Nicole Landi
Haskins Laboratories
300 George Street
New Haven, CT 06511
Haskins Phone: (203) 865-6163, x278
Yale Phone: (203) 764-9353
Haskins Fax: (203) 865-8963
landi@haskins.yale.edu
Education
Ph.D., University of Pittsburgh (Cognitive Psychology & Cognitive Neuroscience), 2005.
Representative Publications:
Landi, N., Frost, S.J., Mencl, W.E, Sandak, R. & Pugh, K.R. (in press). Neurobiological bases of reading comprehension: Insights from neuroimaging studies of word level and text level processing in skilled and impaired readers. Reading and Writing Quarterly
Bauer, L. M., Olheiser, E. L., Altarriba, J., & Landi, N. (in press). Wordtype effects in false recall: Concrete, abstract, andemotion word critical lures. American Journal of Psychology.
Landi, N. (2009). The contribution of high-level and low-level reading skills to adult reading comprehension ability. Reading and Writing. DOI 10.1007/s11145-009-9180-z
Frost, S., Landi, N., Mencl,W. E., Sandak, R. Fullbright, R.K., Jacobsen, L., Grigorenko, E., Constable, R.T. & Pugh, K. (2009). Phonological awareness predicts cortical activation patterns for print and speech. Annals of Dyslexia, 59, 78-97.
Pugh K.R., Frost, S.J., Sandak, R., Landi, N. Rueckl, J.,G., Constable, R.T., Seidenberg, M., Fullbright, R., Katz, L., & Mencl, W.E. (2008). Effects of stimulus difficulty and repetition on printed word identification: An fMRI comparison of non-impaired and reading disabled adolescent cohorts. Journal of Cognitive Neuroscience. 20, 1146-1160.
Landi, N. & Perfetti, C.A. (2007). An electrophysiological investigation of semantic and phonological processing in skilled and less skilled comprehenders. Brain and Language, 102, 30-45.
Landi, N., Perfetti, C.A., Bolger, D.J., Dunlap, S. & Foorman, B.R. (2006). The role of discourse context in developing word representations: A paradoxical relation between reading and learning. Journal of Experimental Child Psychology, 94, 114-133.
