James R. Booth, Ph.D.

Affiliations:

Department of Psychology and Human Development

Vanderbilt University, Nashville, TN

Area:

Developmental cognitive neuroscience

Parents

Harold W. Stevenson	grad student	1988-1990	University of Michigan
William Hall	grad student	1990-1995	University of Maryland
Brian MacWhinney	post-doc	1995-1998	Carnegie Mellon
Charles A. Perfetti	post-doc	1995-1998	University of Pittsburgh

Children

General Lee	research assistant		Northwestern
Chuyan Qu	research assistant	2018-2018	Vanderbilt
Yuan Deng	grad student	2003-2005	Northwestern
John Evar Strid	grad student	2006	Northwestern
Fan Cao	grad student	2004-2009	Northwestern
Li Liu	grad student	2007-2009	Northwestern
Nathan D. Orloff	grad student	2010	University of Maryland
Nadia Elise Cone	grad student	2012	Northwestern
Christine Y. Brennan	grad student	2014	Northwestern
O. Ece Demir-Lira	post-doc
Amy S. Desroches	post-doc	2008-	Northwestern
Gillian Cooke	post-doc	2009-	Northwestern
Christopher McNorgan	post-doc	2009-	Northwestern
Jerome Prado	post-doc	2009-	Northwestern
Jane Xiaojing Wang	post-doc	2010-	Northwestern
Rubi Hammer	post-doc	2011-	Northwestern
Margaret M. Gullick	post-doc	2012-	Northwestern
Tai-Li Chou	post-doc	2003-2005	Northwestern
Tali Bitan	post-doc	2003-2006	Northwestern
Doug Burman	post-doc	1999-2007	Northwestern
Donald J. Bolger	post-doc	2006-2008	Northwestern
Hongchuan Zhang	post-doc	2008-2009	Northwestern

Collaborators

BETA: Related publications

Publications

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Wagley N, Hu X, Satterfield T, et al. (2024) Neural specificity for semantic and syntactic processing in Spanish-English bilingual children. Brain and Language. 250: 105380
Suárez-Pellicioni M, Demir-Lira ÖE, Booth JR. (2024) Positive math attitudes are associated with greater frontal activation among children from higher socio-economic status families. Neuropsychologia. 108788
Dębska AM, Wang J, Dzięgiel-Fivet GK, et al. (2023) The development of orthography and phonology coupling in the ventral occipito-temporal cortex and its relation to reading. Journal of Experimental Psychology. General
Wang J, Joanisse MF, Booth JR. (2023) Learning to Read Strengthens Functional Connectivity Between the Ventral Occipitotemporal Cortex and the Superior Temporal Gyrus During an Auditory Phonological Awareness Task. Journal of Speech, Language, and Hearing Research : Jslhr. 66: 4532-4546
Nathaniel U, Eidelsztein S, Geskin KG, et al. (2023) Decomposition in early stages of learning novel morphologically derived words: The impact of linear vs. non-linear structure. Cognition. 240: 105604
Zhang K, Sun X, Yu CL, et al. (2023) Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children. Human Brain Mapping
Wang J, Yamasaki BL, Booth JR. (2023) Phonological and Semantic Specialization in 9- to 10-Year-Old Children During Auditory Word Processing. Neurobiology of Language (Cambridge, Mass.). 4: 297-317
Sun X, Marks RA, Eggleston RL, et al. (2023) Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children. Neurobiology of Language (Cambridge, Mass.). 4: 198-220
Wang J, Tong F, Joanisse MF, et al. (2023) A sculpting effect of reading on later representational quality of phonology revealed by multi-voxel pattern analysis in young children. Brain and Language. 239: 105252
Gao Y, Meng X, Bai Z, et al. (2022) Left and Right Arcuate Fasciculi Are Uniquely Related to Word Reading Skills in Chinese-English Bilingual Children. Neurobiology of Language (Cambridge, Mass.). 3: 109-131

James R. Booth, Ph.D.

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Mean distance: 13.78 (cluster 15)

Parents

Children

Collaborators

Publications