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Centre for Neuroscience in Education


Professor Usha Goswami is the Director for the Centre for Neuroscience in Education, Professor of Cognitive Developmental Neuroscience and a Fellow of St. John’s College, University of Cambridge.



Before joining the University of Cambridge in 2003 as a Professor of Education, Usha Goswami was the Professor of Cognitive Developmental Psychology at the Institute of Child Health, University College London. Usha has been a Lecturer in Psychology at St. John's College, University of Oxford, and Meton College, University of Oxford, as well as Lecturer in Experimental Psychology at the University of Cambridge.

She received her D.Phil in Developmental Psychology from the University of Oxford, where she had also been awarded her BA (Hons) in Experimental Psychology. Usha was awarded a PGCE in Primary Education from the University of London.


Her research has covered the relations between phonology and reading, with special reference to rhyme, rhythm and analogy in reading acquisition, as well as rhyme and rhythm processing in dyslexic and deaf children's reading. Much of this has been cross-linguistic, with projects including cross-language studies of the impact of deficits in auditory temporal processing on reading development and developmental dyslexia, neuroimaging studies of the neural networks underpinning reading in good and poor deaf adult readers, studies of reading development and its precursors in deaf children with cochlear implants, and a set of projects based around lexical and acoustic statistics, investigating the impact of 'neighbourhood relations' (similarity relations such as rhyme) in phonological and orthographic processing in different languages, and the impact of the amplitude modulation structure of the speech signal on phonological and morphological development.


Key publications: 

Goswami, U. (2019). Cognitive Development and Cognitive Neuroscience: The Learning Brain (2nd ed.). Routledge.

Goswami, U. (2015). Sensory theories of developmental dyslexia: Three challenges for research. Nature Reviews Neuroscience, 16, 43–54.   

Goswami, U., Huss, M., Mead, N., Fosker, T., & Verney, J. (2013). Perception of Patterns of Musical Beat Distribution in Phonological Developmental Dyslexia: Significant Longitudinal Relations with Word Reading and Reading Comprehension. Cortex, 49, 1363-1376. 

Power, A. J., Mead, N., Barnes, L. & Goswami, U. (2013). Neural entrainment to rhythmic speech in children with developmental dyslexia. Frontiers in Human Neuroscience, 7(777), 1-19.

Goswami, U. (2011). A temporal sampling framework for developmental dyslexia. Trends in Cognitive Sciences, 15, 3-10.

Goswami, U., Wang, H-L. S., Cruz, A., Fosker, T., Mead, N., & Huss, M. (2011). Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience, 23, 325-337.

Huss, M., Verney, J. P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: Perception of musical meter predicts reading and phonology. Cortex, 47, 674-689.

Beddington, J., Cooper, C. L., Field, J., Goswami, U., Huppert, F. A., Jenkins, R., Jones, H. S., Kirkwood, T. B. L., Sahakian, B. J., & Thomas, S. M. (2008). The mental wealth of nations. Nature455, 1057-1060.

Goswami, U. (2006). Neuroscience and education: From research to practice?. Nature Reviews Neuroscience, 7, 406-411.

Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.  


Other publications: 

Ahmed, H., Wilson, A., Mead, N., Noble, H., Richardson, U., Wolpert, M. A., & Goswami, U. (2020). An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers. Frontiers in Education5, 132.

Ní Choisdealbha, Á., Attaheri, A., Rocha, S., Brusini, P., Mead, N., Gibbon, S., Olawole-Scott, H., Boutris, P., Williams, I., Ahmed, H., Grey, C., Flanagan, S., & Goswami, U. (2020, July 5-9). The development of amplitude rise time detection in the first year [Poster presentation]. International Congress of Infant Studies.

Ní Choisdealbha, Á., Attaheri, A., Rocha, S., Mead, N., Gibbon, S., Olawole-Scott, H., Boutris, P., Flanagan, S., Williams, I., Ahmed, H., Grey, C., Brusini, P., & Goswami, U. (2020, July 5-9). Changes in neural rhythmic entrainment during the first year of life [Symposium talk]. International Congress of Infant Studies.

Rocha, S., Attaheri, A., Ní Choisdealbha, Á., Brusini, P., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., & Goswami, U. (2020, July 5-9). BabyRhythm: Early infant audio-motor rhythmic synchronisations predicts later language outcomes [Poster presentation]. International Congress of Infant Studies.

Rocha, S., Attaheri, A., Ní Choisdealbha, Á., Brusini, P., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., & Goswami, U. (2020, January 8-10). Infant gross motor rhythmic synchronisation and relationships with language [Poster presentation]. 10th Annual CEU Conference on Cognitive Development, Budapest, Hungary.

