Speaker Series | Haskins

Section Menu

Amy Margolis (PhD), The Ohio State University, Child Mind Institute

Title: The Role of Environmental Chemicals and Social Stressors in the Etiology of Learning Difficulties
Talk: Oct 30th, 2025
Abstract: Children from economically disadvantaged communities have a disproportionate risk of exposure to chemicals, social stress, and learning difficulties. Although animal models and epidemiologic studies link chemical exposures and risk for adverse neurodevelopmental outcomes, little focus has been paid to academic outcomes in environmental health studies. Similarly, in the educational literature, environmental chemical exposures are overlooked as potential etiologic factors in learning and attention difficulties. This talk will present evidence from longitudinal, prospective birth cohort studies that support this theory of environmentally-associated phenotypes of learning and attention difficulties. Data reviewed point to the effects of prenatal exposure to polycyclic aromatic hydrocarbons (PAH), one class of neurotoxic air pollutant, on reading and math skills via cognitive and neural processes. Long term, this work may help close the achievement gap in the United States by identifying behavioral and neural pathways from prenatal exposures to learning and attention difficulties in children from economically disadvantaged families, an understudied group at highest risk Jie Ren PhD, Longy School of Music of Bard College Title: Cortical specialization associated with native speech category acquisition in early infancy Date: March 6, 2025 Abstract: This talk presents an fNIRS study investigating neural processes in Mandarin-speaking infants (ages 2 to 6 months) as they acquire native tonal categories (Ren et al., 2024). Specifically, it reports findings on age-related improvements in tone discrimination, the role of the inferior frontal regions in abstract speech category representation, and left-hemisphere lateralization during tone processing. Using a block design, the study introduced the four Mandarin tones via the syllable [ta] and measured oxygenated hemoglobin concentration with functional near-infrared spectroscopy. Results revealed age- related improvements in tone discrimination, greater involvement of frontal

Jie Ren PhD, Longy School of Music of Bard College

Title: Cortical specialization associated with native speech category acquisition in early infancy
Date: March 6, 2025
Abstract: This talk presents an fNIRS study investigating neural processes in Mandarin-speaking infants (ages 2 to 6 months) as they acquire native tonal categories (Ren et al., 2024). Specifically, it reports findings on age-related improvements in tone discrimination, the role of the inferior frontal regions in abstract speech category representation, and left-hemisphere lateralization during tone processing. Using a block design, the study introduced the four Mandarin tones via the syllable [ta] and measured oxygenated hemoglobin concentration with functional near-infrared spectroscopy. Results revealed age- related improvements in tone discrimination, greater involvement of frontal regions in older infants—suggesting the development of abstract tonal representations—and increased bilateral activation, paralleling patterns observed in native adult Mandarin speakers. These findings contribute to our broader understanding of the relationship between native speech acquisition and infant brain development during the very early period of language learning.

Nishant Rao (PhD), Yale Child Study Center, Yale University

Title: Retention of speech audiomotor memory and its neural underpinnings
Date: May 29, 2025
Abstract: When we learn to perceive or produce novel sounds, how durable is the newly acquired memory? What are the sensorimotor factors that affect retention and retrieval of this memory? Using evidence from adaptation to altered auditory feedback as a model task, Nishant’s talk will first show that the newly acquired speech audiomotor memory is extensively retained 8 hours following learning and for at least 24 hours. Notably, it will be discussed how availability of the speech error feedback is essential for retrieval of this memory (Rao and Ostry 2025). In the later part of the talk, Nishant will present data from his ongoing study assessing causal involvement of sensory and motor cortical activity in the retention of this memory when manipulated via transcranial magnetic stimulation (TMS). Collectively, the findings will elucidate behavioral and neural underpinnings of retention of newly acquired speech audiomotor memory

Nabin Koirala PhD Director, UConn Brain Imaging Research Core (BIRC)

Title: Network level Neural Perturbations and Interventions in Developmental and Degenerative Disorders
Date: October 17, 2024
Abstract: Network-level neural perturbations are crucial to understanding the disruptions in brain function linked to both neurodevelopmental and neurodegenerative disorders. My research investigates these neural alterations across the lifespan, particularly in speech, language, hearing, and movement disorders. In this presentation, I will demonstrate how large-scale network approaches are used to quantify and analyze these alterations, providing a comprehensive understanding of their impact on brain function. Additionally, I will discuss potential treatment options, with a focus on non-invasive brain stimulation techniques such as Transcranial Magnetic Stimulation (TMS), HighDefinition Transcranial Direct Current Stimulation (HD-tDCS), and neurofeedback-based interventions, all aimed at restoring network integrity and improving behavioral and clinical outcomes.

Erin S. Isbilen PhD Postdoctoral Research Associate, Yale University

Title: Statistical learning and chunking shape spoken language and reading across development
Date: September 19, 2024
Abstract: How do individuals acquire language in the face of its perceptual challenges? In this talk, I argue for the contribution of chunking—a basic memory process—to the statistical learning of language across the lifespan. My research illustrates how statistical learning and chunking work together to enable the acquisition of a variety of linguistic structures, and how proficiency in statistically-facilitated chunking predicts individual differences in speech processing. Such computations further extend to the learning of written regularities in both children and adults and even predict performance on established measures of reading. Together, these studies highlight the fundamental contribution of basic, domain-general computations to sophisticated linguistic abilities across modalities and development—both in the lab and in the real world. Göran Söderlund PhD, Western Norway University Title: Sensory white noise stimulation as a treatment option for children with ADHD and reading disability: Who benefits and who performs worse? Date: September 10, 2024 Abstract: Developmental dyslexia and reading disability (RD) are common neurodevelopmental disorders, affecting approximately 5-12% of children. Attention deficit hyperactivity disorder (ADHD), a neuropsychiatric condition with similar prevalence, significantly overlaps with RD. Both conditions contribute to academic struggles, leading to poor achievement and elevated dropout rates. Therefore, developing effective tools and interventions for children with either reading disabilities or attention deficits is of paramount importance. In this presentation, I will discuss research on the effects of auditory and visual white noise on children with attention and/or reading difficulties during various cognitive tasks. These positive effects have also been observed in an ADHD rat model. Despite substantial experimental evidence supporting the benefits of white noise exposure, the underlying mechanisms remain not fully understood. Stochastic resonance has been proposed as a potential explanation, suggesting that random noise enhances neural integration and communication

Göran Söderlund PhD, Western Norway University

Title: Sensory white noise stimulation as a treatment option for children with ADHD and reading disability: Who benefits and who performs worse?
Date: September 10, 2024
Abstract: Developmental dyslexia and reading disability (RD) are common neurodevelopmental disorders, affecting approximately 5-12% of children. Attention deficit hyperactivity disorder (ADHD), a neuropsychiatric condition with similar prevalence, significantly overlaps with RD. Both conditions contribute to academic struggles, leading to poor achievement and elevated dropout rates. Therefore, developing effective tools and interventions for children with either reading disabilities or attention deficits is of paramount importance. In this presentation, I will discuss research on the effects of auditory and visual white noise on children with attention and/or reading difficulties during various cognitive tasks. These positive effects have also been observed in an ADHD rat model. Despite substantial experimental evidence supporting the benefits of white noise exposure, the underlying mechanisms remain not fully understood. Stochastic resonance has been proposed as a potential explanation, suggesting that random noise enhances neural integration and communication (Sikström & Söderlund, 2007).