Upasana Goswami
Dados Biográficos
| ID | 257938 |
|---|---|
| NOME | Upasana Goswami |
| PRENOMES | Upasana |
| SOBRENOME | Goswami |
| ASSINATURA | GOSWAMI U |
| AFILIAÇÕES | University of Cambridge |
| ORCID | 0000-0001-7858-2336 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 137 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1986 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Cortical tracking of natural speech by children with developmental language disorder (DLD)
The sensory/neural Temporal Sampling (TS) theory of developmental language disorder (DLD) is based on the sensory and linguistic impairments in rhythm processing that are found in children with both developmental dyslexia (DD) and DLD. These sensory/linguistic impairments include decreased sensitivity to amplitude rise times (ARTs, the sensory triggers related to automatic cortical speech tracking), syllable stress patterns and speech rhythm. At …
Neuroscience and Theory in Child Psychology
It has long been believed that new insights from cognitive neuroscience will require us to change our theories for understanding children’s cognitive development. Developmental theories, exemplified by Piaget’s theory of cognitive development (Piaget, 1954), are explanatory systems that give a causal account for the changes that we observe in the developing infant and child. When a theory offers a good explanatory system for what can be observed …
Neural phase angle from two months when tracking speech and non-speech rhythm linked to language performance from 12 to 24 months
Atypical phase alignment of low-frequency neural oscillations to speech rhythm has been implicated in phonological deficits in developmental dyslexia. Atypical phase alignment to rhythm could thus also characterize infants at risk for later language difficulties. Here, we investigate phase-language mechanisms in a neurotypical infant sample. 122 two-, six- and nine-month-old infants were played speech and non-speech rhythms while EEG was recorded…
Impaired neural entrainment to low frequency amplitude modulations in English-speaking children with dyslexia or dyslexia and DLD
Making it work
The article seeks to understand how the deepening logic of neoliberal governmentality transforms the lives, labour and access to resources such as land, for women in West Karbi Anglong, Assam, Northeast India. It explores new forms of social (in)equality and mobility in gender relations and community dynamics in Sixth Schedule districts, tracing the evolving conjuncture between community, state and the market. We approach this question in two way…
Decoding of speech information using EEG in children with dyslexia
The amplitude envelope of speech carries crucial low-frequency acoustic information that assists linguistic decoding. The sensory-neural Temporal Sampling (TS) theory of developmental dyslexia proposes atypical encoding of speech envelope information < 10 Hz, leading to atypical phonological representations. Here a backward linear TRF model and story listening were employed to estimate the speech information encoded in the electroencephalogram in…
Neurocognitive Predictors of Response to Intervention With GraphoGame Rime
This study explores the neurocognitive predictors of response to intervention with GraphoGame Rime (GG Rime), an adaptive software game designed to aid the learning of English phonics. A cohort of 398 children (aged 6–7 years) who had participated in a recent randomised controlled trial (RCT) of GG Rime in the United Kingdom were studied. Half were randomly assigned to play GG Rime and the other half were assigned to Business As Usual (BAU). A se…
Machine learning accurately classifies neural responses to rhythmic speech vs. non-speech from 8-week-old infant EEG
Currently there are no reliable means of identifying infants at-risk for later language disorders. Infant neural responses to rhythmic stimuli may offer a solution, as neural tracking of rhythm is atypical in children with developmental language disorders. However, infant brain recordings are noisy. As a first step to developing accurate neural biomarkers, we investigate whether infant brain responses to rhythmic stimuli can be classified reliabl…
Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-…
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
Here we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyse 3 sub-groupings of th…
Infant‐directed speech to infants at risk for dyslexia
When mothers speak to infants at risk for developmental dyslexia, they do not hyperarticulate vowels in their infant‐directed speech (IDS). Here, we used an innovative cross‐dyad design to investigate whether the absence of vowel hyperarticulation in IDS to at‐risk infants is a product of maternal infant‐directed behavior or of infants’ parent‐directed cues. Interactions between mothers and infants who were at risk or not at risk for dyslexia wer…
A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia
Children's ability to reflect upon and manipulate the sounds in words ("phonological awareness") develops as part of natural language acquisition, supports reading acquisition, and develops further as reading and spelling are learned. Children with developmental dyslexia typically have impairments in phonological awareness. Many developmental factors contribute to individual differences in phonological development. One important source of individ…
Developmental trajectories for children with dyslexia and low IQ poor readers
Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gather…
Dyslexia, Developmental
Sensory theories of developmental dyslexia
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
A temporal sampling framework for developmental dyslexia
Neuroscience and Reading
In this review, we lay the groundwork for an interdisciplinary conversation between literacy education research and relevant neuroscience research. We review recent neuroscience research on correlates of proposed cognitive subprocesses in text decoding and reading comprehension and analyze some of the methodological and conceptual challenges of bridging neuroscience and literacy education research. We note that much more research on decoding proc…
Commentary
Principles of Learning, Implications for Teaching
Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of ‘bra…
Synthetic phonics and the teaching of reading