Attaheri, A., Ní Choisdealbha, Á., Liberto, G.M., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Olawole-Scott, H., Ahmed, H., Williams, I., & Goswami, U. (2019, October 19-23) Neural Oscillations and nursery rhymes; An EEG study into individual differences in infant language development [Poster presentation]. Society for Neuroscience, Chicago, IL, USA.

Goswami, U. (2019). Speech rhythm and language acquisition: An amplitude modulation phase hierarchy perspective. Annals of the New York Academy of Sciences, 1453(1), 67-78.

Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Delayed development of phonological constancy in toddlers at family risk for dyslexia. Infant Behavior and Development, 57, 101327.

Kalashnikova, M., Goswami, U., & Burnham, D. (2019). Sensitivity to amplitude envelope rise time in infancy and vocabulary development at three years: A significant relationship. Developmental Science, 22(6), e12836.

Ní Choisdealbha, Á., Attaheri, A., Brusini, P., Rocha, S., Flanagan, S., Mead, N., Boutris, P., Gibbon, S., Scott, H., Ahmed, H., & Goswami, U. (2019, June 13-15). Individual differences in auditory entrainment to speech and nonspeech rhythm by infants and relations with early language development [Poster presentation]. Workshop on Infant Language Development, Potsdam, Germany.

Richards, S., & Goswami, U. (2019). Impaired recognition of metrical and syntactic boundaries in children with developmental language disorders. Brain Sciences, 9, 33.

Araújo, J., Flanagan, S., Castro-Caldas, A., & Goswami, U. (2018). The temporal modulation structure of illiterate versus literate adult speech. PLOS ONE, 13(10), e0205224.

Brusini, P., Attaheri, A., Rocha, S., Flanagan, S., Mead, N., Boutris, P., & Goswami, U. (2018, June 27-29) BabyRhythm: An early neural window into infant language skills [Poster presentation]. International Neurogonomics Conference, Philadelphia, PA, USA.

Kalashnikova, M., Goswami, U., & Burnham, D. (2018). Mothers speak differently to infants at-risk for dyslexia. Developmental Science, 21(1), 1–15

Rocha, S., Attaheri, A., Ní Choisdealbh, A., Brusini, P., Mead, N., Olawole-Scott, H., Boutris, P., Gibbon, S., Flannagan, S., & Goswami, U. (2018, September 21). The BabyRhythm Project: Looking longitudinally at early rhythmic skill and language development [Presentation]. BASIS Annual Scientific Meeting, London, UK.

Goswami, U., Leong, V., & Power, A. J. (2017). Neurocognitive basis of auditory processing and phonology in developmental dyslexia. In G. Eden (Ed.), Wiley-Blackwell Handbook of Cognitive Neuroscience of Developmental Dyslexia. Wiley.

Leong, V., Kalashnikova, M., Burnham, D. & Goswami, U. (2017). The temporal modulation structure of infant-directed speech. Open Mind, 1(2), 78-90.

Cutini, S., Szűcs, D., Mead, N., Huss, M., & Goswami, U. (2016). Atypical right hemisphere response to slow temporal modulations in children with developmental dyslexia. NeuroImage, 143, 40-49.

Goswami, U. (2016). Educational neuroscience: Neural structure-mapping and the promise of oscillations. Current Opinion in Behavioral Sciences, 10, 89–96.

Leong, V., & Goswami, U. (2016). Difficulties in auditory organization as a cause of reading backwardness? An auditory neuroscience perspective. Developmental Science, 20(6), e12457.

Power, A. J., Colling, L. C., Mead, N., Barnes, L., & Goswami, U. (2016). Neural encoding of the speech envelope by children with developmental dyslexia. Brain & Language, 160, 1-10.  

Cumming, R., Wilson, A., & Goswami, U. (2015). Basic auditory processing and sensitivity to prosodic structure in children with specific language impairments: A new look at a perceptual hypothesis. Frontiers in Psychology, 6, 972.  

Cumming, R., Wilson, A., Leong, V., Colling, L., & Goswami, U. (2015). Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments. Frontiers in Human Neuroscience, 9.

Leong, V., & Goswami, U. (2015). Acoustic-emergent phonology in the amplitude envelope of child-directed speech. PLOS ONE, 10(12), e0144411. .pone.0144411  

Richards, S., & Goswami, U. (2015). Auditory Processing in Specific Language Impairment (SLI): Relations with the Perception of Lexical and Phrasal Stress. Journal of Speech, Language, and Hearing Research, 58(4), 1292-1305.

