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Regular version of the site

Neurolinguistics Thursday

The Centre for Language and Brain, HSE holds a regular scientific seminar "Neurolinguistic Thursday" (usually Thursday 16:00-18:00). Seminar leaders are I. R. M. Bastiaanse (scientific supervisor of the Center) and O. V. Dragoi (Director of the Center). At the seminar, invited speakers and staff of the Center make presentations, we discuss new and current projects of the Center, published news in the wide area of the relationship between language and brain.

June 29, 2019
Lector: Brendan Weeks. Hong Kong University.
Topic: Literacy in contact - Reading and writing in multiliterate speakers along the Silk Road.

June 27, 2019

Lector: Olga Buivolova. Center for Language and Brain.
Topic: workshop "Writing a Persuasive Cover Letter" and will discuss the most interesting talks from the Nordic Aphasia Conference.

June 21, 2019
Lectors: Kuzovlev Artem Nikolaevich. V. A. Negovsky Research Institute of General resuscitation. Teplykh Boris Anatolyevich. N.I. Pirogov National Medical and Surgical Center.
Topic: Brain damage biomarkers.

June 20, 2019
Lector: Svetlana Malyutina and Maria Khudyakova. Center for Language and Brain.
Topic: Scientific battles in psycho-and neurolinguistics.

June 13, 2019
Lector: Nina Zdorova. Center for Language and Brain.
Title: Anaphora Resolution of Null and Overt Pronouns in Adult Spanish Learners.
Abstract: The processing of null and overt pronouns as referential issue in pro-drop languages (for ex., Spanish and Italian) has been widely investigated, though remains still highly debatable. In Italian, according to Carminati (2002), null pronouns are associated by a recipient with their subject antecedent, whereas overt pronouns are associated with their object antecedent. However, this model can not be fully applied in Spanish, as demonstrated on the Spanish native speakers by Filiaci (2011). Neither it was proved in English-Spanish bilinguals by Keating et al. (2011). My self-paced reading experiment, conducted on the Russian native speakers who are L2 of Spanish, contributes to this discussion. The question is, whether Russian native speakers demonstrate bias in processing of null and overt pronouns in Spanish as Russian differs typologically from both, English and Spanish.

Lector: Elena Savinova. Center for Language and Brain.
Title: The role of naming probe and cue type: can they compensate for age-related changes in lexical retrieval?
Abstract: There is ample evidence of negative age-related changes in lexical retrieval, which are reflected in longer times needed to remember words and even failures to retrieve them. However, the question of whether and how these changes can be mitigated remains only marginally addressed. We combined referential and inferential naming tasks and two types of cueing in order to study their possible compensatory effects for age-related changes in lexical retrieval. The experiment consisted of picture naming (referential retrieval) and naming from definition (inferential retrieval) in cued and non-cued conditions. Analyses of reaction times and accuracy rates showed that referential and inferential naming abilities are similarly affected by age. Thus, there seems to be no compensatory effect in reliance on visual or verbal semantic information in lexical retrieval. The results also revealed a main positive effect of letter cues, which was universal across tasks and ages. Collocational cues were found to impede participants’ performance in terms of reaction times, but assist in eventual word retrieval. The results suggest that additional phonological information is helpful in lexical retrieval regardless of the way the concept is triggered. Additional contextual information about a word appears to be helpful only in its inferential retrieval. Sensitivity to effective cueing is preserved in healthy aging.

Lector: Svetlana Malyutina. Center for Language and Brain.
Topic: Brief presentation of a research proposal for a study comparing objective measures and subjective complaints of age-related lexical difficulties. Memory research shows that objective measures and subjective complaints do not correlate well. We are planning to test whether the same is true for language processing and would appreciate feedback on the study design.

