Education
Ph.D., University of Pittsburgh (Cognitive Psychology & Cognitive Neuroscience), 2005.
B.A., SUNY Albany (Psychology), 1999.
Representative Publications:
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. (in press). 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.
Sandak, R., Frost, S.J., Rueckl, J.G., Landi, N., Mencl, W.E., Katz, L., & Pugh,
K.R. (in press). How does the brain read words? In M. Spivey, M. Joanisse & K. McRae (Eds.), The Cambridge Handbook of Psycholinguistics. New York: Cambridge University Press.
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.
Perfetti, C.A., Landi, N., & Oakhill, J.V. (2005). The acquisition of reading
comprehension skill. In M.J. Snowling & C. Hume (Eds.), The Science of Reading: Handbook of Reading Research. Oxford: Blackwell.
