Research Laboratories
The ability of humans to communicate using speech, language and hearing is one of the most important of all human behaviors. The faculty of the Department of Speech and Hearing Science at Arizona State University use state-of-the-art cognitive, behavioral and neuroscience techniques to study the components of human communication—speech, language and hearing—to advance our knowledge of this crucial behavior and to provide new ways to diagnosis and treat those with communication disorders and diseases. The research pursued in the many laboratories, various facilities and the Infant Child Research Program is organized around three main themes:
- Auditory cognitive neuroscience.
- Developmental language acquisition.
- Habilitative/rehabilitative sciences.
Within and across these themes, the faculty have developed special expertise in cochlear implants, bilingual language processing and providing successful interventions for young children with special needs, and more.
Auditory Cognitive Neuroscience
Auditory cognitive neuroscience is the study of the neural processing of sound from the cochlea to the cortex. The study of auditory cognitive neuroscience within the Department of Speech and Hearing Science at ASU includes research about normal and impaired speech-production mechanisms, normal and impaired auditory systems and prosthetic devices for hearing, especially the cochlear implant.
Developmental and Early Educational Sciences
Developmental and early educational sciences research focuses on typically and atypically developing children in the age range of birth through eight years. Emphasis is placed on the acquisition and use of communication and language and how language develops in these maturing systems. Developmental and early educational sciences research is connected to the role communication and language plays in a child's education and everyday life, and the cognitive and educational challenges children face when disorders, disabilities or differences compromise language acquisition and use.
Habilitative/Rehabilitative Sciences
Habilitative/rehabilitative sciences in speech, language and hearing investigates communication disorders and diseases in order to discover new techniques to assist those who are challenged in their ability to speak, hear, or use language. Research in the areas of habilitative/rehabilitative sciences involves a close cooperation between various research laboratories of the Department of Speech and Hearing Science and the state-of-the-art clinics in the department as well as several facilities in the greater Phoenix area and beyond.
Research on these themes and that involve the various expertise of the Department of Speech and Hearing Science faculty are carried out in the department laboratories, institutes and facilities, many of which are described in more detail below. Our academic faculty are very active researchers, and many are supported by grants from the National Intstitutes of Health or other extramural funding sources. As a department, and in collaboration with our colleagues across the country, we are responsible for nearly $25 million in current extramural funding.
Aging, Memory and Language Laboratory | ||||
| Location: COOR 3475 Link: http://www.public.asu.edu/~tazuma/lab.htm | Director: Tamiko Azuma Other Personnel: Yu-Kyong Choe, graduate research associate Juliet Davie, graduate research assistant | |||
Research
In the Aging, Memory, and Language lab, we pursue two main lines of research. The first line is basic language and memory research in healthy young adults. In this area, we have examined semantic processing (i.e., understanding meanings of words/phrases), working memory, source memory errors, and the interactions between executive functions and language processing. The second line of research examines cognitive processes in healthy aging, Alzheimer's disease, Parkinson's disease, Mild Cognitive Impairment, and aphasia. A current project involves studying how working memory interacts with language and retrieval from episodic memory in both healthy adults with naturally high and low working memory spans and individuals with working memory deficits. Additional information for honors students:
Honors students can pursue a range of experiments looking at working memory and related processes. Possible projects include: 1) the study of memory errors (such as repetitions, source memory errors, and blend errors), 2) the effect of individual working memory span on language and memory tasks, and 3) the effect of dual-tasks (divided attention) on language and memory tasks. | ||||
Aging and Adult Language Disorders Laboratory | ||||
| Location: COOR 3481 Phone: 480-727-0425 Link: http://www.asu.edu/clas/shs/aald/ | Director: Heather Harris Wright Other Personnel: Kim Cafarella, graduate research assistant Mary Dudash, graduate research assistant Gerasimos Fergadiotis, graduate research associate Dayna Libow, graduate research assistant | |||
Research
The Aging and Adult Language Disorders Lab is concerned with the interaction between cognitive functions, such as memory and attention, and language processing ability in healthy aging adults as well as individuals with aphasia. Two main lines of research are conducted in the lab. The first line focuses on the relation between working memory and auditory comprehension in adults with aphasia. The second line focuses on the interaction between cognitive and linguistic changes in healthy adults as they age. We are interested in identifying how normal changes in cognitive function affect discourse comprehension and production. Additional information for honors students:
