UofM Communication Sciences and Disorders Research Brochure

IN COMMUNICATION SCIENCES AND DISORDERS

2 5 7

Message from the Director History of the School Research Faculty

HEARING RESEARCH 8 Auditory Cognitive

Neuroscience Laboratory 10 Hearing Aid

Research Laboratory 12 Speech Perception

Assessment Laboratory SPEECH RESEARCH 14 Adult Neurogenic

Communication Disorders Laboratory 16 Infant Vocalization

and Origins of

Language Laboratory

18 Social Interaction Laboratory 20 Voice, Emotion and

Cognition Laboratory

LANGUAGE RESEARCH 22 Language Acquisition/

Bilingualism Laboratories 24 Cognition, Language and

Speech Laboratory

Message from the Director As director of the Center for Research Initiatives and Strategies for the Communicatively Impaired (CRISCI), I am pleased to welcome you to the latest edition of our research catalog.

MISSION STATEMENT The mission of the Center for Research Initiatives and Strategies for the Communicatively Impaired (CRISCI) is to advance the state of science for addressing the needs of the communicatively impaired. The Center’s research focus is the amelioration of disorders of receptive and expressive human communication. Three research focus groups encompass the areas of interest of the principal investigators of the Center:(1) Hearing Science and Disorders; (2) Speech Science and Disorders; and, (3) Language Science and Disorders.

BACKGROUND AND HISTORY

Speech Science

Hearing Science

Language Science

CRISCI was established by the state of Tennessee in 1984, when the School of Communication Sciences and Disorders was still a School of Audiology and Speech-Language Pathology, and the University of Memphis was still Memphis State University. CRISCI was designated by the state as an Accomplished Center of Excellence in 1989, at about the same time a national interest in communication disorders was on the rise and the NIDCD was established. Because of this early

start, careful planning, prominent faculty, and consistent accomplishments, CRISCI was positioned to play a prominent role in research and development for the communicatively impaired.

CRISCI provides critical resources to maintain and support ongoing research activity at the School of Communication Sciences and Disorders. This activity is a very important piece of our national reputation and visibility of our programs.

Affiliated members include the nine tenure-track research faculty whose research is featured in this catalog.

Five emeritus faculty members also remain active in our program.

Since 1984, CRISCI affiliated researchers have been successful in obtaining several million dollars in grant funding, supporting research in hearing aids, infant vocalization, hearing loss, Parkinson’s disease, language development, fluency, autism, speech perception, and conversational biometrics, among others.

The figure below illustrates the history of grant funded research by CRISCI faculty.

Chair of Excellence funded

IVOC1 NIH Gyru

Otic CRISCI Established

Dept of ED/OSEP Training Grant

H.A. Benefits (NIH)

2

HAR (NIH

2001

200

Psych to H.L. (NIH)

Establish research areas

1989

ASHFoundation HARL (DVA)

1992

1995

1998

n

CRISCI faculty publish in internationally renowned journals. Faculty also are invited to present papers, seminars and workshops at the Annual Conventions of the American Speech-Language-Hearing Association and the American Academy of Audiology, World Congress of Audiology, as well as at other regional, national, and international professional meetings.

Among the many recent examples of CRISCI accomplishments are the following: Dr. Lisa Lucks Mendel, Research Associate Monique Pousson, and several former graduate students won an award at the 2017 Audiology Now! Conference for Excellence in Pediatric Research for their poster entitled, “Introducing the SPPIT: Spanish Pediatric Picture Identification Test”.

Dr. Miriam van Mersbergen along with Charles River Analytics, received a Small Business Technology Transfer grant from the Defense Advanced Research Projects Agency (DARPA). They investigated ways to measure vocal stress in helicopter pilots.

Dr. Naomi Eichorn was awarded the 2017 New Investigator Grant by the American Speech and Hearing Foundation for her study on attention and stuttering in school-aged children.

Dr. Gavin M. Bidelman’s 2012 article on bidirectional perceptual-cognitive transfer between music and tonal languages reached the top 10% of most cited articles in PloS One, among more than 150K papers it has published since 2007. Bidelman received the University’s Early Career Research Award (ECRA) in 2016.

Dr. D. Kimbrough Oller continues his groundbreaking work in the area of origins of language, infant vocal development, and multilingualism with his fourth NIH funded project since he arrived at the University of Memphis in 2002. In 2018, Oller was awarded the University’s Arthur C. Graesser Presidential Award for Lifetime Achievement in Research.

Dr. Eugene H. Buder initiated a project within the larger mPERF grant from IARPA (PI: Dr. Santosh Kumar).

Dr. Buder was funded by four different external grants during 2017. He also served as a consultant to Dr. Shalini Narayana at UTHSC in Neuroscience.

Dr. Jani Johnson presented an overview of available hearing aid devices and a summary of her own research about the impact of hearing aid technology on outcomes in daily life at a workshop hosted by the Federal Trade Commission in April 2017. She was also recently elected to ASHA’s Coordinating Committee for Aural Rehabilitation and Its Instrumentation.

IVOC1 NIH Gyrus ENT Oticon H.A. Research Bilingual./Phon. (NIH) HARL F31 NIH (NIH)

TBR Diversity Grant Dept ED/OSEP TBR Diversity Grant

2007

Linda Jarmulowicz, PhD Interim Dean and Director

NSF MJFox Foundation

ASHFoundation AHRF GRAMMY Foundation AAAF Turtle Beach Corp.

IVOC3 (NIH) DARPA mPERF

IVOC2 (NIH) HARL (NIH)

ASHA New Investigator Autism Speaks

2004

Our state-of-the-art research laboratories and outstanding team of research personnel have positioned CRISCI as a leader in the field of communication disorders. As new faculty have joined us, new research is underway in exciting new directions. I invite you to read on about the exciting research and professional activities of our faculty.

NIH subgrant

2010

2013

2016

Today 2018 3

The original building located in downtown Memphis, home to the School of Communication Sciences & Disorders for 50+ years (gray). The Community Health Building located on the Park Avenue campus (color). In 2015, the 177,000 sq. ft facility became the new site of the University of Memphis School of Communication Sciences & Disorders and Loewenberg College of Nursing 4

History of the School 1947 Memphis Speech and Hearing Center created in the Memphis Medical Center - first of its kind in the Mid-South

1994 The School of Audiology and Speech-Language Pathology was established in the renamed University of Memphis

1963 Construction of new building completed at original

1997 Memphis Speech and Hearing Center

site (807 Jefferson Ave., downtown Memphis)

1967 Center became associated with Memphis State University, and an undergraduate degree is established

1969 Department of Audiology and Speech Pathology was created as an independent program. The undergraduate program was closed, and a master’s degree offered in Audiology and Speech Pathology

celebrated 50 years of excellence

1998 School first ranked by U.S. News & World Report as one of the top 10 graduate programs in Audiology and Speech-Language Pathology. CSD has remained a nationally ranked program for 20+ years.

