Marta Curreri

curreri

Marta Curreri is a PhD student in Psychology, Linguistics and Cognitive Neuroscience under Prof. Fabrizio Arosio.

She graduated in Clinical Psychology and Neuropsychology In the Life Cycle at the University of Milano Bicocca. For her experimental thesis, she joined a team of PhD students from the i3lab (Innovative, Interactive Interfaces Laboratory, Milano Politecnico) in the development of a new assessment tool for language disorders. Her thesis focused on the use of such tools in a population of bilingual children, supervised by Professor Fabrizio Arosio.

Her doctoral research is dedicated to the link between rhythmic and linguistic skills in children with developmental dyslexia to build a new intervention tool for bilingual children who show atypical language development.

Upcoming Events

February 3, 2025
February 10, 2025
  • BIL Seminar "What does atypicality really mean? Language acquisition in autism" - Mikhail Kissine February 10, 2025 @ 2:00 pm - 3:00 pm U6, Sala Lauree, Terzo piano

    Abstract
    "Research on language in autism mostly explores delayed acquisition or atypical use, the reference point being language in non-autistic individuals. Such approaches focus on language disability, but somewhat downplay the acquisition routes that may be specific to autism. More specifically, typical language development is known to be intimately linked to socio-pragmatic, joint communicative experiences. Early-onset and life-long atypicality in the socio-communicative domain are core characteristics of autism, and likely explain why language onset is often significantly delayed in autistic children. However, it is also usually assumed that language trajectories in autism should be correlated with an increase of socio-communicative skills, such as joint attention. In this talk, I will review evidence that some autistic individuals may, in fact, acquire language in spite of persisting strong socio-communicative disabilities. I will also present new results that show that some autistic children are interested in language in and of itself, independently of its communicative function, and display enhanced sensitivity to the acoustic and structural properties of the linguistic input."

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