Educational Neuroscience and Developmental Disorders

Educational Neuroscience and Developmental Disorders

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The research activity of the Educational Neuroscience and Developmental Language Disorders group revolves around research lines aiming at elucidating the neurocognitive mechanisms subtending typical and atypical language and reading development and at transferring this knowledge to clinical and educational practice.

Our research projects have been driven by the desire to eventually reach a better understanding as to why some individuals struggle to acquire language, in its oral or written forms, and of the neurocognitive and environmental factors that play a significant role in the manifestations of these developmental language disorders. To conduct this research efficiently, we use various techniques (behavioral testing, eye tracking, fMRI, EEG, MEG) and designs (cross-linguistic, cross-sectional, longitudinal, and training studies) in bilingual and monolingual populations including infants, children, and adults, with and without language and reading disorders.

The group is strongly committed to transferring its fundamental research into practice, and is actively collaborating with clinicians and educators to improve the early detection, diagnosis and remediation of children with developmental language and reading difficulties

Our team

Publications

In press

Lallier, M., Peréz-Navarro, J., & Ordin, M. (In press). Enhanced Reading Skills are Associated with Auditory Spatial Attentional Rebalance Induced by the Exposure to Dual-language Contexts. Scientific Studies of Reading. Doi:10.1080/10888438.2024.2317128

2024

Ershaid, H., Lizarazu, M., McLaughlin, D., Cooke, M., Simantiraki, O., Koutsogiannaki, M., & Lallier, M. (2024). Contributions of listening effort and intelligibility to cortical tracking of speech in adverse listening conditions. Cortex, 172, 54-71. Doi:10.1016/j.cortex.2023.11.018
Schwarz, J., Lizarazu, M., Lallier, M., & Klimovich-Gray, A. (2024). Phonological deficits in dyslexia impede lexical processing of spoken words: Linking behavioural and MEG data. Cortex, 171, 204-222. Doi:10.1016/j.cortex.2023.10.003

2023

Jevtović, M., Antzaka, A., & Martin, C.D. (2023). Déjà-lu: When Orthographic Representations are Generated in the Absence of Orthography. Journal of Cognition, 6(1). Doi:10.5334/joc.250

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