2001 Clinical doctorate in Audiology (Au.D.) began; Chair of Excellence funded by the Plough Foundation established

1970 First annual student-led Mid-South Conference on Communicative Disorders held

2007 Grand opening of Memphis Speech and Hearing Center East (4075 Park Ave.)

1972 Ph.D. program in Audiology and Speech Pathology began

2010 40th anniversary of the student-led Mid-South Conference on Communicative Disorders

1984 Designated a Tennessee Center of Excellence in Higher Education - Creation of Center for Research Initiative and Strategies for the Communicatively Impaired (CRISCI)

1989 CRISCI was designated as an Accomplished Center of Excellence

2011 School renamed to “School of Communication Sciences and Disorders”

2015 CSD moved to its present home, the Community Health Building located on the University of Memphis Park Avenue Campus (4055 Park Ave.)

5

The School’s state of the art rotary chair is used for vestibular assessment and balance testing.

RESEARCH Research in the School of Communication Sciences and Disorders includes remediation of communication difficulties experienced by persons with hearing impairment, the development and improvement of hearing assistive technologies (e.g., hearing aids, cochlear implants), psychoacoustics, cochlear and brain physiology in typical and hearing-impaired listeners, cognitive neuroscience, speech perception, stuttering, infant vocal development, origins of language, multilingualism and communication in acquired neural disorders and in children with autism spectrum disorder. Our faculty members are recognized nationally and internationally for their contributions to their respective fields.

Research in the School falls into three overlapping areas: • Hearing Sciences • Speech Sciences • Language Sciences 6

Speech Science

Hearing Science

Language Science

Research Faculty Gavin M. Bidelman, Ph.D. Associate Professor Auditory Cognitive Neuroscience Laboratory Ph.D. (2011) Purdue University

Jani A. Johnson, Au.D., Ph.D., CCC-A Assistant Professor Hearing Aid Research Laboratory Ph.D. (2011) University of Memphis

Eugene H. Buder, Ph.D. Associate Professor Social Interaction Laboratory Ph.D. (1991) University of Wisconsin, Madison

Lisa Lucks Mendel, Ph.D., CCC-A Professor & Associate Dean of Graduate Studies Speech Perception Assessment Laboratory Ph.D. (1988) UC Santa Barbara

Naomi Eichorn, Ph.D., CCC-SLP Assistant Professor Cognition, Language, and Speech Laboratory Ph.D. (2014) City University of New York Lynda Feenaughty, Ph.D., CCC-SLP Assistant Professor Adult Neurogenic Communication Disorders Laboratory Ph.D. (2016) University at Buffalo

D. Kimbrough Oller, Ph.D. Professor, Plough Chair of Excellence Infant Vocalization Laboratory Ph.D. (1971) University of Texas at Austin Miriam van Mersbergen, Ph.D., CCC-SLP Assistant Professor Voice, Emotion and Cognition Laboratory Ph.D. (2005) University of Minnesota

Linda Jarmulowicz, Ph.D., CCC-SLP Interim Dean & Associate Professor Language Acquisition Laboratory Ph.D. (2000) City University of New York

Research Personnel Ed Brainerd Computer Systems Support

Kathy Fulmer Research Associate I

Alexis Payne Research Associate II

Neeraja Rangisetty Research Associate II

Edina Bene, Ph.D. Project Coordinator

Erin Loeding Assistant Coordinator

Monique Pousson Research Associate I

Pam Taylor Financial Services Associate

7

HEARING

RESEARCH

Auditory Cognitive Neuroscience Laboratory memphis.edu/acnl Gavin M. Bidelman, Ph.D. is associate professor in the School of Communication Sciences and Disorders at the University of Memphis. Dr. Bidelman received his B.M. in Music Theory and his B.S. in

plasticity associated with different listening experiences (e.g., musicianship, learning, bilingualism), and hearing deficits associated with hearing loss and aging. A particular interest of the

Sound Engineering from the University of Michigan and a Ph.D. in Hearing Science from Purdue University. He completed postdoctoral work at the Rotman Research Institute—Baycrest Centre for Geriatric Care in Toronto. He joined the University of Memphis faculty in 2012, where he directs the Auditory Cognitive Neuroscience Laboratory (ACNL). Dr. Bidelman holds a joint appointment with the Institute for Intelligent Systems and is an affiliate of the University of Tennessee Health Sciences Center Department of Anatomy and Neurobiology. Dr. Bidelman has published >80 journal articles on the relation between brain function and human hearing and is Associate Editor for the journal Frontiers in Neuroscience.

His research has been funded by the American Hearing Research, American Academy of Audiology, and GRAMMY® Foundations and has been featured in the New York Times and CBS News.

lab is to identify biomarkers that predict successful hearing in “cocktail party” environments (e.g., analyzing speech in noise).

The lab uses an interdisciplinary approach to understand audition through a coordinated blend of techniques including neuroimaging (EEG/ERPs), psychoacoustics, and computational modeling. Electrical responses are recorded from the human nervous system and “decoded” to decipher how brain activity relates to hearing skills. Studies also investigate the neurobiological relationships between music and language.

Research Interests Our research aims to understand the neurobiological underpinnings of speech and music perception and how the auditory system encodes and renders hearing behaviors. We study both normal auditory processing, the neural

8

Current Research and Applications Translational applications of Dr. Bidelman’s research include novel signal processing and detection algorithms to accelerate clinical evoked potential testing, early identification of auditory impairments via objective brain indices, and neurorehabilitation. Recent ACNL studies have demonstrated that early changes in the brain’s response to speech can be used as a biomarker for identifying mild cognitive impairment before the emergence of behavioral deficits. Bidelman’s research also

suggests that musical training has a profound impact on brain function and can partially counteract the cognitive and auditory declines that occur later in life.