May 22, 2019
Lector: Alfredo Ardila. Department of Communication Sciences and Disorders, Florida International University, Miami.
Topic: Aphasia of the supplementary motor area.
Abstract: Supplementary motor area (SMA) plays a complex role in language. Language disturbances associated with SMA pathology have sometimes been named as “aphasia of the SMA” or simply “SMA aphasia”. However, this type of aphasia is unusual and it is not even included in classical aphasia classifications. Many published papers refer to the speech and language disorders associated with SMA damage, but only three of them name this disorder as “aphasia”. It is reported that damage in the SMA results in both speech (posterior SMA, including speech automatization, initiation, timing control, and monitoring speech) and language disorders (pre-SMA, including working memory, word production, lexical disambiguation, context-tracking, monitoring, inhibition of erroneous language representations, and inner language). It is concluded that regardless of its rarity, it is evident that damage in the left SMA usually results in a clinical syndrome that clearly corresponds to an aphasia. Interpreting it as an aphasia can aid in overcoming the limited idea of a “language zone” located in the perisylvian area of the left hemisphere, that was proposed over one century ago.

April 25, 2019
Lector:  Aleksey Kosenko. Teacher and psychologist.
Topic: The problem of diagnosing dyslexia, dysgraphia, and acalculia: a psychological and pedagogical approach.

April 18, 2019
Lector: Roelien Bastiaanse. Center for Language and Brain; University of Groningen.
Topic: Two treatment studies in aphasia: the merits of the Multiple Baseline Across Behaviors design.
Abstract: In the medical world, Randomized Control Trial is the gold standard. However, such a design may be recommendable for drug treatment, but it is not suitable to test the efficacy of aphasia therapy. The reason is the diversity of underlying language impairments and the variety of concomitant cognitive disorders. Within Aphasiology, the Multiple Baseline Across Behaviors design is quite popular. In this design, the aphasic participant is his own control.
The design will be sketched and the advantages will be discussed. Two examples of treatment studies will be given: one to training auditory word comprehension and one to verb and sentence production.

April 11, 2019
Lector: Galina Ryazanskaya. Center for Language and Brain.
Topic: Methods of Automated Discourse Analysis in Schizophrenia.
Abstract: I will present my ongoing study in clinical linguistics. My goal is to compare formal linguistic measures of discourse coherence to automated metrics acquired through word2vec and LSA, as well as psychiatric diagnostic criteria and “common sense” understandability of a text. I want to conduct this research because one of the most important diagnostic criteria for psychosis is disordered speech. However, most psychiatric manuals fail to define speech incoherence in any robust way. Even in RDoC language is even as a simple homogeneous concept. My study is aimed (somewhat ambitiously) at closing the gap between psychiatry and linguistic.

April 4, 2019
Lector: Yulia Akinina. Center for Language and Brain.
Abstract: I will talk about CRediT (Contributor Roles Taxonomy) - a system of acknowledgment designed to increase transparency of collaborator contributions to journal articles. A relatively recent effort, it is now recognized and encouraged by a growing number of publishers, including PLOS and Elsevier.

Lector: Anna Artemova. Center for Language and Brain.
Abstract: I will talk about the project on the KORABLIC adaptation to mono- and bilingual children in the Yamalo-Nenets Autonomous Okrug. Nenets-dominant bilingual children nomadize with their families and mostly speak Nenets until they are 7 years old when they go to the boarding school and study in Russian there. There is no instrument to assess the language level of the children in order to adjust the school program to them. The KORABLIC is the language assessment battery developed in the Center of Language and Brain. So far, we tested the children with the current test version. I will review the preliminary results of the accuracy analysis and discuss the other variants of analysis.

March 28, 2019
Lector: Svetlana Malyutina. Center for Language and Brain.
Abstract: I will provide a short summary of the workshop "International Style in Academic Writing: Why Pursue Clarity and Avoid Complexity" that she has attended at the HSE Academic Writing Center. The workshop offered tips on how to improve the clarity and say more with fewer words when writing academic papers in English.

Lector: Anastasiia Kaprielova. Center for Language and Brain.
Abstract: I will talk about semantic ambiguity processing during reading. How can people effectively understand ambiguous messages? The possible answer is that understanding is not always effective, and ambiguity may not be resolved at all. We’re dealing with the resolution of lexical ambiguity in order to find out whether there underspecification during its processing.

Lector: Anastasia Kromina. Center for Language and Brain.
Abstract: I will present the results of the study on eye-movement control in the Visual World Paradigm. This study aimed to investigate whether a person can fully control eye movements and whether the nature of fixations depends on a task.

