Optimising how the brain processes language in healthy and neurological populations. This research will examine how the ability of the brain to process language can be modified by behavioural experiences, certain drugs and direct brain stimulation. The findings have the potential to reveal new ways to treat language disorders after brain injury or disease.
Brain structure and function of neonates at risk for stuttering. The aim of the project is to determine whether the brain abnormalities that have been found in people who stutter are present at birth. The hypothesis is that the brains of neonates who subsequently start to stutter will differ significantly from those who do not. This is the first project to investigate the brains of infants before they start to stutter.
Neurocognitive substrates of naming facilitation in aphasia. This research directly addresses the national research priority goal of ageing well, ageing productively, by providing foundational knowledge for improved outcomes in the growing population of individuals in Australia with language impairments from age-related disease. Outcomes of the proposed research will include (1) development of a new theory of word production which can improve treatment of language impairment, (2) an enhanced und ....Neurocognitive substrates of naming facilitation in aphasia. This research directly addresses the national research priority goal of ageing well, ageing productively, by providing foundational knowledge for improved outcomes in the growing population of individuals in Australia with language impairments from age-related disease. Outcomes of the proposed research will include (1) development of a new theory of word production which can improve treatment of language impairment, (2) an enhanced understanding of the cognitive and brain mechanisms involved in word production and its treatment after stroke, and (3) postgraduate training in state-of-the-art cognitive neuroimaging and language neuroscience research. Read moreRead less
Children's Changing Speech Error Patterns: Articulating, Listening, and Thinking. When children are learning to talk, they make many errors of pronunciation. Between speech onset and five years of age, their pronunciations change, gradually approaching adult pronunciations of words. Most children share the same error patterns, although 6% have difficulty acquiring intelligible speech, that affects their academic and social development. The investigation will examine factors that contribute to ....Children's Changing Speech Error Patterns: Articulating, Listening, and Thinking. When children are learning to talk, they make many errors of pronunciation. Between speech onset and five years of age, their pronunciations change, gradually approaching adult pronunciations of words. Most children share the same error patterns, although 6% have difficulty acquiring intelligible speech, that affects their academic and social development. The investigation will examine factors that contribute to the acquisition of speech in normally developing and speech-disordered populations: oro-motor skills, auditory and cognitive processing. Experiments will determine the importance of each domain for speech development. The efficacy of a novel intervention programme for children with speech disorders will be evaluated.Read moreRead less
Communication outcomes of preterm children: prevalence, description and intervention. Premature birth places children at risk of major disability, yet the majority of children are considered neurologically normal and disability free. However in follow-up studies at school age, preterm children are found to have lower verbal and nonverbal abilities that affects their academic and social development. Preterm children are six times more likely to require special educational support. This investigat ....Communication outcomes of preterm children: prevalence, description and intervention. Premature birth places children at risk of major disability, yet the majority of children are considered neurologically normal and disability free. However in follow-up studies at school age, preterm children are found to have lower verbal and nonverbal abilities that affects their academic and social development. Preterm children are six times more likely to require special educational support. This investigation will examine the communication skills, cognitive processes and academic progress of children born preterm. The findings will provide an evidence base for decisions about monitoring and intervention of preterm infants at greater risk for poorer speech-language and academic outcomes.Read moreRead less