Future Endeavors Using novel electrophysiological methods developed in the lab, Dr. Bidelman and his colleagues are recording neural activity generated simultaneously from the cochlea, brainstem, and cerebral cortex to identify emergent properties of auditory perception and map changes in neural coding that occur across the lifespan, with listening experiences, and with novel learning. Simultaneous recordings of brainstem and cortical neural responses are detailing how the brain’s representations for speech change in impoverished auditory systems affected by sensorineural hearing loss and cognitive impairments. Collectively,

H EA R I N G R E S EA R C H

Publication Spotlight Dr. Bidelman’s work demonstrates that auditory perceptual skills in normal and impaired hearing depend critically on how successful (or unsuccessful) information is transferred between different levels

Dr. Bidelman regularly collaborates with speech/hearing scientists, clinicians, engineers, and musicians to understand relations between brain and behavior as they relate to speech

of the auditory system (i.e., functional connectivity). In future directions of this work, Dr. Bidelman is interested in further examining brain connectivity and how it might predict individual differences in auditory learning in normal developing individuals and those with language-learning disorders. The lab is also beginning studies on multisensory processing to examine how hearing and vision are combined to assist speech perception in cocktail party scenarios.

and hearing issues. Research topics are equally as diverse and address empirical questions on normal auditory function, speech-language processing, aging and hearing loss, and brain plasticity. Dr. Bidelman regularly advises research projects for doctoral students in the clinical AuD program and PhD students from other departments (e.g., psychology, engineering) and has actively published with his graduate students (more than 15 student articles in past five years). Students with multidisciplinary backgrounds (e.g., cognitive psychology, neuroscience, engineering) and those interested in acquiring neuroimaging skills to tackle novel research questions are encouraged to pursue training in the ACNL.

Student Involvement Dr. Bidelman seeks highly motivated, intellectual students who are not afraid to ask questions. Students should be eager, motivated, and passionate about investigating new lines of inquiry.

1. Bidelman, G. M., Lowther, J., Tak, S., & Alain, C. (2017). Mild cognitive impairment is characterized by deficient hierarchical speech coding between auditory brainstem and cortex. Journal of Neuroscience, 37(13), 3610-3620.

2. Bidelman, G. M. & Howell, M. (2016).

Functional changes in interand intra-hemispheric auditory cortical processing underlying degraded speech perception.

NeuroImage, 124, 581-590.

3. Bidelman, G. M., & Alain, C. (2015).

Musical training orchestrates coordinated neuroplasticity in auditory brainstem and cortex to counteract agerelated declines in categorical vowel perception. Journal of Neuroscience, 35(2), 1240 –1249.

4. Bidelman, G. M., et al. (2013). Tracing the emergence of categorical speech perception in the human auditory system. NeuroImage, 79(1), 201-212 5. Bidelman, G. M. et al. (2011).

Cross-domain effects of music and language experience on the representation of pitch in the human auditory brainstem. Journal of Cognitive Neuroscience, 23(2), 425-434.

EEG (left) and eyetracking (right) are used in conjunction with behavioral measures to assess the neural underpinnings of listening skills, auditory learning, and hearing disorders.

9

Hearing Aid Research Laboratory harlmemphis.org Jani Johnson Au.D., Ph.D. is assistant professor in the School of Communication Sciences and Disorders and has served on the faculty since 2016. She received her B.S. in Communicative Disorders at Auburn University in 2003. She then pursued her Au.D. (2007) and Ph.D. (2011) from the University of Memphis, where she now teaches Introduction to Hearing Aids, Adult Audiologic Rehabilitation and Aging, Psychosocial Adjustment to Hearing Loss, and Evidence Based Practices in the Provision of Amplification.

Dr. Johnson is currently the director of the Hearing Aid Research Laboratory (HARL). The HARL has a long history of producing high-quality evidence designed to improve diagnostic and rehabilitative procedures for individuals with hearing impairment.

Research Interests Dr. Johnson’s research interests include multicultural issues in audiology and adult audiologic rehabilitation with a focus on hearing aids. Her research aims to provide evidence to inform hearing aid fitting and hearing healthcare delivery practices that are optimized for older adults of varying cultural background and social circumstance. She has taken steps toward this purpose by examining the effectiveness and real-world value of current hearing aid fitting practices for older adults and attempting to explain sociocultural causes of local

10

racial/ethnic disparities in the receipt of hearing health care.

Current Research and Applications The HARL has a state of the art laboratory that facilitates the conduct of cutting edge research on the effectiveness of hearing health care practices for older adults. Dr. Johnson and her colleagues often collaborate with hearing health care practitioners both locally and across the United States. Recent papers have investigated the realworld value of high-cost hearing aid technologies for older adults in several domains of daily listening. Through her research, Dr. Johnson strives to provide practical evidence that clinicians can use when making recommendations for individual patients in their practices and to help influence policy that will increase access to affordable, high-quality hearing health care for adults with hearing impairment.

In the past year, several research papers have been published on data from the HARL. A recent lab article was nominated for the Editors Award for Best Article in Ear and Hearing in 2016.

The results of research from the HARL have been presented to representatives of the National Academies of Sciences,

Engineering, and Medicine, and to the Federal Trade Commission. These results have been important for influencing policy surrounding issues of accessibility and affordability of hearing health care.

Future Endeavors Dr. Johnson’s future research will provide independent effectiveness evidence for emerging hearing assistive technologies and hearing rehabilitation practices.

She is also interested in the impact that hearing health care disparities might have on hearing health-related quality of life across the lifespan and how access to alternative hearing technologies and alternate models of hearing healthcare delivery might affect hearing outcomes for culturally and socio-economically diverse individuals.

H EA R I N G R E S EA R C H

Student Involvement Research in the HARL concerns a variety of issues related to adult audiologic rehabilitation and hearing aids. Graduate students wishing to work in the HARL should be self-motivated and enthusiastic about translational research in this area. Dr. Johnson has high expectations of Au.D. students completing research projects. At the conclusion of this

hands-on research process, students are expected to understand fundamentals of research design, know how to implement specific research methods and manage data, participate in the interpretation of results, and gain confidence in presenting research findings. Students take a central role at each stage of the research process. Those interested in completing a Ph.D. with Dr. Johnson as their primary

mentor should have a record of academic excellence and an interest in pursuing a research career in the areas of adult audiologic rehabilitation and hearing aids.

Publication Spotlight 1. Johnson, J., Xu, J., & Cox, R. (2017). Impact of hearing aid technology on outcomes in daily life, III: Localization in quiet and in noise. Ear & Hearing, 38(6), 746-759

3. Cox, R., Johnson, J., & Xu, J. (2016). Impact of hearing aid technology on outcomes in daily life, I: The patient’s perspective.

Ear & Hearing, 37 (4), 224-237.

2. Johnson, J. Xu, J., Cox, R. (2016). Impact of hearing aid technology on outcomes in daily life, II: Speech understanding and listening effort. Ear & Hearing, 37 (5), 529-540.