March 25, 2019
Lector: Giorgio Arcara. MEG Lab, San Camillo Hospital and Research Center, Venice, Italy.
Topic: Investigating the brain networks for the assessment and rehabilitation of neurological disorders: the research agenda of Venice MEGLab.
Abstract: In this talk, I will discuss the main research lines of Venice MEGLab, at IRCCS San Camillo Hospital. The mission of our lab is the improvement of assessment and rehabilitation of patients with stroke, neurodegenerative diseases, and brain tumor. I will discuss the main studies we are conducting, both on basic and applied research. In particular, I will present results from a study on mental calculation, on language comprehension, results from two studies on the effect of tDCS (transcranial Direct Current Stimulation) on brain activity and connectivity, and some results on language mapping obtained with MEG. Finally, I will present the software we are developing at the MEGLab for the analysis of MEG Brain Networks.

March 21, 2019
Lector: Victor Karpychev. Center for Language and Brain.
Topic: Reliable biomarkersof epilepsy.
Abstract: Epilepsy is one of the most severe neurological diseases, affecting about 1% of the world population. Nowadays, about one-third of patients remains refractory to pharmacological treatment. The epileptogenic zone (EZ) is defined as the brain tissue is responsible for the generation of epileptic seizures and must be completely removed or disconnected by the surgery. However, the complete removal or disabling of the EZ is possible only when the exact localization of the brain areas which generate clinical seizures is known. Therefore, reliable biomarkers for the delineation of EZ from the neuronal activity are highly desirable. I will talk about two lines of investigation for the validation of new reliable biomarker of epileptogenicity: high-frequency oscillations and connectivity analysis.

Lector: Vardan Arutiunian. Center for Language and Brain.
Topic: Neurolinguistic studies of language processing in children with ASD.

March 14, 2019
Lector: Anastasiya Lopukhina. Center for Language and Brain.
Topic: Good-enough sentence processing in adolescents.
Abstract: Several studies have shown that 13-19-year-old adolescents continue to acquire language competence and linguistic strategies (Blakemore, 2012; Dahl, 2004; Nippold, 2006). However, most studies on adolescents have been focused on semantic and discourse processing (Nippold, 1998, 2000, 2006; Nippold and Sun, 2008) and little is known about syntactic processing and the usage of syntactic strategies. In four self-paced reading experiments, we test how Russian-speaking adolescents use good-enough (Ferreira & Patson, 2007) vs. algorithmic sentence processing strategies when reading grammatically complex sentences.

February 28, 2019
Lector:  Nina Ladinskaya. Center for Language and Brain.
Topic: Acquisition of Russian case paradigm by monolingual and bilingual children.
Abstract: Being a morphologically rich language with a complex system of nominal inflection, Russian presents an interesting case for studying the order in which case inflections are acquired. There exists a number of studies on the acquisition of the Russian case system by monolingual Russian-speaking children (Ceytlin:2000, Gvozdev:1961), but the data are scare, heterogeneous and mostly comes from longitudinal studies.
While there is an undeniable benefit in longitudinal studies of L1 development, this approach makes it difficult to probe what the learners do and do not know at a particular time of language development. Additionally, evidence is lacking for the bilingual setting of language acquisition – do bilingual Russian-speaking children acquire case inflections in the same order as monolingual Russian-speaking children? We propose a psycholinguistic experiment to probe the knowledge of case inflections by monolingual and bilingual Russian-speaking children with the goal to document how language interaction affects acquisition of case morphology.

February 26, 2019
Lector: Mariya Khudyakova and Vardan Arutiunian. Center for Language and Brain.
Topic: Experimental studies of the Tuyuka language.

February 21, 2019
Lector: Roelien Bastiaanse. Center for Language and Brain; University of Groningen.
Topic: Presurgical language mapping.
Abstract: Patients with brain tumors in or around the language areas are more and more often operated awake, to monitor the language functions. This is a very demanding procedure, both for the patient and for the neurosurgical team. Navigated TMS (nTMS) may help us, to identify the cortical language areas before surgery. Although it is still a very novel and experimental method, it has already been shown that it may shorten the awake period and that the craniotomy can be smaller, because the neurosurgeon can use the information from nTMS in his/her approach to the tumor. However, the development of linguistically well-motivated tests is still in its infancy. The requirements of such tests will be discussed.

