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Study matches: 14

Here are the studies that match your search criteria. If you are interested in participating, please reach out to the contact listed for the study. If no contact is listed, contact us and we'll help you find the right person.


Cognitive Processes in Bilinguals: ERP Studies

In this study, we examine how people read words and sentences in their first language or in their second language (if they speak or are learning a second language). We use behavioral (e.g., button presses or recording people's eye movements) or neuroscience methods (e.g., recording of brain waves using electrodes) to collect our data. Participants receive monetary compensation for their participation. I hope you contact us to participate!
Paola Dussias at pdussias@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
Adults 18 years or older
Right handed
Normal or corrected-to-normal vision
No history of neurological disorders or language disorders
Participants will be recruited from the following language groups: monolingual English speakers; bilinguals whose native language is English; native speakers of Spanish whose second language is English
Exclusion Criteria:
Children under the age of 18
Left handed or ambidextrous
Uncorrected vision
A history of neurological disorders or language disorders
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Location
State College, PA

PIRE II (Translating cognitive and brain science research to the field and education settings): How Children and Adults Understand Sentences

The focus of the research being conducted asks how bilingual Spanish-English children who are growing up in a Spanish-speaking environment (Granada) but who attend a private school in which they are instructed solely in English, process syntactic ambiguity in Spanish and English. The study is motivated by two questions that the parents of these children have concerning their children’s language development. These are: (1) Whether their children are learning to process English natively; and (2) What effect learning English has on the children’s ability to process Spanish. In this respect, the results have the potential to inform decisions about bilingual education ( translation al implication). In addition to testing bilingual Spanish-English children in Granada, we will also test: bilingual Spanish-English children in the US; bilingual Spanish-English adults in the US; bilingual Spanish-English adults in Spain; monolingual Spanish adults; monolingual English adults; monolingual Spanish children; monolingual English children to serve as our control groups.
Paola Dussias at pdussias@psu.edu
All
Not specified
This study is also accepting healthy volunteers
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Inclusion Criteria:
Monolingual adults whose native language is English OR Spanish-English bilingual adults
Be 18 years or older (adults)
Have normal to corrected vision
Monolingual children whose native language is English OR Spanish-English bilingual children
Be between 4-14 years old (children)
Exclusion Criteria:
Children who are not monolingual native English speakers or who are not Spanish-English bilinguals
Children outside of the target age range
Adults who are under the age of 18
Children who are not typically developing
Monolingual adults whose native language is not English or adults who are not Spanish-English bilingual speakers
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Location
State College, PA

Tongue movement in adults with motor speech disorder

Tongue movement in adults with motor speech disorder
Elizabeth Rodriguez at ezr16@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
be a native speaker of American English
have normal hearing
between 18 and 40 years of age
have no known speech, language, learning or neurological disorders
have very little experience in communicating with people that have motor speech disorders
Exclusion Criteria:
younger than 18 years of age; older than 40 years of age
Not a speaker of American English only
With hearing impairment
have neurologic and/or speech/language disorders
have extensive experience in communicating with people that have motor speech disorders
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Location
State College, PA

Nasality characteristics in adults with motor speech disorder

The goal of this proposed study is to understand nasality characteristics in individuals with dysarthria (motor speech disorder) secondary to ALS. The research question the proposed study seeks to answer is how does the perception of speakers’ hypernasality relate to the severity of their dysarthria and their nasalance scores.
Elizabeth Rodriguez at ezr16@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
are 18-40 years of age
are a speaker of American English only
have normal hearing
have no neurologic and/or speech/language disorders
have very little experience in communicating with people that have motor speech disorders
Exclusion Criteria:
younger than 18 years of age; older than 40 years of age
Not a speaker of American English only
With hearing impairment
have neurologic and/or speech/language disorders
have extensive experience in communicating with people that have motor speech disorders
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Location
State College, PA