4. Johnson, J., Xu, J., Cox, R., & Pendergraft, P. (2015). A comparison of two methods for measuring listening effort as part of an audiologic test battery. American Journal of Audiology, 24, 419-431.

5. Cox, R., Johnson, J., & Alexander, G. (2012).

Implications of high-frequency cochlear dead regions for hearing aid fittings: A laboratory and field trial for patients with mild to moderately-severe hearing loss. Ear & Hearing, 33 (5), 573-587.

11

Speech Perception Assessment Laboratory memphis.edu/spal

12

Lisa Lucks Mendel, Ph.D. is professor and associate dean of Graduate Studies in the School of Communication Sciences and Disorders at the University of Memphis. She joined the faculty in 2001.

Research Interests Dr. Lucks Mendel’s principal research concentration is on speech perception assessment issues for individuals who have normal hearing and hearing

and reliability of the various tools and procedures used in clinical practice. Dr. Lucks Mendel is currently creating new speech and

She is a licensed audiologist and hearing aid dispenser in Tennessee. Dr. Lucks Mendel received her B.S.Ed. and M.Ed. in Speech Pathology and Audiology from the University of Georgia and her Ph.D. from the University of California, Santa Barbara. She taught and conducted research at Pennsylvania State University as a visiting assistant professor, and served on the faculty at the University of Mississippi from 1989 to 2001 where she was a tenured associate professor, associate director of the Center for Speech and Hearing Research in the National Center for Physical Acoustics, and coordinator of Audiology. She was elected Fellow of the American SpeechLanguage-Hearing Association (ASHA) in 1998, and has served on the National Advisory Committee for the Audiology Praxis exam since 2009. Dr. Lucks Mendel is co-author of the textbook Audiologic Assessment and Management and Speech Perception Assessment. She currently directs the Speech Perception Assessment Laboratory (SPAL) in the School of Communication Sciences and Disorders at the University of Memphis.

impairments. Her research focuses on ways to validate traditional speech recognition test materials as legitimate and useful methods of outcome assessment. This area of interest is also extended to National Science Foundation (NSF) funded research involved in developing machine-learning algorithms to tune hearing instruments (e.g., cochlear implants) based on individuals’ hearing characteristics and speech production errors. The SPAL is also focused on the evaluation of various tools and procedures used to assess speech understanding for their validity and reliability in different listening situations. Lucks Mendel is particularly interested in studying listeners’ speech understanding in noise in native and non-native speakers of English. Her previous research conducted at the Navy Experimental Diving Unit focused on ways to improve speech intelligibility for military divers.

word recognition tests for Spanish-speaking children. This is a very unique assessment technique because it can be administered

by English-speaking or Spanish-speaking clinicians. In addition, her research focuses on ways to improve how cochlear implants are tuned for listeners with severe-toprofound sensorineural hearing loss.

She is working collaboratively with the Institute for Intelligent Systems and engineers to develop more objective ways to make meaningful adjustments in cochlear implant maps based on individuals’ speech production errors and their neurophysiologic correlates.

In another interesting study recently conducted in the SPAL, speech perception was assessed using surgical masks to evaluate how visual cues (or the lack thereof) assist in speech understanding in medical environments. The products of Dr. Lucks Mendel’s research are highly practical and can be used by clinicians in many different clinical settings.

Current Research and Applications The focus of the SPAL is the accurate assessment of speech perception by individuals with normal hearing and those with hearing impairment with specific emphasis on the evaluation of the validity

H EA R I N G R E S EA R C H

Future Endeavors In the future, Dr. Lucks Mendel plans to continue the development of Spanish speech perception tests and her research assessing speech perception in Spanishspeaking listeners. She also plans to continue her work with cochlear implant recipients evaluating their speech production errors to assist in tuning their devices. The exploration of ways to improve cochlear implant tuning is of particular interest to her. Research in the

SPAL will continue to focus on speech perception assessments in a variety of conditions and situations, particularly those that focus on speech in noise.

Student Involvement Many research opportunities are available to students in the SPAL. Depending on their desired amount of involvement, students can participate in research in many different ways. Dr. Lucks Mendel welcomes students from all different levels of research experience to

participate in her lab. All of the projects Dr. Lucks Mendel oversees allow students to learn more about the research topics being studied, while also developing skills they can apply to their clinical practice. Dr. Lucks Mendel is open to new ideas that are developed from students’ specific areas of interest.

Publication Spotlight 1. Mendel, L.L., Lee, S., Pousson, M., Patro, C., McSorley, S., Banerjee, B., Najnin, S. & Kapourchali, M.H. (2017). Corpus of deaf speech for acoustic and speech production research. Journal of the Acoustical Society of America, 142 (1), EL102-107.

2. Patro, C. & Mendel, L.L. (2016). Role of

contextual cues on the perception of spectrally reduced interrupted speech.

Journal of the Acoustical Society of America, 140(2), 1336-1345.

3. Mendel, L.L. & Widner, H. (2016). Speech perception in noise for bilingual listeners with normal hearing. International

Journal of Audiology, 55 (2),126-134.

4. Mendel, L.L. (2008). Current considerations in pediatric speech audiometry. International Journal of Audiology, 47, 546-553.

5. Mendel, L.L. (2007). Objective and subjective hearing aid assessment outcomes.

American Journal of Audiology, 16, 118-129.

13

SPEECH

RESEARCH

Adult Neurogenic Communication Disorders Laboratory memphis.edu/ancd Lynda Feenaughty, Ph.D. is assistant professor in the School of Communication Sciences and Disorders at the University of Memphis. Dr. Feenaughty joined the faculty in 2017. She received her B.S. and M.A. in Communicative Disorders from SUNY Geneseo and received her Ph.D. in Communicative Disorders at the University at Buffalo in 2016. She currently directs the Adult Neurogenic Communication Disorders Laboratory (ANCD) which is dedicated to research investigating the relationship between neuropsychological function and spoken language behaviors including speech motor control and language characteristics and their perceived speech adequacy secondary to neurodegenerative disease such as Multiple Sclerosis (MS).

Research Interests Dr. Feenaughty’s research interests include investigating acoustic and linguistic characteristics of connected speech to determine how cognitive function influences speech motor behavior and perceived speech adequacy in individuals with neurodegenerative disease. This involves taking a deeper look at cognitivespeech motor

14

interaction, respiratory kinematics, motor speech disorders, the impact of neuropsychological function on spoken language, as well as other associated aspects of this relationship.

