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Kaja K. Jasińska
University of Delaware
Developmental psychologyPsychologyCognitionCognitive psychologyNeuroscience of multilingualism
16Publications
5H-index
196Citations
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Publications 16
Newest
#1Michael Madaio (CMU: Carnegie Mellon University)H-Index: 3
#2Vikram Kamath (CMU: Carnegie Mellon University)H-Index: 1
Last. Amy Ogan (CMU: Carnegie Mellon University)H-Index: 13
view all 9 authors...
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#1Meaghan V. Perdue (UConn: University of Connecticut)H-Index: 3
#2Sara MascherettiH-Index: 1
Last. Nicole Landi (UConn: University of Connecticut)H-Index: 18
view all 10 authors...
Abstract Epidemiological population studies highlight the presence of substantial individual variability in reading skill, with approximately 5–10% of individuals characterized as having specific reading disability (SRD). Despite reported substantial heritability, typical for a complex trait, the specifics of the connections between reading and the genome are not understood. Recently, the SETBP1 gene has been implicated in several complex neurodevelopmental syndromes and disorders that impact la...
3 CitationsSource
May 2, 2019 in CHI (Human Factors in Computing Systems)
#1Michael Madaio (CMU: Carnegie Mellon University)H-Index: 3
#2Fabrice Tanoh (UCA: Université Félix Houphouët-Boigny)H-Index: 1
Last. Amy Ogan (CMU: Carnegie Mellon University)H-Index: 13
view all 5 authors...
Significant research has demonstrated the crucial role that parents play in supporting the development of children's literacy, but in contexts where adults may lack sufficient literacy in the target language, it is not clear how to most effectively scaffold parental support for children's literacy. Prior work has designed technologies to teach children literacy directly, but this work has not focused on designing for low-literate parents, particularly for multilingual and developing contexts. In...
2 CitationsSource
#1Kaja K. Jasińska (College of Health Sciences, Bahrain)H-Index: 5
#2Sharon Wolf (UPenn: University of Pennsylvania)H-Index: 10
Last. Margaret M. Dubeck (RTP: Research Triangle Park)H-Index: 9
view all 4 authors...
Source
#1Kayleigh Ryherd (UConn: University of Connecticut)H-Index: 3
#2Kaja K. Jasińska (UD: University of Delaware)H-Index: 5
Last. Nicole LandiH-Index: 18
view all 8 authors...
Abstract A substantial amount of variation in reading comprehension skill is explained by listening comprehension skill, suggesting tight links between printed and spoken discourse processing. In addition, both word level (e.g., vocabulary) and discourse–level sub-skills (e.g., inference-making) support overall comprehension. However, while these contributions to variation in comprehension skill have been well-studied behaviorally, the underlying neurobiological basis of these relationships is l...
3 CitationsSource
Portable neuroimaging approaches provide new advances to the study of brain function and brain development with previously inaccessible populations and in remote locations. This paper shows the development of field functional Near Infrared Spectroscopy (fNIRS) imaging to the study of child language, reading, and cognitive development in a rural village setting of Cote d'Ivoire. Innovation in methods and the development of culturally appropriate neuroimaging protocols allow a first-time look into...
4 CitationsSource
#1Kaja K. Jasińska (UD: University of Delaware)H-Index: 5
#2Laura‐Ann Petitto (Gallaudet University)H-Index: 1
Bilingual children's reading as a function of age of first bilingual language exposure (AoE) was examined. Bilingual (varied AoE) and monolingual children (N = 421) were compared in their English language and reading abilities (6-10 years) using phonological awareness, semantic knowledge, and reading tasks. Structural equation modeling was applied to determine how bilingual AoE predicts reading outcomes. Early exposed bilinguals outperformed monolinguals on phonological awareness and word readin...
5 CitationsSource
#1Kaja K. Jasińska (UD: University of Delaware)H-Index: 5
#2Peter J. Molfese (UConn: University of Connecticut)H-Index: 14
Last. Nicole Landi (Yale University)H-Index: 18
view all 9 authors...
The brain-derived neurotrophic factor (BDNF) Val66Met single nucleotide polymorphism (SNP) has been associated with individual differences in brain structure and function, and cognition. Research on BDNF's influence on brain and cognition has largely been limited to adults, and little is known about the association of this gene, and specifically the Val66Met polymorphism, with developing brain structure and emerging cognitive functions in children. We performed a targeted genetic association ana...
7 CitationsSource
#1Kaja K. Jasińska (Haskins Laboratories)H-Index: 5
#2Melody S. BerensH-Index: 6
Last. Laura-Ann Petitto (NSF: National Science Foundation)H-Index: 3
view all 4 authors...
Abstract How does bilingual exposure impact children’s neural circuitry for learning to read? Theories of bilingualism suggests that exposure to two languages may yield a functional and neuroanatomical adaptation to support the learning of two languages (Klein et al., 2014). To test the hypothesis that this neural adaptation may vary as a function of structural and orthographic characteristics of bilinguals’ two languages, we compared Spanish-English and French-English bilingual children, and En...
4 CitationsSource
#1Kaja K. JasińskaH-Index: 5
#2Peter J. MolfeseH-Index: 14
Last. Nicole LandiH-Index: 18
view all 9 authors...
Understanding how genes impact the brain’s functional activation for learning and cognition during development remains limited. We asked whether a common genetic variant in the BDNF gene (the Val66Met polymorphism) modulates neural activation in the young brain during a critical period for the emergence and maturation of the neural circuitry for reading. In animal models, the bdnf variation has been shown to be associated with the structure and function of the developing brain and in humans it h...
13 CitationsSource
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