Aging and Language

The purpose of this study is to investigate how language is organized in neurologically normal adults using magnetic resonance imaging (MRI) and behavioral measures. Our overarching goal is to characterize the behavioral and MRI responses associated with language production and language comprehension in older and younger adults, and to examine the relations between age, behavior, cognition, and neural factors.
Anna Eppes at aze23@psu.edu or 814-865-2912
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
Age over 18 years old
Native Monolingual English Speaker
Right-handed
Exclusion Criteria:
History of neurological injury or disease
Taking medications that affect the brain of blood flow
Contraindications to MRI (e.g., pacemaker)
Claustrophobia
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State College, PA

Acoustical Model of Mach Cut-off Flight

Researchers in the Graduate Program in Acoustics are looking for participants for a study related to aircraft noise. The experiment will take approximately 1-1.5 hours of your time. The experiment will consist of listening to aircraft flyovers. You will be asked to provide words to describe how each of the signals sound and then you’ll be asked to rate the stimuli using those words. The signals will be played at a controlled volume. The compensation for your voluntary participation is $15 (in the form of a gift card) and a chance to win a $50 gift card (odds are about 1 in 30).
Nicholas Ortega at njo5068@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
5 or more years musical training OR less than 2 years musical training
Better-than-normal hearing (at or below 15 dB HL)
For those with 5 years of musical training, current musical activity
Exclusion Criteria:
Lack of current musical activity if you have 5 years of formal musical training
Having had between 2 and 5 years fo formal musical training
Less sensitive hearing (above 15 dB HL)
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Location
State College, PA

Second language speech perception and production

In this a behavioral study that will examine how second language learners perceive and produce second language speech - often in comparison to native speakers - and how these skills develop. Participants might be asked to read word lists or sentences, describe pictures or answer questions, listen to speech samples and make judgments about them (e.g. was this a real word in English? which sound did you hear?), complete a proficiency test, and fill out some background information including a language background questionnaire.
Katharina Schuhmann at kxs811@psu.edu or (814) 863-7867
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
18-50 years old
No known hearing impairment
No known speaking impairment
Subjects will need to be bilingual (with varying proficiency in the second language
•beginner to advanced) or monolingual
Exclusion Criteria:
Known hearing impairment (past or present)
Known speech impairment (past or present)
Under 18 or over 50
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Location
State College, PA

Cognitive Processes in Bilinguals

In this study, we examine how people read words and sentences in their first language or in their second language (if they speak or are learning a second language). We use behavioral (e.g., button presses or recording people's eye movements) or neuroscience methods (e.g., recording of brain waves using electrodes) to collect our data. Participants receive monetary compensation for their participation. I hope you contact us to participate!
Paola Dussias at pdussias@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
Hide eligibility criteria
Inclusion Criteria:
Adults over 18 years of age
Spanish-English bilinguals
Chinese-English bilinguals
Exclusion Criteria:
Participants over the age of 65
Children under the age of 18
Participants who are not speakers of particular language pairs
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State College, PA

Processing Mixed Language/Parsing Sentences in Two Languages/Doctoral Dissertation Research: Using eye-tracking to study auditory comprehension in codeswitching: Evidence for the link between production and comprehension/Doctoral Dissertation Research: Linking comprehension costs to production patterns during the processing of mixed language/Effects of the second language on syntactic processing in the first language/PIRE: Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology,linguistics, and cognitive neuroscience/The behavioral and neural basis of codeswitching: bilingual speech,executive control, and language processing

The present study examines in more detail the variables that affect the strategies that bilingual speakers engage upon when reading or listening to sentences in their first (L1) and second language (L2). The primary aim of this study is to investigate the extent to which bilinguals' length of exposure to the L2, age of acquisition of the L2 and level of proficiency in the L2 affect the strategies used while reading or listening to sentences in their first language, in their second language, and while they are reading or listening to code-switched sentences. Our main hypothesis is that production and comprehension are closely linked such that exposure to language affects bilinguals' comprehension processes.
Paola Dussias at pdussias@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
College-age students of 18 years of age or older
Monolingual English speaking participants
Bilingual participants who are Spanish-English, Chinese-English, French-English; Russian-English; Italian- English; Greek-English; German-English
Exclusion Criteria:
Individuals under the age of 18
Individuals over the age of 65
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Location
State College, PA