Current Research and Applications Dr. Feenaughty’s current research focuses on investigating the relationship between neuropsychological function, speech motor control, and language characteristics, as well as the perceived speech adequacy in patients affected by multiple sclerosis. Multiple sclerosis is a main focus of the ANCD’s research, but other adult neurogenic disorders (Parkinson’s disease,

stroke, etc.) affecting typically aging adults are also of interest. Results and data produced by the ANCD laboratory will enhance traditional clinical management of speech and language disorders and research practices. Additionally, she aims to advance a comprehensive theory of spoken language production that incorporates cognitive, linguistic, and motor functions. Dr. Feenaughty regularly collaborates with the Aphasia Lab at the University of South Carolina and the Medical University of South Carolina to study fluency inducing

S P E E C H R E S EA R C H

effects of speech entrainment and social circles in chronic aphasia.

Future Endeavors Future directions of Dr. Feenaughty’s research include studying laboratory methods to quantify normal and disordered aspects of respiratory and laryngeal physiology and incorporating techniques such as neuroimaging (e.g., MRI). These neuroimaging techniques will be used to visualize brain integrity and structural connectivity supporting language and speech motor performance in persons with acquired neurogenic disorders to better understand the various aspects of spoken language impairment.

Student Involvement Future graduate students should know that research opportunities are plentiful in Dr. Feenaughty’s lab. Completing a Ph.D. or special project in her lab consists of concentrated readings and discussion of the current theories and models of speech production and perception.

Students will also have the opportunity to learn a variety of laboratory methods to quantify neuropsychological status and acoustic and perceptual characteristics of normal and disordered aspects of speech resulting from acquired neurodegenerative disease or other acquired neurologic disorders.

Informal learning opportunities (conferences, project meetings) during their experience in the ANCD lab will also be instrumental to expand student’s foundational knowledge of speech acoustics, perception, linguistics, and neuropsychology.

Publication Spotlight 1. Feenaughty, L. et al. (2017). Nonfluent speech following stroke is caused by impaired efference copy.

Cognitive Neuropsychology, 1-15.

2. Basilakos, A., Yourganov, G., den Ouden, D., Fogerty, D., Rorden, C., Feenaughty, L. & Fridriksson, J. (2017). A multivariate analytic approach to the differential diagnosis of apraxia of speech.

Journal of Speech, Language, and Hearing Research, 1-15.

3. Feenaughty, L., Tjaden, K., & Sussman, J. (2014). Relationship between acoustic measures and judgments of intelligibility in Parkinson’s disease: A within-speaker approach.

Clinical Linguistics and Phonetics, 28(11), 857-78.

4. Feenaughty, L. et al. (2013). Speech and pause characteristics in Multiple Sclerosis: A preliminary study of speakers with high and low neuropsychological test performance. Clinical Linguistics and Phonetics, 27, 134 – 151.

5. Rodgers, J.D., Tjaden, K., Feenaughty, L., Weinstock-Guttman, B., & Benedict, R.H. (2012). Influence of cognitive function on speech and articulation rate in Multiple Sclerosis. Journal of the International Neuropsychological Society, 19(2), 173-80.

15

Infant Vocalization and Origins of Language Laboratory memphis.edu/ivoc D. Kimbrough Oller, Ph.D. is professor and Plough Chair of Excellence in the School of Communication Sciences and Disorders at the University of Memphis.

He studied at the University of California

research articles was recognized by Autism Speaks as one of the top 10 achievements in autism. Oller is a permanent member of the Scientific Advisory Board of the LENA Research

This effort encompasses both development in human and non-human infants as well as the formulation of a general theory of the origin of communication systems. This

(Berkeley) and the University of Texas (Austin), where he completed the Ph.D. in Psycholinguistics (1971). His previous appointments have included faculty positions at the University of Washington, the University of Miami and the University of Maine, director of the Infant and Child Speech Laboratories and the Bilingualism Study Group at the University of Miami (1976-1997), and chair of the Department of Communication Sciences and Disorders at the University of Maine (1997-2001).

Since 2008, he is a permanent external faculty member of the Konrad Lorenz Institute for Evolution and Cognition Research (Klosterneuburg, Austria).

Foundation of Boulder, Colorado. At the University of Memphis, he directs the Infant Vocalization Project and the Origins of Language Project and with Dr. Linda Jarmulowicz co-directs the Bilingualism Research Project.

work establishes a foundation for both scientific understanding and a variety of clinical applications. Oller and his team collaborate with other scholars on three continents at not fewer than 15 universities and research institutes.

Research Interests With a special focus on infancy, bilingualism, deafness and origins of language, Oller and his colleagues’ research covers a broad spectrum of topics on child speech and language. His most important contribution is a general theoretical and methodological model for the study of human communicative development, which laid the groundwork for recognizing normal stages of vocal development and assessing developmental communication disabilities.

Oller has supervised and funded research by students and faculty in a wide variety of fields, including child phonology, infant vocalization, semantics, pragmatics of communication, multilingualism, and in disorders of communication including phonological impairments, deafness, Down syndrome, and autism.

In collaboration with the Marcus Autism Center and Emory University, Oller’s most recent grant funding from the National Institutes of Deafness and other Communication Disorders (NIDCD) is for the study, Early Vocal Development and Prediction of Autism.

The research focuses on infant vocal development with a specific emphasis on development in the first year of life in infants who have siblings with autism.

The goal is to predict the emergence of autism or other developmental disorders by indicating early signs of vocal development aberrations. In addition, the grant project includes efforts towards creating more effective automated procedures for vocal analysis.

Oller has received continuous funding from the National Institutes of Health and many other sources since 1971, and published over 220 articles, four books and has edited two journal volumes.

He has served as vice president for Research and Academic Development for the Council of Academic Programs in Communication Sciences and Disorders.

Oller was elected as a Fellow of the American Speech-Language Hearing Association (ASHA) in 2004, and was awarded Honors from the association in 2013. In 2010, one of Oller’s scientific

16

Current Research and Applications Oller’s research is directed towards illuminating the origin of language.

Future Endeavors Oller’s collaborations make possible research on communicative development: 1) in prematurely born infants, still in the neonatal intensive care, 2) in infants with a wide variety of risk factors for

S P E E C H R E S EA R C H

development including autism, Down syndrome and low socioeconomic status, and 3) in non-humans such as bonobos, chimpanzees, wolves and marine animals. The empirical work is always embedded in theoretical frames that have been emerging in the laboratories for decades. The work is widely published and affords the opportunity for students involved in the research to interact broadly with scholars around the world. Recently the Oller laboratories have launched theoretical and empirical work on issues related to neurodiversity, which encompasses

the study of traits (especially related to vocal communication) associated with conditions such as autism and attention deficit disorder. The research is showing that infant vocal communication plays a primary role in the emergence of the capacity for language and in human cognition, and that human infants have far more elaborate vocal communication capabilities than infants of other ape species from the first days of life.

