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Nijmegen Lectures 2017, January 23-25 -

Lecturer & Discussants

Lecturer Gary S. Dell

Portrait of Garry Dell

 

 

Gary Dell obtained his PhD in 1980 from the University of Toronto. He taught at Dartmouth College and the University of Rochester before joining the faculty of the University of Illinois at Urbana-Champaign, where he is Professor of Psychology, Linguistics, and Professor of Psychology at the Beckman Institute. He was elected to the American Academy of Arts and Sciences, and the National Academy of Sciences in 2015. His research focuses on language production and aphasia.

 

The discussants for Monday, January 23, 2017

Eva Belke

Eva Belke graduated in Clinical Linguistics/Speech and Language Pathology from the University of Bielefeld in 1998, from where she also obtained a PhD in Psycholinguistics. After a two year post-doc at the University of Birmingham, she held a lectureship in Psychology at Aston University, Birmingham, before returning to the University of Bielefeld in 2005. In 2008, she moved to Bochum, where she is a professor of Psycholinguistics at the Department of Linguistics. Her research interests cover representations and processes in lexical-semantic encoding in young and older healthy and impaired speakers, cognitive resources of language processing, and psycholinguistic aspects of language teaching. Currently, she is the Principal Investigator in a collaborative research project that investigates the role of implicit learning and implicit teaching for enhancing morphosyntactic and orthographic skills in late Kindergarten and early primary school children. This research is funded by the Volkswagen Foundation as part of the research initiative “Key Issues for Research and Society”.

Ardi Roelofs

Ardi Roelofs is professor in the School of Psychology and Artificial Intelligence of Radboud University, Nijmegen, principal investigator at the Centre for Cognition of the Donders Institute for Brain, Cognition and Behaviour, and research associate of the Max Planck Institute for Psycholinguistics in Nijmegen. Moreover, he is director of the Master of Cognitive Neuroscience Programme at Radboud University. His research focuses on language and attention. He uses a multi-methodological approach that includes measurements of response time and accuracy, eye tracking, electrophysiological and hemodynamic neuroimaging, tractography, genetics, and computational modeling, in both normal and language-impaired populations.

 

The discussants for Tuesday, January 24, 2017

Padraic Monaghan

Padraic Monaghan studied Mathematics and Philosophy at Manchester University, then did postgraduate studies in Cognitive Science at Edinburgh University. After research posts at Edinburgh and Warwick Universities, he took up a lectureship at the University of York, before becoming Professor of Cognition in the Department of Psychology at Lancaster University. He is currently co-director of the ESRC International Centre for Language and Communicative Development (LuCiD). His research combines behavioural and computational methods, and his lab group conducts research on language acquisition, language evolution, literacy development, and the effects of sleep on learning and memory.

Caroline Rowland

Caroline Rowland is Director of the Language Development Department at the Max Planck Institute for Psycholinguistics, and Co-Director of the LuCiD Centre at the University of Liverpool, where she leads the Language 0-5 Project. Her research focuses on how children acquire language, with a particular interest in grammar and in assessing how the child’s environment promotes and shapes language growth. She is a series editor for the Trends in Language Acquisition (TiLAR) book series and an associate editor for the Journal of Child Language.

Julia Uddén

During her PhD at Karolinska Institute, in collaboration with the MPI for Psycholinguistics and the Donders Institute, Centre for Cognitive Neuroimaging, Julia Uddén studied the neurobiology of syntactic processing. She used transcranial magnetic stimulation to study acquisition and processing of artificial grammars of varying complexity, showing (1) evidence that questions the psychological relevance of Chomsky hierarchy and (2) evidence for a causal role of Broca's region in artificial syntactic processing. She has reviewed the literature on neurobiology of artificial grammar learning extensively, also using formal meta-analysis. During her postdoc at the MPI for Psycholinguistics, she created an unusually large database with 204 participants, scanned with all the state of the art genetic techniques and neuroimaging techniques including FMRI, DTI and MEG. Her work within this so called MOUS project shows with great detail the neural underpinnings of supramodal combinatorial processes that combine words into well-formed sentences and pinpoints the difficulties with processing complex left-branching structure from a neural point of view. She has been admitted to the 5-year Pro Futura Scientia programme for outstanding early career scientists. At the newly established Stockholm University Brain Imaging Center (SUBIC, Department of Linguistics and Psychology, Stockholm University), she will study how the adolescent brain develops to support pragmatics.

 

The discussants for Wednesday, January 25, 2017

Holly Branigan

Holly Branigan is Professor of Psychology of Language and Cognition at the University of Edinburgh. After a degree in Language and Linguistic Science at the University of York, and an MSc /PhD in Cognitive Science at the University of Edinburgh, she held a British Academy Postdoctoral Fellowship at the University of Glasgow before joining the School of Philosophy, Psychology and Language Sciences at Edinburgh. She has published over 60 journal articles and numerous other publications on topics relating to language processing. Her research is mainly concerned with the nature of the cognitive processes and representations that underlie language production and interactive language use, with a particular focus on syntactic structure. Specific topics of interest include structural priming, the influence of input on language processing in interactive contexts (including human-computer interaction), and aspects of the relationship between psycholinguistics and linguistics. Her work addresses these issues in a wide range of populations, including monolingual and bilingual adults, typically developing children, children with an autistic spectrum condition, and children with a specific language impairment.

Falk Huettig

Falk Huettig is a Senior Investigator at the Max Planck Institute for Psycholinguistics in Nijmegen, Netherlands and a Visiting Professor at Jawaharlal Nehru University (JNU), New Delhi, India. He received a BSc and a MSc from the University of Edinburgh and a PhD in Psychology from the University of York, UK. His research focuses on the effects of cultural inventions such as reading/writing on cognition and brain functioning. Other main interests include multi-modal cognition and predictive language processing.

Last checked 2017-07-24 by Nanjo Bogdanowicz

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