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. Four 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 cognitive psychology. The program faculty includes ten 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 proposal is expected.

Public Health Relevance

The training addresses a major public health need in the development of scientific expertise to guide the remediation of language impairments as well as in the creation of a cadre of well-trained researchers to train the next generation of researchers and clinicians.

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-R (37))
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
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
Vitevitch, Michael S; Chan, Kit Ying; Goldstein, Rutherford (2014) Insights into failed lexical retrieval from network science. Cogn Psychol 68:1-32
Vitevitch, Michael S; Storkel, Holly L; Francisco, Ana Clara et al. (2014) The influence of known-word-frequency on the acquisition of new neighbors in adults: evidence for exemplar representations in word-learning. Lang Cogn Neurosci 29:1311-1316
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
Vitevitch, Michael S; Goldstein, Rutherford (2014) Keywords in the mental lexicon. J Mem Lang 73:131-147
Hoover, Jill R; Storkel, Holly L (2013) Grammatical treatment and specific language impairment: neighbourhood density & third person singular -s. Clin Linguist Phon 27:661-80
Politzer-Ahles, Stephen; Fiorentino, Robert (2013) The realization of scalar inferences: context sensitivity without processing cost. PLoS One 8:e63943
Sittner Bridges, Mindy; Catts, Hugh W (2011) The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children. J Learn Disabil 44:330-8
Storkel, Holly L; Maekawa, Junko; Hoover, Jill R (2010) Differentiating the effects of phonotactic probability and neighborhood density on vocabulary comprehension and production: a comparison of preschool children with versus without phonological delays. J Speech Lang Hear Res 53:933-49
Storkel, Holly L; Hoover, Jill R (2010) Word learning by children with phonological delays: differentiating effects of phonotactic probability and neighborhood density. J Commun Disord 43:105-19

Showing the most recent 10 out of 22 publications