The objectives of our current research project, Discourse Processing Across the Lifespan, are to (a) identify micro- and macro-linguistic processes that change across the adult lifespan and those that remain stable, (b) document the pattern and rate of change in the processes across different discourse genres, and (c) identify specific cognitive functions that influence observed changes. Honors students may pursue one of several smaller projects that need to be completed to meet these objectives. Processes of interest include: syntax, semantics, cohesion and coherence, attention, and memory. | ||||
Auditory Physiology Laboratory | ||||
| Location: COOR 3430 Link: http://audphy.asu.edu | Director: Lin Bian | |||
Research
In the Auditory Physiology Laboratory lab, we study the hearing mechanisms of the auditory periphery, the inner ear, in order to develop more efficient clinical tools for differential diagnosis of hearing losses of various origins. An important aspect of inner ear function is its transduction of sound to electrical signal. Therefore, the research in this lab is focused on measuring the transduction process of the inner ear using noninvasive methods, such as, otoacoustic emissions and auditory evoked potentials. In animal models of different inner ear pathologies, cochlear transduction and hearing loss are assessed by analyzing the otoacoustic emissions and evoked potentials. Characteristic of changes in these physiologic measures due to known inner ear pathology will lay a foundation for future clinical applications of these techniques. | ||||
Bilingual Language and Literacy Laboratory | ||||
| Location: COOR 3393 Phone: 480-727-8796 Link: http://bll.asu.edu | Director: Maria Adelaida Restrepo Other Personnel: Raquel Matute, project manager Gareth Morgan, graduate research assistant Katya Smyk, graduate research assistant | |||
Research
Research in the Bilingual Language and Literacy Laboratory is concerned with the development of best practices in assessment and intervention of children who speak Spanish as their native language or who are bilingual. In the Lab, we work on the identification of children with language disorders who speak Spanish or who are bilingual. This research focuses on the use of language sampling, dynamic assessment, parent and teacher interviews, structured language tasks, and the characterization of specific language impairment in children. In addition, we are investigating language loss in bilingual children with language disorders and how to differentiate them from those children who are loosing their language, but are developing typically. Related to this topic, we are interested in learning how much intervention is needed for language and literacy maintenance and development in English and Spanish. Additional information for honors students:
Possible honors projects may involve: a) measuring growth in Latino children's literacy, vocabulary, and oral language, b) comparing children attending English-only vs. bilingual programs, or c) studying the best ways to assess Spanish-speaking children so they are identified correctly. | ||||
Child Language Laboratory | ||||
| Location: COOR 2375 Phone: 480-965-8719 Link: http://chilll.asu.edu | Director: Shelley Gray Tempe Early Reading First Partnership (TERF) | |||
Research
Research in the Child Language Lab focuses on early literacy development and assessment and treatment of language disorders in preschool and school age children. One line of research is investigating lexical acquisition deficits in preschoolers with specific language impairment (SLI). Our program of research is designed to develop methods for identifying the individual word-learning deficits of young children with SLI, to evaluate prescriptive treatments targeting those deficits, and to investigate the relationship between word learning and alphabet learning, a foundational early reading skill. A second line of research is investigating how best to improve reading success in elementary school by preparing young children to become readers. The first objective is to train preschool teachers and other early childhood professionals in effective literacy techniques. The second objective is to teach families how to support their children's early literacy growth. Additional information for honors students:
Honors students can pursue topics in the area of early literacy, including investigations of methods for improving early literacy skills in preschool age children, assessments of early literacy, and improving classroom environments. Students can also pursue topics in lexical acquisition, including methods for teaching new words to young children. There are also opportunities to investigate research methods pertinent to these questions (e.g. memory and priming tasks). | ||||
Child Language Research Laboratory | ||||
| Location: COOR 3407 Phone: 480-965-8719 Link: http://www.asu.edu/clas/shs/ingramd/ | Director: David Ingram | |||
Research
