About Us

Welcome to the LandiLab. Our lab seeks to better understand typical and atypical reading and language development through the use of multiple cognitive neuroscience methodologies (MRI, EEG/ERP) and genetic analyses. Through this work we hope to identify causal mechanisms that contribute to the complex etiology of disorders such as dyslexia, specific comprehension impairment and specific language impairment. Please explore our website to learn more about our research and researchers.

Contact Us

Phone: 860.486.6796
nicole.landi@uconn.edu
Address: Bousfield A302
Department of Psychology
University of Connecticut
406 Babbidge Road, Unit 1020
Storrs, CT 06269-1020

Recent Publications

We have a new publication in Cerebral Cortex!

Dr. Landi and a team led by graduate student, Meaghan Perdue, have recently published a paper titled “Gray matter structure is associated with reading skill in typically developing young readers”. Check it out below! (PDFs can be downloaded for noncommercial purposes only. Copyright resides with the copyright holders and these documents should not be reposted […]

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Lab News

LandiLab Presents at the Society for the Neurobiology of Language 2020 Virtual Conference

Dan Kleinman, Nabin Koirala, Kelly Mahaffy & Meaghan Perdue presented posters at the Society for the Neurobiology of Language 2020 Virtual Conference. Check out the posters to learn about our recent findings about reading and neural markers of semantic processing (N400 ERP; Kleinman), white matter microstructure (Koirala), and our meta-analysis of fMRI studies of reading […]

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Meaghan Perdue wins 2020 Isabelle Y. Liberman Award

Congratulations graduate student, Meaghan Perdue on winning the 2020 Isabelle Y. Liberman Award!! About the Isabelle Y. Liberman Award: Isabelle Liberman, the late Professor of Educational Psychology at UConn, was a central figure in the cognitive science of reading.  Her discoveries on the key role of phonology in reading and dyslexia influenced a generation of researchers and changed the way that reading […]

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