Below are some highlights of the types of research questions we are interested in asking:
- What are the age-related changes in orthographic (spelling), phonological (speech), and semantic (meaning) representations involved in reading?
- How are the brains of children with dyslexia different from brains of children without dyslexia?
- How can we use neuroimaging to predict who will show reading and language gains?
- How does altered input influence the reading network, as in the case of deafness?
- Is the brain network for reading development universal or language specific?
- Are there cross-linguistic differences in the neural basis of dyslexia?
- How does method of instruction influence learning to read new writing systems?
- Can we predict who is likely to be successful at second language learning?
- Can learning to read be accelerated through non-invasive brain stimulation?
- What are the age-related changes in executive functioning related brain regions?
- How are the brains of children with ADHD different from brains of children without it?
- Can the use of feedback and reward normalize behavior in children with ADHD?
- Can we use neuroimaging to accurately identify children with and without ADHD?
- What brain mechanisms are used to perform different types of arithmetic problems, and does this change developmentally?
- Are math difficulties primarily a problem with quantity mechanisms, verbal mechanisms, or both?
- How do socio-economic differences relate to reliance on these mechanisms?
- Are there cross-cultural differences in the brain regions used to solve arithmetic problems?
- What brain mechanisms are used when solving different types of logical reasoning problems?