The Child Language Research lab conducts research on how young children acquire language across linguistic contexts. This research examines a wide range of language areas (e.g. phonology, morphology, syntax) in a wide range of children (e.g. monolingual and bilingual development, typically developing children and children with language impairment). Data include the recording and transcription of language samples from children, and also the use of archival databases. Additional information for honors students:
Students will learn first-hand about research and gain valuable experience for graduate school in speech and hearing science. There are many possible projects studying language acquisition in a variety of children. Students will collect data, explore the research literature, and perform other project-related tasks. | ||||
Cochlear Implant Laboratory | ||||
| Location: COOR 3446 Phone: 480-965-8167 Link: http://cilab.asu.edu/ | Director: Michael F. Dorman Other Personnel: Tony Spahr, faculty research associate | |||
Research
Our laboratory investigates many aspects of speech, voice and music perception by patients fit with cochlear implants and by normal-hearing subjects listening to simulations of cochlear implants. One line of research focuses on neural plasticity in children. In this work, we use cortical auditory-evoked potentials to assess the development, deterioration and plasticity of central auditory pathways in normal-hearing children, children with hearing-impairments and profoundly deaf children fit with cochlear implants. Our second line of research, which has been ongoing for 13 years, involves the perception of speech when speech is transmitted by only a few channels of stimulation -- the case in patients with cochlear implants. We are also currently trying to make music sound better for implant patients. Additionally, we are moving to a series of studies with the newest type of implant patient -- those with residual low-frequency acoustic hearing. Additional information for honors students:
We are looking for smart, motivated and curious undergraduate research assistants to assist us in testing research subjects. Research Assistants will work with members of our research group and will gain hands-on experience in collecting data, examining the research literature and participating in laboratory group discussions. Possible projects for honors students include: (i) working with patients fit with implanted neural prostheses, i.e., cochlear implants - devices which provide direct electrical stimulation to the auditory system and (ii) working on projects in which the effects of direct neural stimulation are simulated for normal hearing listeners. | ||||
Evoked Potentials Laboratory | ||||
| Location: COOR 3450 Phone: 480-727-6455 Link: http://cilab.asu.edu/ | Director: Michael F. Dorman Other Personnel: Jennifer Ratigan, faculty research associate | |||
Research
Our laboratory investigates many aspects of speech, voice and music perception by patients fit with cochlear implants and by normal-hearing subjects listening to simulations of cochlear implants. One line of research focuses on neural plasticity in children. In this work, we use cortical auditory-evoked potentials to assess the development, deterioration and plasticity of central auditory pathways in normal-hearing children, children with hearing-impairments and profoundly deaf children fit with cochlear implants. Our second line of research, which has been ongoing for 13 years, involves the perception of speech when speech is transmitted by only a few channels of stimulation -- the case in patients with cochlear implants. We are also currently trying to make music sound better for implant patients. Additionally, we are moving to a series of studies with the newest type of implant patient -- those with residual low-frequency acoustic hearing. Additional information for honors students:
We are looking for smart, motivated and curious undergraduate research assistants to assist us in testing research subjects. Research Assistants will work with members of our research group and will gain hands-on experience in collecting data, examining the research literature and participating in laboratory group discussions. Possible projects for honors students include: (i) working with patients fit with implanted neural prostheses, i.e., cochlear implants - devices which provide direct electrical stimulation to the auditory system and (ii) working on projects in which the effects of direct neural stimulation are simulated for normal hearing listeners. | ||||
Infant Child Research Programs Laboratory | ||||
| Location: CSB 146 Phone: 480-965-9396 Link: http://icrp.asu.edu/ | Director: M. Jeanne Wilcox Other Personnel: Jean C. Brown, clinical professor Dawn Cosgrove Greer, clinical associate professor Addie Lafferty, faculty research associate Ariana Lopez, faculty research associate Rachel Learn Mayercek, faculty research associate Stephanie Williams, faculty research associate Shereen Thomas, faculty research associate Amy Guimond, faculty research associate Johathon Rose, research technician Carie Lyn Carnahan, graduate research associate So Jung Kim, graduate research associate Teresa Cardon, graduate research associate Virginia Dubasik, graduate research associate Ronni Okraski, graduate research associate Lacey Peters, graduate research associate Alicia Moss, graduate research associate | |||
Research