Bishop-Liebler, P., Welch, G., Huss, M., Thomson, J., & Goswami, U. (2014). Auditory Temporal Processing Skills in Musicians with Dyslexia. Dyslexia, 20(3), 261-279.

Goswami, U., Power, A. J., Lallier, M. & Facoetti, A. (2014). Oscillatory ‘temporal sampling’ and developmental dyslexia: Towards an over-arching theoretical framework. Frontiers in Human Neuroscience, 8, 904.

Leong, V., & Goswami, U. (2014). Assessment of rhythmic entrainment at multiple timescales in dyslexia: Evidence for disruption to syllable timing. Hearing Research, 308(100), 141–161.

Leong, V., & Goswami, U. (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neuroscience, 8.

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2014, September 14-18). Infant-directed speech enhances temporal rhythmic structure in the envelope. 15th Annual Conference of the International Speech Communication Association, Singapore.

Leong, V., Stone, M. A., Turner, R. E. & Goswami, U. (2014). A role for amplitude modulation phase relationships in speech rhythm perception. The Journal of the Acoustical Society of America, 136, 366–381.

Bhide, A., Power, A. J., & Goswami, U. (2013). A rhythmic musical intervention for poor readers: A comparison of efficacy with a letter-based intervention. Mind, Brain and Education, 7(2), 113-123.  

Kuppen, S., Huss, M., & Goswami, U. (2013). A longitudinal study of basic auditory processing and phonological skills in children with low IQ. Applied Psycholinguistics, 35, 1-33.

Megnin-Viggars, O., & Goswami, U. (2013). Audiovisual perception of noise vocoded speech in dyslexic and non-dyslexic adults: The role of low-frequency visual modulations. Brain and Language, 124, 165–173.  

Soltész, F., Szűcs, D., Leong, V., White, S., & Goswami, U. (2013). Differential entrainment of neuroelectric delta oscillations in developmental dyslexia. PLOS ONE, 8(10), e76608.  

Thomson, J. M., Leong, V., & Goswami, U. (2013). Auditory processing interventions and developmental dyslexia: A comparison of phonemic and rhythmic approaches. Reading and Writing, 26, 139-161.

Goswami, U. (2012). Entraining the brain: Applications to language research and links to musical entrainment. Empirical Musicology Review, 7, 57–63.

Goswami, U. (2012). Language, music and children’s brains: A rhythmic timing perspective on language and music as cognitive systems. In P. Rebuschat, M. Rohrmeier, J. A. Hawkins & I. Cross (Eds.), Language and Music as Cognitive Systems (pp. 292-301). Oxford University Press.

Goswami, U. (2012). Neuroscience and education: Can we go from basic research to translation?.  A possible framework from dyslexia research. British Journal of Educational Psychology Monograph Series, 1, 129-142.

Goswami, U. (2012). Reading and spelling: Revisiting Bradley and Bryant’s study. In A. M. Slater & P. C. Quinn (Eds.), Developmental psychology: Revisiting the classic studies (pp. 132-147). Sage Publications.

Hämäläinen, J. A., Rupp, A., Soltész, F., Szücs, D., & Goswami, U. (2012). Reduced phase locking to slow amplitude modulation in adults with dyslexia: An MEG study. NeuroImage, 59, 2952-2961.   

Power, A. J., Mead, N., Barnes, L., & Goswami, U. (2012). Neural entrainment to rhythmically presented auditory, visual, and audio-visual speech in children. Frontiers in Psychology, 3, 216.  

Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2012). Basic auditory processing and developmental dyslexia in Chinese. Reading and Writing, 25, 509-536.

Goswami, U., Fosker, T., Huss, M., Mead, N., & Szűcs, D. (2011). Rise time and formant transition duration in the discrimination of speech sounds: The Ba-Wa distinction in developmental dyslexia. Developmental Science, 14, 34-43.

Kuppen, S., Huss, M., Fosker, T., Fegan, N., & Goswami, U. (2011). Basic auditory processing skills and phonological awareness in low-IQ readers and typically developing controls. Scientific Studies of Reading, 15, 211-243.

Leong, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2011). Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64, 59-73.

Leong, V., Turner, R., Stone, M., & Goswami, U. (2011, July 13-15). An amplitude modulation (AM) cascade model for nursery rhyme rhythm [Poster presentation]. 13th Rhythm Perception & Production Workshop, Leipzig, Germany.

Soltész, F., Szűcs, D., White, S., Leong, V., & Goswami, U. (2011). Atypical entrainment of delta oscillations to auditory rhythm in developmental dyslexia. Conference Abstract: XI International Conference on Cognitive Neuroscience (ICON XI).