Student Involvement Oller’s work has always involved training Ph.D. students, who collaborate and

publish actively about infant vocal development, the evolution of language, and bilingualism. Additionally, students in Speech Language Pathology and Audiology training are regularly involved in laboratory research. The laboratory is highly integrated; all the students participating have opportunities to collaborate with each other in addition to receiving consistent direction.

Currently there are four Ph.D. students, and 14 M.A. and Au.D. students working in the laboratory. Over his career, Oller has supervised students working toward the PhD at nine universities.

Publication Spotlight 1. Jhang, Y. & Oller, D. K. (2017). Emergence of functional flexibility in infant vocalizations of the first three months.

Frontiers in Psychology. 8:300.

2. Warlaumont, A. S., Richards, J. A., Gilkerson, J. & Oller, D. K. (2014). A Social Feedback Loop for Speech Development and Its Reduction in Autism.

Psychological Science, 25: 1314-1324.

3. Patten, E., Belardi, K., Baranek, G. T., Watson, L. R., Labban, J. D., and Oller, D. K. (2014). Vocal patterns in infants with Autism Spectrum Disorder: Canonical babbling status and vocalization frequency.

Journal of Autism and Developmental Disabilities, 44 (10), 2413-2428 4. Oller, D. K., Buder, E. H., Ramsdell, H. L., Warlaumont, A. S., Chorna, L., & Bakeman, R. (2013). Functional flexibility of infant

vocalization and the emergence of language. Proceedings of the National Academy of Sciences, 110 (16) 6318-6323.

5. Oller, D. K. et al. (2010). Automated Vocal Analysis of Naturalistic Recordings from Children with Autism, Language Delay and Typical Development.

Proceedings of the National Academy of Sciences, 107, 30, 13354-13359.

17

Social Interaction Laboratory Eugene H. Buder, Ph.D. is associate professor in the School of Communication Sciences and Disorders at the University of Memphis and has been a member of the faculty since 1996. His undergraduate

studying rhythmic and melodic aspects of conversational communication, earning an M.A. degree in Education and Anthropology. He earned his doctoral degree with combined majors in

studying toddler’s language acquisition under Carol Stoel-Gammon. He currently directs the Social Interaction Laboratory and the Adult Conversation Recording Laboratory, and supports

degree from Harvard College combined the fields of Psychology and Linguistics to compare speech and music as modes of communication. He pursued these interests at the University of Alberta by

Communication Arts and Communicative Disorders at the University of WisconsinMadison in 1991. He served for four years as a post-doctoral research associate and as acting assistant professor in the Department of Speech and Hearing Science at the University of Washington

the Infant Vocalization Laboratory. His primary collaborators at the University of Memphis include CSD professor D. Kimbrough Oller on infant vocal development and Computer Science professor Santosh Kumar on mobile sensing projects related to respiratory and vocal behaviors during conversation.

Research Interests Dr. Buder is primarily a speech scientist and phonetician, a skillset which serves multiple interests related to communication. Beginning with visual, auditory, and quantitative approaches to acoustic and physiological signals, he addresses many problems and objectives in both speech production and perception.

In pursuit of his original interest in conversational interaction, Dr. Buder has studied normal conversational processes in adult and adult-infant vocal interactions, and adultadult interactions involving speech and language disorders such as aphasia and stuttering. His approach is heavily influenced by

18

S P E E C H R E S EA R C H

dynamic systems analysis, with an emphasis on coupled oscillator models.

His signal-based approach has also led to innovations in vocal quality analysis, especially in application to Parkinson’s

dynamic systems, a third objective is to develop theoretical perspectives on communication that reframe traditional information

disease, and both clinical and sub-clinical modulations of pitch and amplitude (e.g., ‘tremor,’ ‘wows’ and ‘flutters’ in patients with Multiple Sclerosis).

transmission conceptions.

Current Research and Applications Dr. Buder is currently focusing on three specific objectives. The first is determining the acoustic bases for classifying infant vocalizations in the first year of life, and observing how those vocalizations are used in motherinfant interactions. One application is helping researchers discriminate crying from non-distress vocalizations.

Another is identifying potential voice quality markers for the early detection of autism spectrum disorders. The second is characterizing the rhythmic hierarchies by which typical and disordered conversational partners align and coordinate their vocal interaction.

Elements of such hierarchies range from syllable to respiratory breath groups and larger units. This effort will support applications that automatically detect speech rhythms in field data with a long term objective of characterizing speaker adaptiveness. Building on his long term studies of communication in many circumstances and referencing

Future Endeavors Dr. Buder is particularly interested in working with students who wish to take an objective approach to interpersonal dynamics via the study of acoustic and physiological signals.

Research on mother-infant interaction is particularly well suited to this approach, but this perspective is applicable to virtually any population. In disordered populations, the approach focuses on the communication system, between affected and non-disordered partners.

Student Involvement Students wishing to investigate specific speech-language disorders may also study productively with Dr. Buder if acoustic and respiratory perspectives are of interest, especially if the focus is on the empirical assessment of voice quality.

More broadly, students wishing to learn details of speech and voice production, from the traditional perspectives of engineering and signal processing would be welcome to study under Dr. Buder, and he welcomes collaborative endeavors in the area of speech perception.

Publication Spotlight 1. Buder, E.H., McDaniel, V., Oller, D. K., Bene, E. R., & Ladmirault, J. (in press). Registers in infant phonation. Journal of Voice.

2. Vincini, S., Jhang, Y., Buder, E., & Gallagher, S. (2017). Neonatal imitation: Theory, experimental design, and significant for the field of social cognition.

Frontiers in Psychology, 8.

3. Buder, E.H., Warlaumont, A.S., Oller, D.K., & Chorna, L.B. (2010).

Dynamic indicators of motherinfant prosodic and illocutionary coordination. In Proceedings of the Speech Prosody 2010 Conference.

4. Buder, E. H., Chorna, L. B., Oller, D. K., & Robinson, R. B. (2008).

Vibratory regime classification of infant phonation. Journal of Voice, 22, 553-564 5. Buder, E. H. (1986). Coherence of speech rhythms in conversations: Autocorrelation analysis of fundamental voice frequency.

