 8:42-68
Pruden, Shannon M; Levine, Susan C (2017) Parents' Spatial Language Mediates a Sex Difference in Preschoolers' Spatial-Language Use. Psychol Sci 28:1583-1596
Goldin-Meadow, Susan; Brentari, Diane (2017) Gesture, sign, and language: The coming of age of sign language and gesture studies. Behav Brain Sci 40:e46
Asaridou, Salomi S; Demir-Lira, Özlem Ece; Goldin-Meadow, Susan et al. (2017) The pace of vocabulary growth during preschool predicts cortical structure at school age. Neuropsychologia 98:13-23
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
Demir-Lira, Özlem Ece; Levine, Susan C (2016) Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth. J Cogn Dev 17:596-619

Showing the most recent 10 out of 81 publications