February 07, 2019

Lector: Svetlana Malyutina. Center for Language and Brain.
Topic: Cortical and structural-connectivity damage correlated with impaired syntactic processing in aphasia.

January 31, 2019
Lector:  Xenia Dmitrieva. CIMeC, University of Trento, Italy and Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.
Topic: Predicting the trajectory of language acquisition from the development of resting-state networks.
Abstract: Among developmental impairments, developmental language impairment is one of the most common deficits, affecting 5 to 8 % of preschool children and often persisting into the school years. There is evidence that early interventions, that is, at preschool age, improve the patient’s conditions significantly better than interventions applied at later stages of development. In light of this, researchers aim at investigating the trajectory of language development from early on, in order to find the most accurate way for the prediction of later language outcome. The aim of this study was to investigate via the human electroencephalogram whether the development of alpha-band peak frequency and the power spectral density at this frequency across the first decade of life can predict the later language outcome.

January 24, 2019
Lector:  Kirill Elin. Center for Language and Brain
Topic: Morphological processing in older adults. Evidence from Russian and German.
Abstract: Over the last decades the mechanisms of recognition of morphologically complex words have been extensively examined in order to determine whether all word forms are stored and retrieved from the mental lexicon as wholes or whether they are decomposed into their morphological constituents such as stems and affixes. Most of the research in this domain focuses on English. Several factors have been argued to affect the morphological processing including, for instance, the morphological structure of a word (e.g., existence of allomorphic stem alternations) and its linguistic nature (e.g., whether it is a derived word or an inflected word form). It is not clear, however, whether processing accounts based on experimental evidence from English would hold for other languages. Furthermore, there is evidence that processing mechanisms may differ across various populations including children, adult native speakers and language learners. Recent studies claim that processing mechanisms could also differ between older and younger adults (Clahsen & Reifegerste, 2017; Reifegerste et al., 2017).
The present thesis examined how properties of the morphological structure, types of linguistic operations involved (i.e., the linguistic contrast between inflection and derivation) and characteristics of the particular population such as older adults (e.g., potential effects of ageing as a result of the cognitive decline or greater experience and exposure of older adults) affect initial, supposedly automatic stages of morphological processing in Russian and German. To this end, a series of masked priming experiments was conducted.

January 17, 2019

Lector:  Ekaterina Stupina. Center for Language and Brain.
Topic: Gender acquisition and picture superiority effect in vocabulary learning.
Abstract: The lector presented an experimental design of a new study on the effects of word learning strategy on the acquisition of noun gender. While learning new L2 words through L1 translations remains a most common strategy, little research has been done to assess its efficiency relative to other strategies. In the current study, learning outcomes for L1 translations method and the pictorial method are compared. The pictorial method is based on the picture superiority effect - the finding in the memory research that pictures are remembered better than words. Previous studies on the benefits of the pictorial method for L2 vocabulary learning have focused on the acquisition of the word form. However, in order to use the word correctly, in addition to the word form, one must also learn the grammatical properties of the word (e.g., noun gender). 

December 17, 2018
Lector:  Dr. Wencke Veenstra Faculty of Medical Sciences of the University of Groningen.
TopicCognitive deficits in pediatric acquired brain injury (ABI).

December 14, 2018
Lector:  Dr. Wencke VeenstraFaculty of Medical Sciences of the University of Groningen.
Wencke Veenstra, neuropsychologist and clinical linguist specialised in language testing in awake surgery in the University Medical Center Groningen since 2005. The past 2 years she worked as a lecturer at the department of Linguistics of the University of Groningen. Since 2017 she works as a neuropsychologist at the department of pediatric rehabilitation of the UMCG Center for Rehabilitation in Groningen, the Netherlands. Her expertise is cognitive rehabilitation in children and adolescents with acquired brain injury and neuro-muscular disorders.

TopicCognitive deficits in pediatric acquired brain injury (ABI).

November 29, 2018
Lector:  Svetlana Dorofeeva. Center for Language and Brain.
Topic: Reading and phonological processing in 7-to-11 year-old Russian children.