Toronto Semiotic Circle Monograph, 1986(2). Toronto: Toronto Semiotic Circle.

19

Voice, Emotion and Cognition Laboratory memphis.edu/vecl Miriam van Mersbergen, Ph.D. is assistant professor in the School of Communication Sciences and Disorders at the University of Memphis. She joined the faculty in 2016.

gain a better understanding of typical emotional reaction to vocal errors (i.e., feedback errors) and to assess if those with certain types of voice disorders respond differently to those

individual therapy approaches are effective. Dr. van Mersbergen is also developing an improved voice range profile method that is more efficient and applicable than the traditional

Dr. van Mersbergen directs the Voice Emotion and Cognition Laboratory, which uses a multidimensional approach to investigate how emotional experience and cognitive factors influence vocalization and communication. She began her academic career studying music and communication arts at Calvin College. After a brief career in music she returned to academia and studied speech language pathology and vocology at the University of Iowa and continued with doctoral studies in speech language hearing sciences and psychology at the University of Minnesota. Dr. van Mersbergen is also an affiliate of the Institute for Intelligent Systems. Additionally, she has maintained an active clinical career specializing in the assessment of vocal performers.

errors. In addition, she continues to develop clinical measures and ways to measure vocal effort for application in voice clinics.

measurement techniques. The goal of this project is to educate singers on what their individual vocal parameters are depending on their voice type so they can better use their natural abilities.

Research Interests Dr. van Mersbergen’s research areas include psychological influences in voice production with an emphasis in emotional and cognitive processes.

She uses psychometric, behavioral, and psychophysiological methods to investigate influences of affect and cognition on voice production. Some of the goals of her research are to

20

Current Research and Applications Current projects include establishing reliable vocal measures of affect modulation, investigating individual differences in response to vocal mistakes, and the establishment of measures of vocal effort. Applications of this research have the potential to inform clinicians on how to adapt vocal treatments to accommodate an individual’s cognitive load and temperamental style. Knowing how individuals respond to errors during vocalization will help inform us how clinicians can subsequently train and assist them in learning. With funding from DARPA, van Mersbergen began working on ways to identify when individuals experience high stress levels through vocal measures. This work will eventually help pilots communicate more effectively with automated co-pilots. Another current research project involves developing a fine-tuned measure of vocal effort that will allow speech-language pathologists and other voice professionals to measure speech production effort to ensure

Future Endeavors Dr. van Mersbergen would like to continue establishing a better understanding of how people emotionally and cognitively respond to their own vocalizations.

She also plans to actively collaborate with colleagues in psychology, music and theater as she has done in the past, which could lead to the creation of many new research studies in the future. Dr. van Mersbergen sees research as a great way to balance clinic work while furthering her understanding of how individuals communicate.

Student Involvement Students involved in Dr. van Mersbergen lab gain real-world experience in research and clinical skills due to the assortment of tasks she has available.

Students have the opportunity to be involved in many aspects of the research processes from recruiting and running participants through designing experimental paradigms, data analysis and the scientific writing process.

S P E E C H R E S EA R C H

Publication Spotlight 1. van Mersbergen, M., Lyons, P. & Riegler, D. (2017). Vocal responses in heighted states of arousal. Journal of Voice, 31(1), 127.e13-127.e19 2. Vinney, L., van Mersbergen, M., Connor, N., & Turkstra, L. (2016).

Vocal Control: Is it Susceptible to the Negative Effects of Selfregulatory Depletion? Journal of Voice, 30(5), e21-e31 3. van Mersbergen, M. & Delany, M. (2013). Vocal Responses to Emotional Picture Viewing. Logopedicas Phoniatrics Vocology, 39 (3), 99-107.

4. van Mersbergen, M. R., (2011).

Voice disorders and personality: Understanding their interactions.

Perspectives on Voice and Voice Disorders, 21 (1), 31-38.

5. van Mersbergen, M. R., Patrick, C. J. & Glaze, L. E. (2008). Functional Dysphonia During Mental Imagery: Testing the Trait Theory of Voice Disorders. Journal of Speech Language Hearing Research, 51(6), 1405- 1450.

21

LANGUAGE

RESEARCH

Language Acquisition Laboratory/ Bilingualism Laboratory Linda D. Jarmulowicz, Ph.D. is associate professor and interim dean of the School of Communication Sciences and Disorders at the University of Memphis. She joined the faculty in 2001,

of lexical organization, derivational morphology, linguistic rhythm, literacy and bilingualism. She is interested in language processing in all its forms, and is particularly interested

support speech-language pathology and audiology students to work with interpreters to provide culturally and linguistically appropriate services to non-English speaking

after receiving her Ph.D. in Speech and Hearing Sciences from the City University of New York in 2000. Prior to that she earned an M.A. in Speech-Language Pathology from Lehman College in 1997, and has an undergraduate degree in Linguistics and Psychology from the University of Massachusetts in Amherst.

She is a member of ASHA special interest groups 1, 10, and 14 (Language Learning and Education, Issues in Higher Education, and Cultural and Linguistic Diversity), the Linguistics Society of America (LSA), the Society for the Scientific Study of Reading (SSSR), and the International Dyslexia Association (IDA). She has been on the editorial board of reviewers for Language Speech and Hearing Services in Schools, and has reviewed for numerous journals. Dr. Jarmulowicz currently directs the Language Acquisition Laboratory and co-directs the Bilingualism Laboratory with Dr. Kim Oller.

in the intersections of different areas of language development, such as phonology and morphology, and the influence of language on literacy development. From 2005 to 2011, Dr. Jarmulowicz co-directed an NIH-funded project, Bilingual Phonology and Literacy (Co-PIs: D.K. Oller , E.H. Buder) which collected longitudinal data on over 300 children. From 2010-2015, she directed a personnel preparation grant supported by the U.S. Department of Education, to train and

children and their families.

Research Interests Dr. Jarmulowicz directs the Language Acquisition & Analysis Laboratory where she conducts research in the areas

22

Current Research and Applications Dr. Jarmulowicz focuses on two primary branches of research—prosody and literacy, and the language/development of young English learners. In the area of prosody and literacy, she is particularly interested in the morphophonology of derived words, and how production of

L AN G UAG E R E S EA R C H

polysyllabic and multimorphemic words can reflect lexical representation and organization. Dr. Jarmulowicz has fostered strong collaborations with D. Kimbrough Oller on projects tracking both monolingual and bilingual children in the Memphis area to study their phonological development in a second language as they also learn how to read in English. Current projects examine hesitation phenomena in spoken word productions as a reflection of lexical representation, spelling errors made by English-learning children as a measure of their phonological development, eye tracking studies that examine reading behavior in adults with Down Syndrome,

and exploring relationships between vocabulary, phonological and prosodic development.

