Mark S. Seidenberg
Donald O. Hebb Professor
Ph.D. 1980, Columbia
My research is concerned with basic questions about the nature of language and how it is acquired, used, and represented in the brain. It has two complementary parts. One part concerns reading, a particular use of language. My main interest is in how reading skill is acquired by children, and the causes of dyslexia (reading impairments). I am also commited to exploring how the science of reading can contribute to improved educational performance; as part of that effort I am studying the persistently low reading achievement of minority children, many of whom are from low-income backgrounds. In practice my reading research involves behavioral and neuroimaging studies of children and adults, and the development of computational ("neural network") models of normal and disordered performance. The second part of my research concerns spoken language, particularly how it is acquired and the mechanisms underlying comprehension. I use the same theoretical principles and methods in studying both reading and language. In both cases we want to understand how the skill is acquired and its brain bases, using computational models as the interface between the two.
Haskell, T., MacDonald, M.C., & Seidenberg, M.S. (2003). Language
learning and innateness: Some implications of compounds research. Cognitive Psychology, 47, 119-163.
Seidenberg, M.S., MacDonald, M.C., & Saffran, J.R. (2003). Are there limits to statistical learning? Science, 300, 51-52.
Harm, M., & Seidenberg, M.S. (2004). Computing the meanings of words in reading: Division of labor between visual and phonological processes. Psychological Review, 111, 662-720.
Sperling, A.J., Lu, Z.-L., Manis, F., & Seidenberg, M.S. (2005). Deficits in perceptual noise exclusion in developmental dyslexia. Nature Neuroscience, 8, 862-863.
Seidenberg, M.S. (2005). Connectionist models of reading. Current
Directions in Psychological Science, 14, 238-242.
Seidenberg, M.S., & Zevin, J.D. (2006). Connectionist models in developmental cognitive neuroscience: Critical periods and the paradox of success. In Y. Munakata & M. Johnson (Eds.), Attention & Performance XXI: Processes of change in brain and cognitive
development. Oxford University Press, pp. 585-612.