Lector: Anastasiya Lopukhina. Center for Language and Brain.
Topic: The acquisition of ergativity in 3-5 year-old Georgian children.

November 13-14, 2018
Lector: Yosef Grodzinsky. Department of Cognitive Science & ELSC, The Hebrew University, Israel.
Topic: Brain bases for semantics: neurological and clinical issues.

Abstract: People use language for communication; people also use it for reasoning. The information that can be extracted from the sentences goes way beyond the lexical meaning of the words it contains. But one can only extract it if he or she are in possession of grammatical and logical tools – knowledge sources stored in the brain. What is the nature of this knowledge and the mechanisms that put it to use? Can we separate knowledge of language and knowledge of logic? Are we the only fortunate species to have these resources at our disposal? These questions have long intrigued logicians, linguists, and evolutionists and were discussed in this lectures.
The lector reviewed not just the experiments and their results, but also, provided the details of the psycholinguistic, neuropsychological (aphasia), imaging, and anatomical methods that were used. As this research requires a multi-disciplinary approach, the explaination of the various methodologies were done.
Also the lector discussed what the results tell about the boundary between language and logic and argued that they mark the line at which language stops and logic begins. It was done in the context of other relevant results.

November 8, 2018
Lectors: Olga Soloukhina, Olga Buivolova. Center for Language and Brain.
Topic: The overview of talks at the International Aphasia Rehabilitation Conference (Portugal) and the Academy of Aphasia (Canada).

November 1, 2018
Lectors: Ekaterina Stupina, Evgenii Kalenkovich. Center for Language and Brain, Centre for Cognition & Decision Making.
Topic: Phonemic representations in speech recognition.

October 17, 2018
Lectors: Olga Dragoy, Svetlana Malyutina, Julia Akinina, Anna Laurinavichyute, Anastasiya Lopukhina, Mariya Khudyakova, Vardan Arutiunian. Center for Language and Brain.
Topic: Summer neurolinguistics school 2019 and other training events, organized by the Center for Language and Brain in 2019.

October 11, 2018
Lectors: Julia Akinina, Svetlana Malyutina, Anastasiya Lopukhina. Center for Language and Brain.
Topic: The overview of talks at the Science of Aphasia XIX conference (Italy), The 11th International Conference on the Mental Lexicon (Canada), The 2nd workshop "Neurobiology of Speech and Language" (Russia), and “Revising in Response to Reviewer Feedback” workshop (Russia).

September 13, 2018
Lector: Svetlana Malyutina.Center for Language and Brain.
Topic: Effects of three verb argument structure parameters on action naming and sentence production in aphasia.

September 12, 2018
Lector: Dr. Riitta Salmelin. Aalto University, Finland.
Topic: MEG measures as probes of cortical language function.
Abstract: After more than two decades of brain research using whole-head magnetoencephalography (MEG), we know what kind of responses to expect in basic language paradigms, such as spoken and written word perception and picture naming. Based on this groundwork, it has been possible to address neural correlates of language development, learning, and disorders, and even begin to elucidate brain organization of meaning and knowledge. The choice of imaging measures can importantly influence the way we interpret brain function. MEG evoked responses, oscillatory power, and real-time connectivity, as well as fMRI activation and slow hemodynamic interareal correlations allow complementary views to language processing. Together, these various measures can offer rich possibilities to multiview imaging that will reach beyond mere combination of location and timing of neural activation and help to uncover the organizational principles of language function in the human brain.

August 30, 2018
Lectors: Svetlana Malyutina, Anna Yurchenko. Center for Language and Brain.
Topic: The overview of talks at the Society for the Neurobiology of Language conference (Québec City, Canada).

August 28, 2018
Lector: Dr. Evy Visch-Brink. Erasmus University Rotterdam, the Netherlands.
Topic: Aphasia Bedside Check: screening for stroke-induced aphasia at the acute stage.
Abstract: Short Bio. Dr. Evy Visch-Brink is a clinical linguist and an associate professor at the Department of Neurosurgery and Neurology at Erasmus MC in Rotterdam. She has made an important contribution to the development of test and therapy instruments for individuals with aphasia in the Netherlands. Her current research interests include: the effect of semantic and phonological language therapy on the verbal communication of patients with aphasia after stroke and the effect of awake craniotomy on the linguistic functioning of patients with low-grade glioma. Dr. Visch-Brink has huge experience in the clinical diagnosis of patients with language disorders caused by neurological injuries and regularly gives guest lectures in many universities.