A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English learners. In response, all English schools have been told to put in place a discrete synthetic phonics programme as the key means for teaching high‐quality phonic work. In this paper we analyse the evidence presented by the review to support the change to synthetic phonics. We…
Phonological Awareness, Vocabulary, and Word Reading in Children Who Use Cochlear Implants
The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see James et al., 2005). Performance of CI users was compared against younger hearing children matched for re…
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Neuroscience and education
Neuroscience is a relatively new discipline encompassing neurology, psychology and biology. It has made great strides in the last 100 years, during which many aspects of the physiology, biochemistry, pharmacology and structure of the vertebrate brain have been understood. Understanding of some of the basic perceptual, cognitive, attentional, emotional and mnemonic functions is also making progress, particularly since the advent of the cognitive n…
Phonological neighbourhood density
Phonological awareness skills are critical for reading acquisition, yet relatively little is known about the origins of phonological awareness. This study investigates one plausible source of the emergence of phonological awareness, phonological neighbourhood density. As vocabulary grows, the number of similar-sounding words in the child's mental lexicon increases. This could create developmental pressure to develop awareness of sub-units within …
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Synthetic phonics and the teaching of reading
A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English learners. In response, all English schools have been told to put in place a discrete synthetic phonics programme as the key means for teaching high‐quality phonic work. In this paper we analyse the evidence presented by the review to support the change to synthetic phonics. We…
Principles of Learning, Implications for Teaching
Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of ‘bra…
Neuroscience and education
Neuroscience is a relatively new discipline encompassing neurology, psychology and biology. It has made great strides in the last 100 years, during which many aspects of the physiology, biochemistry, pharmacology and structure of the vertebrate brain have been understood. Understanding of some of the basic perceptual, cognitive, attentional, emotional and mnemonic functions is also making progress, particularly since the advent of the cognitive n…
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Onset and Rime Awareness and Analogies in Reading
It has been known for a long time that there is a strong relationship between a child's phonological awareness and that child's progress in reading (Bryant & Bradley, 1985; Calfee, Lindamood, & Lindamood, 1973; Cossu, Shankweiler, Liberman, Tola, & Katz, 1987; Liberman, Shankweiler, Fischer, & Carter, 1974; Lundberg, Frost, & Petersen, 1988; Maclean, Bryant, & Bradley, 1987; Rosner & Simon, 1971; Tunmer & Nesdale, 1985). It is also known that mea…
Developmental trajectories for children with dyslexia and low IQ poor readers
Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gather…
Strengths and weaknesses of the reading level design
Strengths and weaknesses of the reading level design
Onset and Rime Awareness and Analogies in Reading
It has been known for a long time that there is a strong relationship between a child's phonological awareness and that child's progress in reading (Bryant & Bradley, 1985; Calfee, Lindamood, & Lindamood, 1973; Cossu, Shankweiler, Liberman, Tola, & Katz, 1987; Liberman, Shankweiler, Fischer, & Carter, 1974; Lundberg, Frost, & Petersen, 1988; Maclean, Bryant, & Bradley, 1987; Rosner & Simon, 1971; Tunmer & Nesdale, 1985). It is also known that mea…
Cognitive development
British cognitive developmental psychology is characterized by its interest in philosophical questions, its preference for linking basic research to applied issues in education and cognitive disorders, and its willingness to learn both methodologically and theoretically from work in animal psychology and in physiology more generally. It has also been influenced profoundly by Jean Piaget's cognitive stage theory although in general British work ha…
Phonological neighbourhood density
Phonological awareness skills are critical for reading acquisition, yet relatively little is known about the origins of phonological awareness. This study investigates one plausible source of the emergence of phonological awareness, phonological neighbourhood density. As vocabulary grows, the number of similar-sounding words in the child's mental lexicon increases. This could create developmental pressure to develop awareness of sub-units within …
Neuroscience and education
Neuroscience is a relatively new discipline encompassing neurology, psychology and biology. It has made great strides in the last 100 years, during which many aspects of the physiology, biochemistry, pharmacology and structure of the vertebrate brain have been understood. Understanding of some of the basic perceptual, cognitive, attentional, emotional and mnemonic functions is also making progress, particularly since the advent of the cognitive n…
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across …
Phonological Awareness, Vocabulary, and Word Reading in Children Who Use Cochlear Implants
The phonological awareness (PA), vocabulary, and word reading abilities of 19 children with cochlear implants (CI) were assessed. Nine children had an implant early (between 2 and 3.6 years) and 10 had an implant later (between 5 and 7 years). Participants were tested twice over a 12-month period on syllable, rhyme, and phoneme awareness (see James et al., 2005). Performance of CI users was compared against younger hearing children matched for re…
Principles of Learning, Implications for Teaching
Cognitive neuroscience aims to improve our understanding of aspects of human learning and performance by combining data acquired with the new brain imaging technologies with data acquired in cognitive psychology paradigms. Both neuroscience and psychology use the philosophical assumptions underpinning the natural sciences, namely the scientific method, whereby hypotheses are proposed and tested using quantitative approaches. The relevance of ‘bra…