Future Endeavors Dr. Jarmulowicz intends to keep her toe in research as much as time permits. Her work trying to understand language and literacy continues. There is likely another personnel training grant in her future.

Student Involvement Dr. Jarmulowicz has mentored five students through their Ph.D. degree, co-mentored three others, and served on numerous Ph.D. committees. Her lab provides a variety of opportunities for student involvement at many levels of the research process. Dr. Jarmulowicz encourages students to be part of the products of research, as demonstrated by the many master’s level students who have presented or co-presented posters at regional and national conferences.

Publication Spotlight 1. Chung, W.-L., Jarmulowicz, L., & Bidelman, G. M. (2017). Auditory processing, linguistic prosody awareness, and word reading in Mandarin-speaking children learning English. Reading and Writing, 30, 1407–1429.

2. Jarmulowicz, L. (2016). Stress production in derived English words as a developmental window.

In J. Thomson & L. Jarmulowicz (Eds.) Linguistic Rhythm and Literacy. John Benjamins/TiLAR. 3. Jarmulowicz, L., & Taran, V. L. (2013).

Lexical morphology: Structure, process, and development.

Topics in Language Disorders.

4. Jarmulowicz, L., Taran, V. L., & Seek, J. (2012). Metalinguistics, stress accuracy, and word reading: Does dialect matter?

Language Speech and Hearing Services in Schools, 43, 410-423.

5. Jarmulowicz, L., Hay, S. E., Taran, V. L., & Ethington, C. A. (2008). Fitting English derived word production into a developmental model of reading.

Reading and Writing, 21(3), 275-297.

23

Cognition, Language and Speech Laboratory memphis.edu/clas Naomi Eichorn, Ph.D. is assistant professor in the School of Communication Sciences and Disorders at the University of Memphis. She joined the faculty in 2016. She directs the Cognition, Language, and Speech Laboratory (CLAS), which focuses on how cognitive processes, such as attention and memory, interact with speech and language functions.

Current research in the lab examines contributions of attention to the occurrence of speech disfluencies and the implications of this relationship for the development and persistence of stuttering. Dr. Eichorn began her academic career at Touro College, where she received a B.S. in Speech Pathology and Audiology. She then received her M.S. in Speech Language Pathology at Brooklyn College,

City University of New York in 2000. In 2014, she earned her Ph.D. in Speech, Language and Hearing Sciences from The Graduate School and University Center.

Research Interests Dr. Eichorn is interested in how aspects of cognition, such as attention, working memory and other executive functions interact with speech and language processes. A major goal of her current research is to determine how attentional factors influence the course of developmental stuttering in young children. The phenomenon of natural recovery during the preschool years makes this age group particularly fascinating and highlights the need for research identifying factors related to stuttering outcomes. Dr. Eichorn is also examining how manipulating attentional resources while speech is being produced affects fluency in adult speakers with and without stuttering disorders.

Current Research and Applications Current projects of the CLAS laboratory examine whether dual task conditions enhance fluency in schoolage children who stutter.

Additional research is examining how children who stutter control and switch attention in

24

behavioral tasks. Currently, a longitudinal, clinic-based study is being planned to look at development of attention, temperament, and speech/language skills in preschool children with and without fluency disorders. The goal of this project will be to see how emerging abilities in each area relate to stuttering recovery versus persistence. Dr. Eichorn’s research may ultimately guide the development of novel assessment procedures that help predict children’s risk of stuttering persistence based on their attentional profiles. These findings may be used by clinicians to inform their decisions related to treatment.

Researchers in the CLAS lab are working on developing a freely available, transcription-based disfluency coding system that automatically generates detailed output related to the frequency, types, and complexity of disfluencies. Reliability, validity and general utility of this novel coding method is being examined so that the procedure can be made accessible to users in other research labs, training programs and clinics.

Future Endeavors Research in the CLAS lab over the next several years will focus on developing a better understanding of attentional patterns in individuals who stutter and clarifying how aspects of attention

LANGUAGE RESEARCH

and speech fluency interact. In future directions of her work, Dr. Eichorn will implement and test research ideas in clinical intervention for individuals who stutter, use neurophysiological measures (e.g., ERPs) to better understand underlying processes contributing to behavioral findings, and directly modulate neural regions associated with cognitive control and attention.

Although current research in the CLAS lab focuses on stuttering, the general theme of the lab is broader and relevant to many other clinical disorders.

Student Involvement Dr. Eichorn welcomes different applications of the ideas she is interested in and sees them as wonderful opportunities for collaboration. The lab is in its early stages and several projects are still in development, which make it a great time for students to get involved and learn about research from the first steps onward. Opportunities in the lab enable students to learn more about research activities, while developing proficiency in measurement tools they can apply to their clinical practice.

Publication Spotlight 1. Eichorn, N., Marton, K., & Pirutinsky, S. (2017).

Cognitive flexibility in preschool children with and without stuttering disorders.

Journal of Fluency Disorders, in press.

2. Eichorn, N., Marton, K., Schwartz, R. G., Melara, R. D., & Pirutinsky, S. (2016). Does working memory enhance or interfere with speech fluency in adults who do and do not stutter? Evidence from a dual-task paradigm. Journal of Speech, Language,

and Hearing Research, 59, 415–429.

3. Marton, K., Eichorn, N., Campanelli, L., & Zakarias, L. (2016). Working Memory and Interference Control in Children with Specific Language Impairment. Language and Linguistics Compass, 10(5), 211–224.

4. Eichorn, N., Marton, K., Campanelli, L., & Scheuer, J. (2014). Verbal strategies and nonverbal cues in school-age children with

and without specific language impairment (SLI). International Journal of Language & Communication Disorders, 49(5), 618–630.

5. Marton, K., & Eichorn, N. (2014). Interaction Between Working Memory and LongTerm Memory: A Study in Children With and Without Language Impairment.

Zeitschrift Für Psychologie, 222(2), 90–99.

25

@uofmschoolofcsd

@UofMemphisCSD

memphis.edu/csd/

4055 North Park Loop Memphis, TN 38152 | Phone: 901.678.5800 | Fax: 901.525.1282 The University of Memphis is an Equal Opportunity/Affirmative Action University. It is committed to education of a non-racially identifiable student body. UOM552-FY1718/5C50 DIRECTFX