Research InterestsDr. Nandini Singh, NBRC, India
We have been working on typical and atypical development of brain and cognition. We have reported detrimental effects of stunting due to chronic protein energy malnutrition on the development of cognitive functions in children. Our cross sectional study of age trends of cognitive processes i.e., motor speed, attention, visuospatial relationships, executive functions, comprehension, learning and memory show nonlinear, heterogeneous and progressive nature of growth patterns as depicted by the growth curve models. We are currently working on a study on development of attentional processes like task switching, error monitoring and attentional networks in normal children as well as those with ADHD. My future research will focus on development of self regulation including executive control and attention-emotion interaction during childhood and adolescence.
Bi-literacy and Dyslexia: We are developing and standardizing a tool for identification of dyslexia which includes tests of word and nonword reading, reading and listening comprehension, spelling, phonological awareness in Hindi and English language. We are looking at the issues related to biliteracy in dyslexia in Hindi and English language. Our work on dyslexia focuses on understanding the influence of biliteracy involving distinct orthographies on reading acquisition. We are interested in understanding the mapping of two different visual lexicons onto one phonological system particularly when the two or more languages in use follow different orthographies. We are also looking at the interaction betweenauditory processing and auditory attention deficits in dyslexia and their relationship with phonological awareness in good and poor readers. We have done a preliminary ERP study looking at the effects of remediation in dyslexia and its results indicate electrophysiological changes after remediation in the early as well as late stages of processing.
Cognitive impairments as diagnostic markers of Attention deficit hyperactivity disorder: We have identified the cognitive markers like error monitoring, task switching, response inhibition and delay aversion as diagnostic markers of Attention deficit hyperactivity Disorder. We have been able to classify children with ADHD as different from normally developing children as well as those with Oppositional defiant disorder.
Bilingualism and Cognitive Control
Our studies on bilingualism and cognitive control focus on language switching in Hindi-English bilinguals and role of proficiency in bilingual language processing in cognitive control in bilinguals. Our experiments on language switching have shown that switching from Hindi-English (L1-L2) is significantly faster than from English-Hindi (L2-L1). Higher hours of usage of a particular language may lead to the strengthening of the schema of one particular language in bilinguals. We are also conducting experiments to understand if bilingualism is a cognitive advantage. So far our results indicate that even among bilinguals proficiency in bilingual processing determines better cognitive control. We also find that cognitive advantage in bilingualism could be a language specific mechanism and may not transfer as a general cognitive advantage.
Attentional modulation of emotions
We have conducted a couple of studies on attentional modulation of emotions in order to understand the shared/independent mechanisms of cognitive and emotional conflict resolution. We have studied attentional modulation of emotions using a cuing paradigm with schematic as well as real human faces.
Prof. M. I. Posner, University of Oregon USA
Prof. Jyotsna Vaid, University of Texas, USA
Prof. Shobini L. Rao, NIMHANS, Bangalore India
Prof. Bipin Indurkhya, IIIT, Hyderabad
Prof. Thomas Lachmann, Technical University of Kaiserslatern, Germany
Dr. S. Senthil Kumaran, AIIMS, New Delhi
Prof. Narayanan Srinivasan, CBCS, India
Bhoomika R. Kar >