Psychology

Professor Helen J. Neville, Ph.D. University of Oregon

Helen NevilleDr. Neville studies the development and plasticity of the human brain via studies on deaf and blind individuals, people who learned their first or second spoken or signed language at different ages, and on children of different ages and of different cognitive capabilities. She uses psychophysics, electrophysiological (ERP) and magnetic resonance imaging (MRI) techniques.

Dr. Neville is currently The Robert and Beverly Lewis Endowed Chair and Professor of Psychology and Neuroscience, Director of the Brain Development Lab, and Director of the Center for Cognitive Neuroscience at the University of Oregon. She publishes in many journals such as; Nature, Nature Neuroscience, Journal of Neuroscience, Journal of Cognitive Neuroscience, Cerebral Cortex and Brain Research. Her team made a DVD about the brain for non-scientists.

"Genetic, Experiential and Epigenetic Effects on Neurocognitive Development"
Tuesday, Feb 12 4:15 p.m., Psy 136

Dr. Neville will also be available for informal discussions with students over dinner Tuesday (2/12), 5:30 p.m. and lunch Wednesday (2/13), 12:00-1:30pm. Sign-up sheets are on Joan’s door, Psy116.

"Nature and Nurture in Human Brain Development"
Wednesday, Feb 13 6:00 p.m., Psy 105

The lecture is sponsored by the Psychology Department and the Rhodes Fund.

Selected publications

Stevens, C., Harn, B., Chard, D.J., Currin, J., Parisi, D., and Neville, H. (in press). Examining the role of attention and instruction in at-risk kindergarteners: Electrophysiological measures of selective auditory attention before and after an early literacy intervention. Journal of Learning Disabilities.

Neville, H., Stevens, C., and Pakulak, E. (in press). Interacting experiencial and genetic effects on human neurocognitive development. In Battro, Dehaene and Singer, eds. Neuroscience and Education, Pontifical Academy of Sciences.

Batterink, L. and Neville H (in press). Implicit and explicit mechanisms of word learning in a narrative context: An event-related potential study. Journal of Cognitive Neuroscience, PMCID: PMC3129368. Posted online 3/2011.

Pakulak, E., & Neville, H. (in press). Interacting experiencial and genetic effects on human neurocognitive development. In: Subotnik, R., Robinson, A., Callahan, C., & Johnson, P., eds.

Malleable Minds: Translating Insights from Psychology and Neuroscience to Gifted Education. Washington, DC: National Center for Research on Giftedness and Talent, Institute for Education Science.

Stevens, C., and Neville, H. (in press). Different profiles of neuroplasticity in human neurocognition. In S. Lipina and M. Sigman (eds.), Cognitive neuroscience and education.

Yamada, Y., Stevens, C., Dow, M., Harn, B., Chard, D.J. and Neville, H.J. (2011). Emergence of the neural network for reading in five-year-old beginning readers of different levels of pre-literacy abilities: An fMRI study. NeuroImage 57:704-713. PMCID: PMC3129372.

Pakulak, E., & Neville, H.J. (2011). Maturational constraints on the recruitment of early processes for syntactic processing. Journal of Cognitive Neuroscience. Posted online 10-22-2010. PMCID: PMC3154972.

Pakulak, E. and Neville, H. (2010). Proficiency differences in syntactic processing of monolingual native speakers indexed by event-related potentials. Journal of Cognitive Neuroscience 22(12):2728-2744. PMCID: PMC2891257.

Pakulak, E., & Neville, H. (2010). How can music training improve cognition? Voices in the Arts. College Board.

Pakulak E. Neville H. (2010) Biological bases of language development. In: Tremblay RE, Barr RG, Peters RDeV, Boivin M, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2010:1-7. Available at: http://www.child-encyclopedia.com/documents/Pakulak-NevilleANGxp.pdf.