Stefanics, G., Fosker, T., Huss, M., Mead, N., Szücs, D., & Goswami, U. (2011). Auditory sensory deficits in developmental dyslexia: A longitudinal ERP study. Neuroimage, 57, 723-732.  

Corriveau, K. H., Goswami, U., & Thomson, J. M. (2010). Auditory processing and early literacy skills in a preschool and kindergarten population. Journal of Learning Disabilities, 43, 369-382.

Fraser, J., Goswami, U., & Conti-Ramsden, G. (2010). Dyslexia and specific language impairment: The role of phonology and auditory processing. Scientific Studies of Reading, 14, 8-29.

Goswami, U., Gerson, D., & Astruc, L. (2010). Amplitude envelope perception, phonology and prosodic sensitivity in children with developmental dyslexia. Reading and Writing, 23, 995-1019.

Thomson, J. M., & Goswami, U. (2010). Learning novel phonological representations in developmental dyslexia: Associations with basic auditory processing of rise time and phonological awareness. Reading & Writing, 23, 453–469.   

Cheah, V., Hämäläinen, J., Soltész, F., & Goswami, U. (2009, August 28-September 1). Amplitude envelope perception and sensitivity to prosodic stress in developmental dyslexia [Poster presentation]. International Conference on Auditory Cortex, Magdeburg, Germany.

Corriveau, K. H., & Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat. Cortex, 45, 119-130.

Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3, 176-184.

Hämäläinen, J. A., Leppänen, P. H. T., Eklund, K., Thomson, J., Richardson, U., Guttorm, T. K., Witton, C., Poikkeus, A-M., Goswami, U., & Lyytinen, H. (2009). Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities. Applied Psycholinguistics, 30, 511-530.

Surányi, Z., Csépe, V., Richardson, U., Thomson, J. M., Honbolygó, F., & Goswami, U. (2009). Sensitivity to rhythmic parameters in dyslexic children: A comparison of Hungarian and English. Reading and Writing, 22, 41-56.

Wang, H-L. S., Huss, M., Hämäläinen, J. A., & Goswami, U. (2009, June 25-27). Amplitude envelope perception, reading and phonological skills: A study of dyslexia in Chinese [Paper presentation]. Annual Meeting of the Society for the Scientific Study of Reading, Boston, Massachusetts, USA.

Thomson, J., & Goswami, U. (2008). Rhythmic processing in children with developmental dyslexia: Auditory and motor rhythms link to reading and spelling. Journal of Physiology, 102, 120-129.  

Corriveau, K., Pasquini, E., & Goswami, U. (2007). Basic auditory processing skills and specific language impairment: A new look at an old hypothesis. Journal of Speech, Language, and Hearing Research, 50, 647-666.

Pasquini, E. S., Corriveau, K. H., & Goswami, U. (2007). Auditory processing of amplitude envelope rise time in adults diagnosed with developmental dyslexia. Scientific Studies of Reading, 11, 259-286.

Thomson, J. M., Fryer, B., Maltby, J., & Goswami, U. (2006). Auditory and motor rhythm awareness in adults with dyslexia. Journal of Research in Reading, 29, 334-348.   

Thomson, J. M., Richardson, U., & Goswami, U. (2005). Phonological similarity neighborhoods and children’s short-term memory: Typical development and dyslexia. Memory and Cognition, 33, 1210-1219.

Goswami, U. (2004). Neuroscience and education. British Journal of Educational Psychology, 74, 1–14.

Goswami, U. (2004). Neuroscience, education and special education. British Journal of Special Education, 31, 175–183.

Muneaux, M., Ziegler, J. C., Truc, C., Thomson, J., & Goswami, U. (2004). Deficits in beat perception and dyslexia: Evidence from French. NeuroReport, 15, 1255-1259.

Richardson, U., Thomson, J. M., Scott, S. K., & Goswami, U. (2004). Auditory processing skills and phonological representation in dyslexic children. Dyslexia, 10, 215-233.

de Cara, B., & Goswami, U. (2003). Phonological neighbourhood density effects in a rhyme awareness task in 5-year-old children. Journal of Child Language, 30, 695–710.

Goswami, U. (2003). Why theories about developmental dyslexia require developmental designs. Trends in Cognitive Sciences, 7, 534-540.

de Cara, B., & Goswami, U. (2002). Statistical analysis of similarity relations among spoken words: evidence for the special status of rimes in English. Behavioural Research Methods and Instrumentation, 34(3), 416-423.

de Cara, B., & Goswami, U. (2002). Statistical relations among spoken words: The special status of rimes in English. Behavior Research Methods, Instruments, and Computers, 34, 416-423.

Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences of the United States of America, 99(16), 10911-10916.