August 15, 2018
Lector: Dr. Natalia Meir. University of Bar-Ilan, Israel.
Topic: Language Acquisition in Bilingual Russian-Hebrew speaking pre-school children: typical vs. atypical.
Abstract: During 1990s, Israel witnessed massive immigration from the former USSR of more than one million immigrants who speak Russian as their Heritage Language. The growth in the number of bilingual children poses a diagnostic dilemma. Bilingualism does not cause language disorders (Kohnert, 2007); yet, bilingual children with typical language development (TLD) show lower performance in their Heritage Language (HL) aтd Societal Language (SL) as compared to monolingual peers and produce errors similar to those of children with Specific Language Impairment (SLI) (e.g., Paradis, 2010).
The lector presented linguistic profiles of bilingual children with typical language development (TLD) in their HL-Russian and SL-Hebrew. Second, she presented the results of studies on language development of bilingual Russian-Hebrew speaking children with atypical language development (SLI and High-Functioning Autism (HFA)). Finally, she presented the results of the diagnostic validity of the sentence repetition task for diagnosing language disorders in bilingual children.
The findings consistently demonstrate that bilingualism is not an extra burden for children with atypical language development (e.g., SLI and HFA).  On the theoretical side, this results show that the locus of difficulties in bilingual children with TLD and children with language impairments originate from different sources. In case of bilingual children with TLD, non-target performance is linked to the effects of cross-linguistic influence (the influence from the SL onto the HL and vice versa, from the HL onto the SL), lower vocabulary scores and reduced exposure to the HL/SL. In children with language impairments, linguistic difficulties stem from inherent impaired representations resulting in problems with complex syntactic structures.

June 13, 2018
Lector: Dr. Maria Ivanova. Center for Aphasia and Related Disorders, VA Northern California Health Care System; National Research University Higher School of Economics.
Topic: Functional contribution of the arcuate fasciculus to language processing: A tractography study in individuals with stroke.

June 7, 2018
Lector: Dr. Wim Tops. University of Groningen.
Topic: From boosting early reading development to diagnosing adults with dyslexia.
Abstract: The lector told about the reading/dyslexia projects he was currently involved in. The first is an investigation of the effect of serious gaming on learning to read. In this research group, they used a Dutch version of GraphoGame (www.grapholearn.com) to train grapheme-phoneme correspondences to enhance reading in beginning readers. GraphoGame’s effectiveness has been largely investigated in different languages using pre- and post-treatment reading measures (e.g., reading accuracy; or timed one-minute reading tests). In this research, more sensitive measures than reading accuracy were used, like EEG and in-game assessment. In the presentation some tentative results from these studies were shown.
While most studies on dyslexia focus on (young) children learning to read (and spell), the second line of research concerns adults with dyslexia, especially higher education students.  In the second part of the presentation, the lector showed the results of a large scale study comparing 100 students with and 100 students without dyslexia on different variables like reading, spelling, IQ, processing speed, vocabulary, arithmetic, study skills, and personality.
By showing these two lines of research, this presentation highlighted important new lines of inquiry for developmental dyslexia. It also identifies some methodological and theoretical concerns for neurolinguistic research in reading.

June 4, 2018
Lector: Dr. Anna Chrabaszcz. University of Pittsburgh; Center for language and brain HSE.
Topic: Involvement of subthalamic nucleus in speech: Evidence from deep brain stimulation.
Abstract: Speech production constitutes a complex motor behavior, requiring dynamic interaction between multiple brain regions. While neural representations of speech movements have been vastly explored at the cortical level using various methods, it is still largely unknown how the basal ganglia, including the subthalamic nucleus (STN), are involved in speech production. The idea of the possible involvement of the STN in speech production comes from the observations that speech impairment is a common feature of the disorders associated with abnormalities in the basal ganglia activity, like Parkinson’s disease and stuttering. Electrophysiological recordings obtained during the implantation of deep brain stimulation (DBS) electrodes present a unique opportunity to measure neural activity directly from the STN in awake, behaving human subjects. The lector presented some evidence from the DBS electrodes recordings suggesting that the STN may participate in encoding motor and linguistic aspects of speech production with a different degree of granularity.

