Emily Myers

Degree: Ph.D. Cognitive Science, 2005, Brown University
Webpages: Myers’ Lab
Research Interests: Speech perception, cognitive neuroscience of speech and language, aphasia, second language acquisition
Research Synopsis: Research in the Language and Brain Lab (Emily Myers, PI) focuses on a fundamental question in human behavior: how do we perceive the speech signal in order to map it to meaning?  Through the use of neuroimaging methods (fMRI, ERP) together with standard psycholinguistic measures, we hope to understand both the neural and behavioral mechanisms that underlie this process. We work with unimpaired and language-disordered populations (aphasia, dyslexia) to inform functional models of speech and language processing, and to understand how language processing breaks down.
Courses: Foundations in Cognitive Science (COGS 2201) 

Introduction to Phonetic Principles (SLHS 3247)


Advanced Speech Science II: Speech Perception (SLHS 5362)


Topics in Speech and Hearing Science: Grant Writing and Professional Development for Speech and Hearing Sciences (SLHS 6367)


Cognitive Neuroscience of Language Across the Lifespan (PSYCH 5470)


Students in Research: Dr. Myers will consider graduate students for admission in the Fall of 2016.
Recent publications: (Selected. *Indicates a graduate student working under my supervision. Full publication list on Google Scholar. ) 

*Earle, F. S., & Myers, E. B. (2015). Sleep and native language interference affect non-native speech sound learning. Journal of Experimental Psychology. Human Perception and Performance, 41(6), 1680–1695.


*Xie, X., & Myers, E. (2015). The impact of musical training and tone language experience on talker identification. The Journal of the Acoustical Society of America, 137(1), 419. doi:10.1121/1.4904699


*Earle, F. S., & Myers, E. B. (2015). Overnight consolidation promotes generalization across talkers in the identification of nonnative speech sounds. The Journal of the Acoustical Society of America, 137(1), EL91. doi:10.1121/1.4903918


*Mozeiko, J., Coelho, C. A., & Myers, E. B. (2015). The role of intensity in constraint-induced language therapy for people with chronic aphasia. Aphasiology, 30(4), 339-363.


*Del Tufo SN and Myers, E.B. (2014). Phonemic restoration in developmental dyslexia. Frontiers in Neuroscience 8:134. doi: 10.3389/fnins.2014.00134


Representative Publications: Myers, E. B., & Mesite, L. M. (2014). Neural systems underlying perceptual adjustment to non-standard speech tokens. Journal of Memory and Language,76, 80-93.


Myers, E.B., and **Swan, K.S. (2012). Effects of category learning on neural sensitivity to non-native phonetic categories. Journal of Cognitive Neuroscience, 24(8), 1695-708.


Myers, E. B., Blumstein, S.E. Walsh, E, and Eliassen, J. (2009). Inferior frontal regions underlie the perception of phonetic category invariance. Psychological Science, 20(7), 895-903.


Myers, E.B and Blumstein, S.E (2008). The neural bases of the lexical effect: An fMRI investigation. Cerebral Cortex 18(2): 278-88.

Other: Research Funding : 2014—2019: NIH NIDCD R01 DC013064 “The Role of Frontal and Temporal Brain Areas in the Perception of Phonetic Category Structure” (Role: PI)