The program of research at the Infant Child Research Programs (ICRP) focuses on early childhood, with a particular emphasis on families and their young children who are at-risk for or have developmental problems. The activities in our lab are centered around three applied research themes including: development of innovative approaches to early intervention for vulnerable infants, toddlers, and preschoolers, efficacy research under controlled experimental conditions, and effectiveness research in actual practice settings. Additional information for honors students:
There are many opportunities for Honors students in the ICRP, including: 1) Early communication development in infants and toddlers with disabilities; 2) Promoting language and literacy outcomes in preschools with disabilities; 3) Use of assistive technology in early intervention; 4) Mother-child interaction as a predictor of developmental outcome; 5) Early developmental interventions focused on caregivers of children who are at-risk for or have disabilities; 6) Factors influencing the emergence of symbols in infants and toddlers; 7) Preschool teachers' language teaching strategies; 8) Language development in subpopulations of children with disabilities (e.g., Down syndrome, autism). Students may work from archival datasets to address certain questions and/or participate in new data collection, analysis, and other research-related activities. | ||||
Motor Speech Disorders Laboratory | ||||
| Location: COOR 3409 Phone: 480-965-9136 Link: http://www.asu.edu/clas/shs/liss/ | Director: Julie M. Liss Other Personnel: Stephanie Spitzer, faculty research associate Kari Krein-Jones, graduate research associate | |||
Research
The Motor Speech Disorders Laboratory is currently pursuing two lines of research in the area of motor speech disorders. The first line examines how listeners perceptually deal with different types and severities of dysarthria. The ultimate goal of this research is to develop a dysarthria-specific intervention model that takes into account the perceptual needs of the listener. The second line of research focuses more on the production aspects of speech. Our motor control studies include the effects of drugs and surgery (DBS) on speech in Parkinson's and other movement disorders; speech production deficits in hereditary diseases; and patterns of cortical-muscular coherence during speech and non-speech tasks. | ||||
Pediatric Amplification Laboratory | ||||
| Location: COOR 3445 Phone: 480-727-0508 Link: http://pedamp.asu.edu | Director: Andrea Pittman Other Personnel: Natasha Bertsch, graduate research assistant | |||
Research
In the Pediatric Amplification Laboratory, studies regarding the amplification needs of both children and adults are conducted as well as research to determine the development of speech perception in children with hearing loss. Three lines of research are currently underway. First, we are interested to see if a child's ability to learn new words improves when they receive a clearer speech signal provided by the extended high-frequency response. Second, we are studying hearing-impaired listeners' ability to bind (cohere) the parts of speech during perception relative to listeners with normal hearing. Third, we are studying the effort required by hearing-impaired children to perceive and comprehend speech compared to normal-hearing children. | ||||
Psychoacoustics Laboratory | ||||
| Location: COOR 3440 Phone: 480-965-8235 Link: http://pal.asu.edu | Director: Sid P. Bacon Co-Director: William A. Yost Other Personnel: Christopher Brown, faculty research associate, lab coordinator Kang Li, faculty research associate Erica Williams, graduate research associate Bethany Stover, graduate research associate Nicole Scherrer, graduate research associate Kate Helms-Tillery, graduate research associate Farris Walling, graduate research associate | |||
Research
Research in the Psychoacoustics Laboratory is concerned mostly with the way in which the auditory system processes temporally dynamic or time-varying sounds. Recent research also has focused on the perceptual consequences of a form of amplitude compression that is observed in the cochlea of the inner ear. The laboratory primarily focuses on auditory processing by individuals with normal hearing, where the goal is to understand basic aspects of hearing and to relate the behavioral results to underlying physiology. A considerable amount of research also addresses the effects of cochlear hearing loss on auditory perception in order to understand the limitations imposed by hearing loss and to provide a strong basis for the development of signal-processing strategies for assistive-listening devices (e.g., hearing aids). Finally, some of the research in the laboratory is concerned with how the normal aging process affects the perception of sound. This research is motivated by the general trouble that older individuals have understanding speech, particularly in difficult listening situations, and the importance of communication to the well being of those individuals. Additional information for honors students:
Research projects may involve studying the way in which the auditory system processes time-varying sounds. This research has implications for the way in which we perceive sounds such as speech and music. Projects may also focus on the perceptual consequences of a form of amplitude compression in the cochlea or how the normal aging process affects the perception of sound. | ||||
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