Synthetic phonics and the teaching of reading
A review of the teaching of early reading in England commissioned by the UK Government recommended that synthetic phonics should be the preferred approach for young English learners. In response, all English schools have been told to put in place a discrete synthetic phonics programme as the key means for teaching high‐quality phonic work. In this paper we analyse the evidence presented by the review to support the change to synthetic phonics. We…
Commentary
A temporal sampling framework for developmental dyslexia
Neuroscience and Reading
In this review, we lay the groundwork for an interdisciplinary conversation between literacy education research and relevant neuroscience research. We review recent neuroscience research on correlates of proposed cognitive subprocesses in text decoding and reading comprehension and analyze some of the methodological and conceptual challenges of bridging neuroscience and literacy education research. We note that much more research on decoding proc…
Assessing the Effectiveness of Two Theoretically Motivated Computer‐Assisted Reading Interventions in the United Kingdom
We report an empirical comparison of the effectiveness of two theoretically motivated computer‐assisted reading interventions ( CARI ) based on the Finnish GraphoGame CARI : English GraphoGame Rime ( GG Rime) and English GraphoGame Phoneme ( GG Phoneme). Participants were 6–7‐year‐old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of…
Dyslexia, Developmental
Sensory theories of developmental dyslexia
Developmental trajectories for children with dyslexia and low IQ poor readers
Reading difficulties are found in children with both high and low IQ and it is now clear that both groups exhibit difficulties in phonological processing. Here, we apply the developmental trajectories approach, a new methodology developed for studying language and cognitive impairments in developmental disorders, to both poor reader groups. The trajectory methodology enables identification of atypical versus delayed development in datasets gather…
A neural oscillations perspective on phonological development and phonological processing in developmental dyslexia
Children's ability to reflect upon and manipulate the sounds in words ("phonological awareness") develops as part of natural language acquisition, supports reading acquisition, and develops further as reading and spelling are learned. Children with developmental dyslexia typically have impairments in phonological awareness. Many developmental factors contribute to individual differences in phonological development. One important source of individ…
An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
Here we report further analysis of data drawn from a Randomized Controlled Trial (RCT) run in the United Kingdom designed to evaluate the efficacy of an adaptive software game to aid the learning of English phonics, GraphoGame Rime. We evaluate the efficacy of GraphoGame Rime for the “top half” of players in the RCT, children aged 6 to 7 years who played above the group mean play progress point (95 children). We also analyse 3 sub-groupings of th…
Infant‐directed speech to infants at risk for dyslexia
When mothers speak to infants at risk for developmental dyslexia, they do not hyperarticulate vowels in their infant‐directed speech (IDS). Here, we used an innovative cross‐dyad design to investigate whether the absence of vowel hyperarticulation in IDS to at‐risk infants is a product of maternal infant‐directed behavior or of infants’ parent‐directed cues. Interactions between mothers and infants who were at risk or not at risk for dyslexia wer…
Neurocognitive Predictors of Response to Intervention With GraphoGame Rime
This study explores the neurocognitive predictors of response to intervention with GraphoGame Rime (GG Rime), an adaptive software game designed to aid the learning of English phonics. A cohort of 398 children (aged 6–7 years) who had participated in a recent randomised controlled trial (RCT) of GG Rime in the United Kingdom were studied. Half were randomly assigned to play GG Rime and the other half were assigned to Business As Usual (BAU). A se…
Machine learning accurately classifies neural responses to rhythmic speech vs. non-speech from 8-week-old infant EEG
Currently there are no reliable means of identifying infants at-risk for later language disorders. Infant neural responses to rhythmic stimuli may offer a solution, as neural tracking of rhythm is atypical in children with developmental language disorders. However, infant brain recordings are noisy. As a first step to developing accurate neural biomarkers, we investigate whether infant brain responses to rhythmic stimuli can be classified reliabl…
Auditory Sensory Processing and Phonological Development in High IQ and Exceptional Readers, Typically Developing Readers, and Children With Dyslexia
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-…
Decoding of speech information using EEG in children with dyslexia
The amplitude envelope of speech carries crucial low-frequency acoustic information that assists linguistic decoding. The sensory-neural Temporal Sampling (TS) theory of developmental dyslexia proposes atypical encoding of speech envelope information < 10 Hz, leading to atypical phonological representations. Here a backward linear TRF model and story listening were employed to estimate the speech information encoded in the electroencephalogram in…
Neural phase angle from two months when tracking speech and non-speech rhythm linked to language performance from 12 to 24 months
Atypical phase alignment of low-frequency neural oscillations to speech rhythm has been implicated in phonological deficits in developmental dyslexia. Atypical phase alignment to rhythm could thus also characterize infants at risk for later language difficulties. Here, we investigate phase-language mechanisms in a neurotypical infant sample. 122 two-, six- and nine-month-old infants were played speech and non-speech rhythms while EEG was recorded…
Psychology (27 obras) · Reading and Literacy Development (21 obras) · Linguistics (19 obras) · Reading (process) (16 obras) · Cognitive psychology (15 obras) · Dyslexia (13 obras) · Cognition (10 obras) · Neuroscience (10 obras) · Cognitive and developmental aspects of mathematical skills (9 obras) · Developmental psychology (9 obras)