Training in the Cognitive Neuroscience of Communication

项目总结/摘要 听力损失的后果可能是交流障碍，这是发展性的结果。 例如自闭症、诵读困难或发育性语言障碍（DLD），或作为获得性语言障碍的功能， 例如失语症或创伤性脑损伤（TBI）。为了在评估方面取得进展， 治疗沟通障碍，下一代的沟通科学家不仅需要 了解这些疾病的潜在神经基础，以及如何从实验室进行研究 去诊所目前的计划，在沟通的认知神经科学培训，将招募总数 十名博士前学员和五名博士后学员，每人为期两年的培训，并装备他们 这些人都具备理解这些疾病所需的特殊技能和能力。学员 来自心理学和言语，语言和听力科学将接受有针对性的认知指导 神经科学，特别强调神经成像方法，并将学习在实习生中应用这些技能， 领导和指导研究项目。此外，培训将强调基础研究的应用， 受训人员不仅将与沟通障碍专家的科学家互动， 这些患者包括患有失语症、阅读障碍和自闭症等疾病的患者。其他价值- 增加的活动将包括一个专业发展研讨会，一月学期的“速成班”，强调 专门技能和外部讲习班，以支持先进的方法培训。我们的导师团队， 从语音，语言和听力科学，和三个不同的学位课程心理学（临床， 发展，感知-行动-认知），在各种成像方法（例如， fMRI，fNIRS，TMS/tDCS，EEG/ERP），并对通信范围进行了有影响力的研究 障碍（例如失语症、听力损失、诵读困难、发育性语言障碍、自闭症）。球队有 对典型和非典型沟通进行有影响力的研究，并提供富有成效的指导 在博士前和博士后一级培训科学家。该培训计划将培养一批 准备在传播学研究中取得重大进展的学者。 !

PROJECT SUMMARY/ABSTRACT Disordered communication can come about as a consequence of hearing loss, as a result of developmental disorders such as autism, dyslexia, or developmental language disorder (DLD), or as a function of acquired disorders such as aphasia or traumatic brain injury (TBI). In order to make progress in assessment and treatment of communication disorders, the next generation of communication scientists needs to not only understand the underlying neural bases of these disorders, but also how to bring research from the laboratory to the clinic. The current program, Training in the Cognitive Neuroscience of Communication, will recruit a total of ten predoctoral trainees and five postdoctoral trainees, each serving a two-year traineeship, and equip them with specific skills and competencies that are needed for progress in understanding these disorders. Trainees from Psychology and Speech, Language, and Hearing Sciences will receive targeted instruction in cognitive neuroscience, with a special emphasis on neuroimaging methods, and will learn to apply those skills in trainee- led, mentored research projects. Further, training will emphasize the application of basic research, and trainees will interact not only with scientists who are experts in communication disorders, but also community stakeholders, including those that experience conditions such as aphasia, dyslexia, and autism. Other value- added activities will include a professional development seminar, January-term “crash-courses” emphasizing specialized skills, and external workshops to support advanced methods training. Our mentor team, drawn from Speech, Language, and Hearing Sciences, and three different degree programs in Psychology (Clinical, Developmental, Perception-Action-Cognition), has substantial expertise in a variety of imaging methods (e.g. fMRI, fNIRS, TMS/tDCS, EEG/ERP) and has conducted impactful research on range of communication disorders (e.g. aphasia, hearing loss, dyslexia, developmental language disorder, autism). The team has a strong track record of impactful research on typical and atypical communication, and of mentoring productive scientist trainees at the predoctoral and postdoctoral levels. This training program will produce a cohort of scholars who are poised to make significant progress in the study of communication. !