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.
Recruiting Grad Students for Fall 2019
The LandiLab (PI, Nicole Landi) at the University of Connecticut and Haskins Laboratories is actively recruiting new PhD students to contribute to ongoing projects on language and literacy development in laboratory and school settings using cognitive neuroscience approaches. Successful applicants will contribute to two funded projects that involve: 1) multiple neuroimaging methods (EEG, MRI) and behavioral assessments to characterize children at risk for reading and language difficulties and to identify behavioral and neural indicators of successful response to treatment/intervention; and, 2) combined electrophysiology (EEG) and eye tracking methods to characterize audio visual (AV) speech processing and integration in children with autism spectrum disorder (ASD).
Students will obtain their PhD through the Developmental Program in the Department of Psychological Sciences and be affiliated with the Neurobiology of Language Program.
Postdoc Position Available at Haskins Laboratories
The LandiLab (PI: Nicole Landi, PhD) at Haskins Laboratories (which is closely affiliated with Yale and the University of Connecticut) is seeking to hire a postdoctoral research fellow. This postdoc will join a project investigating the neurobiological basis (brain structure, genetics) of reading. The successful applicant will be responsible for conducting and interpreting analyses of neuroimaging data (structural and diffusion imaging data). This position is part of a multi-site project (Haskins Laboratories/Yale University, University of Houston/Baylor College of Medicine; Florida Center for Reading Research) that is aggregating and analyzing neuroimaging and genotyping data from multiple locations to explore gene-brain-behavior relationships. Applicants must have a background conducting research using MRI. The ideal candidate will also have experience with diffusion weighted imaging (DWI) and experience with advanced statistical analysis of imaging data (e.g. imaging-genetic analyses, Bayesian methods, machine learning). For more details regarding required qualifications and application procedure, please click here.
Intended start date is January 2019 (flexible). We will review applications until the position is filled.
Department of Psychology
University of Connecticut
406 Babbidge Road, Unit 1020
Storrs, CT 06269-1020
A paper investigating gene-brain-behavior relationships in children ages 5-12 was just published from the LandiLab. This paper shows that variation in SETBP1 is associated with reading-related behaviors as well as activation in the right inferior parietal lobule.[Read More]
A paper by Kayleigh and Nicole was recently accepted into Scientific Studies of Reading entitled “Category learning in Poor Comprehenders.” This study shows that poor comprehenders learn categories without any directed instruction have difficulty modifying learning strategies when directed instruction is provided.[Read More]
Hailey Kissner, a senior at Hendrick Hudson High School and student research mentee in the LandiLab, earned 3rd place honors in Social and Clinical Psychology at the Tri-County Science and Technology Fair, White Plains, NY, for her project “Examining Morphological Associations of the Visual System Related to the Reading Ability of Young Children.” Congratulations, Hailey, […][Read More]
Kayleigh Ryherd successfully defended her dissertation last Thursday. The dissertation is entitled “Exploring the role of language in two systems for categorization.” Way to go![Read More]
Last Monday Meaghan successfully defended her master’s thesis entitled “Associations between cortical structure and reading skills in beginning readers.” Great work, Meaghan![Read More]