Motor Planning and Language in Children with Language Impairment

This is a quasi-experimental study that will examine both how children plan their motor behaviors, and how planning motor relates to planning in other domains such as language. This study will also explore differences between typically developing populations and populations with language impairment, who tend to have difficulties with motor skills that appear to relate to their language deficits. Children from both populations will be asked to complete several simple motor tasks involving manipulating small wooden dowels and small plastic cups, as well as completing several language tasks involving completing simple nonsense words, short sentences, and telling a short story. Understanding how these children perform these tasks, as well as how their performance relates across tasks, will tell us more about how children plan and coordinate their behaviors, relationships between action and language skills, and the processes that underlie language disorders, which will in turn help improve services for children with language disorders.
Holly Koegler at hmk142@psu.edu
All
Younger than 18 years old
This study is also accepting healthy volunteers
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Inclusion Criteria:
Between ages of 4 and 8 years
With or without developmental language impairment
Exclusion Criteria:
Hearing loss
Developmental disorders such as autism, intellectual disability, Down Syndrome, etc.
Bilingual or multilingual home environments
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Study Locations

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Location
Altoona, PA
Greater Philadelphia Area, PA
Greater Pittsburgh Area, PA
Harrisburg, PA
State College, PA

Acquisition and Processing of Noun and Verb Phrases in bilingual and monolingual speakers

This study examines language development and processing in monolingual and bilingual participants, paying special attention to the processing and development of noun phrases and verb phrases. In addition, we examine the impact of variability in the input on language acquisition.
Carrie Jackson at cnj1@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
18 years of age
Spanish-English Bilingual Speaker
Exclusion Criteria:
Under 18 years of age
Not a native speaker of Spanish
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Location
State College, PA

Using ERPs to study language processing in bilingual and multilingual speakers

In this study, we examine how people read words and sentences in their first language or in their second language (if they speak or are learning a second language). We use behavioral (e.g., button presses or recording people's eye movements) or neuroscience methods (e.g., recording of brain waves using electrodes) to collect our data. Participants receive monetary compensation for their participation. I hope you contact us to participate!
Paola Dussias at pdussias@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
Hide eligibility criteria
Inclusion Criteria:
18 years of age or older
Right-handed
Normal or corrected-to-normal vision
No history of neurological disorders or language disorders
Participants will be recruited from the following language groups: monolingual English speakers; bilinguals whose native language is English and who are proficient in Spanish, native speakers of other languages whose second language is English
Exclusion Criteria:
Children under the age of 18
Left handed or ambidextrous
Uncorrected vision
A history of neurological disorders or language disorders
Show full eligibility criteria
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Location
State College, PA

Reading in the Eye and Brain: Understanding Science Text Comprehension

This project aims at understanding the neurocognitive mechanisms underlying reading comprehension of expository scientific texts by school-aged children, adult first language readers, and adult second language readers. The proposed research integrates knowledge from several research traditions that are related to reading comprehension, but have thus far been separately pursued. The project will fill significant gaps in the literature with knowledge of the neurocognitive predictors of individual and group differences in child versus adult reading in first and second languages. Data analytics with cognitive network models and brain network models will allow us to reveal a reader's knowledge representation of text. Findings from this project will have significant implications for STEM education and hence high relevance to society.
Rose Yuratovac at ery6@psu.edu or 814-867-0779
All
Younger than 18 years old
This study is also accepting healthy volunteers
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Inclusion Criteria:
Age 12-14
Native English speaker
Minimal foreign language study (2 semesters or less)
Right-handed
Exclusion Criteria:
Dental braces
Hearing disorder or disability
Active medical or neurological disorder
Mental illness
Claustrophobia
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Location
State College, PA

Reading Code-Switches in Different Environments

This study compares readers' perceptions of language mixing in writing, in a traditional lab-like environment vs. a social media-like environment, where innovative language use is common. The nature of language use in social media leads to the prediction that they will be more accepting of mixing, and less likely to notice mixing in the social media environment.
Amanda Yarson at amy5192@psu.edu
All
18 year(s) or older
This study is also accepting healthy volunteers
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Inclusion Criteria:
Bilingual speaker of Spanish and English.
Exclusion Criteria:
Late learners of English
Show full eligibility criteria
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Study Locations

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Location
State College, PA