University of Connecticut University of UC Title Fallback Connecticut

Current Projects

kidsThe research in our lab asks: How do children with autism spectrum disorders learn and pay attention to language? Are there underlying cognitive differences that impact their language development?

We can find answers to many questions about language acquisition by working with children who have particular challenges in learning or using language, such as children with autism spectrum disorders (ASD). This research will help us to understand the interaction between language learning and the developing brain. What we learn will also lead to better interventions.

Our lab is always looking for children with and without ASD to participate in  research. It is the contributions of families, sharing their time and energy, that help us to understand the fascinating and complex process of language learning!

caitlinemmett2016 Current Research Projects

Implicit learning and its relation to language delays

Clinicians, teachers, and parents agree that individuals with ASD have difficulty making generalizations about information they hear; that is, generalizing from specific instances to the general. A small and inconsistent literature has examined this kind of learning in ASD, and results are puzzling: some studies suggest intact abilities (Eigsti & Mayo, 2011), while others report difficulties. In our lab, we are studying this issue using behavioral games and functional brain imaging (MRI).

Nonverbal Communication in Autism Spectrum Disorders

We know that spoken language is influenced by the kinds of gestures we make while speaking. While clinicians have long indicated that individuals with ASD gesture differently, there has been little research on gestures other than pointing. Our work examines the execution and timing of gestures (de Marchena & Eigsti, 2010), and how gestures influence both listeners and speakers.

Pragmatic language abilities

Working memory is the ability to maintain and update knowledge. We are studying how people store and update information shared during a conversation, known as “common ground” (Schuh, Mirman & Eigsti, 2011), and how this interacts with working memory abilities.

We have been examining the “melody of the voice,” known as “prosody,” in ASD (Eigsti, Schuh, Mencl, Schultz & Paul, 2012). While not all individuals with ASD have prosodic difficulties, these difficulties strongly influence a person’s social and work success. We study how prosodic abilities are related to other aspects of language, and to differences in brain function.

Hyperlexia

In collaboration with Profs. Jim Magnuson and Elena Grigorenko, our group is launching a project to study the brain and genetic correlates of hyperlexia (superior reading/decoding ability).

Musical expertise in ASDjosh-drum1

In collaboration with Prof. Ed Large, we are investigating performance,  music appreciation, and both rhythmic and pitch processing. If you are interested in participating, please contact us!