May 24, 2018
Lector: Mariya Khudyakova (together with Anna Artemova and Ekaterina Uetova). Center for Language and Brain HSE.
Topic: Studies in Russian-Nenets bilingualism: the results of the recent expedition to Yamal-Nenets region.

May 3, 2018
Lector: Dr. Valentina Apresyan. School of Linguistics HSE.
Topic: The mental representation of polysemous adjectives: the experiment that we plan.
Lector: Anastasia Yarina. Student, School of Linguistics HSE.
Topic: Metaphor and bleaching: how non-literal senses of polysemous verbs are stored in the mental lexicon?

April 26, 2018
Lector: Anastasiya Lopukhina. Center for Language and Brain, HSE.
Topic: Corpus is better than cloze: comparing two predictability measures.

April 19, 2018
Lector: Julia Akinina. Center for Language and Brain, HSE.
Topic: Verbal processing disorders in patients with aphasia.

April 12, 2018
Lector: Andrey Zyryanov. Center for Language and Brain, HSE.
Topic: Speech disorders in patients before and after neurosurgery intervention in the dominant cerebral hemisphere.

April 5, 2018
Lector: Elena Savinova. Student, School of Linguistics HSE.
Topic: Morphological processing in elderly people.

March 29, 2018
Lector: Dr. Roelien Bastiaanse. Center for Language and Brain HSE; University of Groningen.
Topic: Collaborative projects as part of the megagrant “Language and Brain: prevention, diagnostics and treatment of language disorders”.

March 22, 2018
Lector: Vardan Arutiunian. Center for Language and Brain, HSE.
Topic: EEG studies in phonological acquisition in infants: the experiment that we plan.
Lector: Anastasiya Lopukhina. Center for Language and Brain, HSE.
Topic: The acquisition of ergativity in Georgian: the experiment that we plan.

February 22, 2018
Lector: Andrey Zyryanov. Center for Language and Brain, HSE.
Topic: Studies in dynamic aphasia.

February 15, 2018
Lector: Dr. Paul Iverson. Department of Speech Hearing and Phonetic Sciences, University College London.
Topic: Neural entrainment during speech perception by adults and infants.
Abstract. Infants begin to tune into the sounds of their language during the first year of life, which bootstraps word learning and facilitates native-language speech recognition but can interfere with second-language learning during adulthood. Although this is well established, our understanding of this topic is limited by the amount of data that can be collected with existing methods, particularly for infants; most studies focus on isolated phonetic contrasts such as /b/-/p/. This talk will present work that uses new EEG methodologies to generate perceptual maps for a broader range of phonetic contrasts for infants and adults, examine how individuals track the acoustics of continuous speech (i.e., neural entrainment), and examine how this entrainment is modulated by listening effort and attention. The overall goal is to move beyond the examination of isolated syllable contrasts in order to better understand the development of auditory-phonetic processing for real continuous speech.

February 8, 2018
Lector: Mariya Khudyakova. Center for Language and Brain, HSE.
Topic: Studies in Russian-Nenets bilingualism: the experiments that we plan.

February 1, 2018
Lector: Dr. Vsevolod Chernyshev. Faculty of Computer Science HSE.
Lector: Dr. Sergey Nechaev. Interdisciplinary Scientific Center Poncelet (ISCP); Lebedev Physical Institute, Russian Academy of Sciences.
Topic: Methods of statistical physics in psycho- and neurolinguistic studies.

January 25, 2018
Lector: Mariya Khudyakova. Center for Language and Brain, HSE.
Topic: NIRS (near-infrared spectroscopy) and ultrasound imaging in language studies.

January 18, 2018
Lector: Anna Pavlova. Center for Neurocognitive Research (MEG-center) MSUPE; RANEPA, Moscow.
Topic: Visual word recognition differs in silent reading and verb generation tasks: An MEG study.


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