There is a great need for researchers in communication disorders trained in language impairments. The proposed competing continuation would continue to provide predoctoral cross-disciplinary research training as well as preparation for research and teaching careers addressing language impairments from a lifespan orientation. These areas of expertise appear in academic departments of communication disorders, cognitive neuroscience, linguistics, human development, psychology, geriatrics, and cognitive science. Five predoctoral trainees are requested for 2-3 years of support per trainee. It is expected that trainees will be drawn primarily from current doctoral students in child language, communication disorders, linguistics, or psychology. Program faculty include eight experienced, productive researchers who direct active research laboratories. These faculty have related interests as well as a track record of collaborative endeavors. Trainees will enroll in a cross-disciplinary curriculum of academic offerings in content courses, research methods and design, and responsible conduct of research. Each trainee will participate in primary and secondary level research experiences. The primary research participation will be a multi-year apprenticeship that takes place in a laboratory headed by one of the program faculty. A secondary, short-term research experience will be carried out under the direction of a second faculty member. Faculty and peer mentoring will be recognized as important dimensions of the research training experience. A peer mentoring group will be continued, and serve as a source of feedback to the faculty. The climate for scholarship includes a wide variety of scholarly activities, including participation with trainees from other disciplines, access to visiting scholars, and participation in the ongoing series of seminars and workshops sponsored by the Merrill Advanced Studies Center and the Institute for Life Span Studies. Preparation of research posters, talks, scientific papers and an F31 application is expected. The training addresses a major public health need in the development of scientific expertise to guide the remediation of language impairments.

National Institute of Health (NIH)
National Institute on Deafness and Other Communication Disorders (NIDCD)
Institutional National Research Service Award (T32)
Project #
Application #
Study Section
Special Emphasis Panel (ZDC1-SRB-O (11))
Program Officer
Sklare, Dan
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
University of Kansas Lawrence
Organized Research Units
United States
Zip Code
MacKay, Donald G; Goldstein, Rutherford (2016) Creativity, Comprehension, Conversation and the Hippocampal Region: New Data and Theory. AIMS Neurosci 3:105-140
Politzer-Ahles, Stephen; Holliday, Jeffrey J; Girolamo, Teresa et al. (2016) Is linguistic injustice a myth? A response to Hyland (2016). J Second Lang Writ 34:3-8
Haebig, Eileen; Sterling, Audra; Hoover, Jill (2016) Examining the Language Phenotype in Children With Typical Development, Specific Language Impairment, and Fragile X Syndrome. J Speech Lang Hear Res 59:1046-1058
Fiorentino, Robert; Politzer-Ahles, Stephen; Pak, Natalie S et al. (2015) Dissociating morphological and form priming with novel complex word primes: Evidence from masked priming, overt priming, and event-related potentials. Ment Lex 10:413-434
Abel, Alyson D; Rice, Mabel L; Bontempo, Daniel E (2015) Effects of verb familiarity on finiteness marking in children with specific language impairment. J Speech Lang Hear Res 58:360-72
Vitevitch, Michael S; Castro, Nichol (2015) Using network science in the language sciences and clinic. Int J Speech Lang Pathol 17:13-25
Brady, Nancy; Warren, Steven F; Fleming, Kandace et al. (2014) Effect of sustained maternal responsivity on later vocabulary development in children with fragile X syndrome. J Speech Lang Hear Res 57:212-26
Vitevitch, Michael S; Chan, Kit Ying; Goldstein, Rutherford (2014) Insights into failed lexical retrieval from network science. Cogn Psychol 68:1-32
Brady, Nancy C; Anderson, Christa J; Hahn, Laura J et al. (2014) Eye tracking as a measure of receptive vocabulary in children with autism spectrum disorders. Augment Altern Commun 30:147-59
Ash, Andrea C; Rice, Mabel L; Redmond, Sean M (2014) Effect of language context on ratings of shy and unsociable behaviors in English language learner children. Lang Speech Hear Serv Sch 45:52-66

Showing the most recent 10 out of 43 publications