Goswami, U. (2000). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Annals of Dyslexia, 6, 133-151.<133::AID-DYS160>3.0.CO;2-A

Goswami, U., Porpodas, C., & Wheelwright, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273-292.

Swan, D., & Goswami, U. (1997). Picture Naming Deficits in Developmental Dyslexia: The Phonological Representations Hypothesis. Brain and Language, 56(3), 334-353.

Treiman, R., Goswami, U., Tincoff, R., & Leevers, H. (1997). Effects of dialect on American and British children’s spelling. Child Development, 68, 229-245.

Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word recognition in English and German children. Cognition, 51, 91-103.

Goswami, U., & Mead, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27(2), 152-162.

Goswami, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 1110-1123.

Bryant, P., & Goswami, U. (1990). Comparisons between backward and normal readers: A risky business. BPS Education Section Review, 14(2), 3-10.

Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory and Cognition, 18, 559-567.

Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Lawrence Erlbaum.

Goswami, U. (1990). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry, 31, 301-311.

Goswami, U. (1990). Phonological priming and orthographic analogies in reading. Journal of Experimental Child Psychology, 49, 323-340.

Goswami, U., & Bryant, P. E. (1989). The interpretation of studies using the reading level design. Journal of Literacy Research, 21(4), 413-424.

Goswami, U. (1988). Children's use of analogy in learning to spell. British Journal of Developmental Psychology, 6, 21-33.

Goswami, U. (1988). Orthographic analogies and reading development. The Quarterly Journal of Experimental Psychology Section A, 40, 239-268.

Bryant, P., & Goswami, U. (1986). Strengths and weaknesses of the reading level design: A comment on Backman, Mamen, and Ferguson. Psychological Bulletin, 100, 101-103.

Goswami, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.

Teaching and Supervisions

Research supervision: 

Usha has been the supervisor for a number of different PhD and MPhil projects, and currently has four PhD students: Lyla Parvez, João Araújo, Keith Liang and Nicole Tan.


Previous Students

  • Adeetee Bhide (MPhil)
  • Kathleen Corriveau (MPhil)
  • Alex Cutting (PhD)
  • Wenchong Du (MPhil)
  • Jennifer Green (PhD)
  • Paula Guardia (PhD)
  • Sarah Kuppen (PhD)
  • Victoria Leong (PhD)
  • Deborah James (PhD)
  • Natalie Matthews (MPhil)
  • Kate Prentice (PhD)
  • Susan Richards (PhD)
  • Robert Savage (MSc)
  • Charles (Ben) Strauber (MPhil)
  • Abram Sterne (PhD)
  • Denise Swan (PhD)
  • Jennifer Thomson (PhD)
  • John Verney (PhD)
  • Laura Vuillier (PhD)
  • Hsiao-Lan (Sharon) Wang (PhD)

Other Professional Activities

Over the course of her career Usha Goswami has received a number of awards, including the Fellowship of The Royal Society in 2021, the CBE (Commander of the Order of the British Empire) honour in the New Year list 2021, the membership of the German National Academy of Sciences Leopoldina 2021, the John Nisbet Fellowship 2020 (awarded by BERA for lifetime contribution to educational practice), the Yidan Prize (awarded for research excellence in education), the British Psychology Society Spearman Medal (awarded for early career research excellence), the Norman Geschwind-Rodin Prize (a Swedish award for research excellence in the field of dyslexia). Usha has been given research fellowships from the National Academy of Education (USA), the Alexander von Humboldt Foundation (Germany), and the Leverhulme Trust. 

In 2013 she was elected Fellow of the British Academy. Usha has advised on the National Curriculum and the National Literacy Project, was one of the five scientific leaders of the Foresight Project on Mental Capital and Wellbeing (2008), and one of the three UK members of the Managing Committee of the European Concerted Action on Learning Disorders as a Barrier to Human Development (COST-A8). Usha has been a member of the ESRC Research Grants Board (1998-2000), a member of the Neurosciences and Mental Health Board of the Medical Research Council (1999-2003), and of the Cross Board Group of the Medical Research Council (2001-2003).

Usha is a Fast Track Editor for Developmental Science, Editor of Applied Psycholinguistics (2001-2005) and has been on the editorial advisory boards for journals including Reading and Writing, Reading Research Quarterly, Journal of Child Psychology and Psychiatry, Cognitive Development, Mind Brain and Education, Annals of Dyslexia, Trends in Neuroscience in Education, Psychological Bulletin and Perspectives in Child Development.

Director of the Centre for Neuroscience in Education
Professor of Cognitive Developmental Neuroscience

Contact Details

Takes PhD students
Available for consultancy