Attach to Form 990 or Form 990-EZ.
Go to
www.irs.gov/Form990 for instructions and the latest information.
| (i) Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 10 above (see instructions)) | (iv) Is the organization listed in your governing document? | (v) Amount of monetary support (see instructions) | (vi) Amount of other support (see instructions) | |
|---|---|---|---|---|---|---|
| Yes | No | |||||
|
Total |
||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grant.") .. | 6,822,254 | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 29,950,222 |
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf.... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3 | 6,822,254 | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 29,950,222 |
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | 382,555 | |||||
| 6 | Public support. Subtract line 5 from line 4. | 29,567,667 | |||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 6,822,254 | 6,452,009 | 5,340,269 | 6,435,796 | 4,899,894 | 29,950,222 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | 31,536 | 48,902 | 36,265 | 20,354 | 26,656 | 163,713 |
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.).. | 1,586 | 1,235 | 1,463 | 4,275 | 1,473 | 10,032 |
| 11 | Total support. Add lines 7 through 10 | 30,123,967 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513 ..... | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge | ||||||
| 6 | Total. Add lines 1 through 5 | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public support. (Subtract line 7c from line 6.) | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2015 | (b) 2016 | (c) 2017 | (d) 2018 | (e) 2019 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||
| Section A - Adjusted Net Income | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Net short-term capital gain | 1 | ||||
| 2 | Recoveries of prior-year distributions | 2 | ||||
| 3 | Other gross income (see instructions) | 3 | ||||
| 4 | Add lines 1 through 3 | 4 | ||||
| 5 | Depreciation and depletion | 5 | ||||
| 6 | Portion of operating expenses paid or incurred for production or collection of gross income or for management, conservation, or maintenance of property held for production of income (see instructions) | 6 | ||||
| 7 | Other expenses (see instructions) | 7 | ||||
| 8 | Adjusted Net Income (subtract lines 5, 6 and 7 from line 4) | 8 | ||||
| Section B - Minimum Asset Amount | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Aggregate fair market value of all non-exempt-use assets (see instructions for short tax year or assets held for part of year): | 1 | ||||
| a | Average monthly value of securities | 1a | ||||
| b | Average monthly cash balances | 1b | ||||
| c | Fair market value of other non-exempt-use assets | 1c | ||||
| d | Total (add lines 1a, 1b, and 1c) | 1d | ||||
| e |
Discount claimed for blockage or other factors (explain in detail in Part VI): |
|||||
| 2 | Acquisition indebtedness applicable to non-exempt use assets | 2 | ||||
| 3 | Subtract line 2 from line 1d | 3 | ||||
| 4 | Cash deemed held for exempt use. Enter 1-1/2% of line 3 (for greater amount, see instructions). | 4 | ||||
| 5 | Net value of non-exempt-use assets (subtract line 4 from line 3) | 5 | ||||
| 6 | Multiply line 5 by .035 | 6 | ||||
| 7 | Recoveries of prior-year distributions | 7 | ||||
| 8 | Minimum Asset Amount (add line 7 to line 6) | 8 | ||||
| Section C - Distributable Amount | Current Year | |||||
| 1 | Adjusted net income for prior year (from Section A, line 8, Column A) | 1 | ||||
| 2 | Enter 85% of line 1 | 2 | ||||
| 3 | Minimum asset amount for prior year (from Section B, line 8, Column A) | 3 | ||||
| 4 | Enter greater of line 2 or line 3 | 4 | ||||
| 5 | Income tax imposed in prior year | 5 | ||||
| 6 | Distributable Amount. Subtract line 5 from line 4, unless subject to emergency temporary reduction (see instructions) | 6 | ||||
| Section D - Distributions | Current Year | |
|---|---|---|
| 1 Amounts paid to supported organizations to accomplish exempt purposes | ||
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
||
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | ||
| 4 Amounts paid to acquire exempt-use assets | ||
| 5 Qualified set-aside amounts (prior IRS approval required) | ||
| 6 Other distributions (describe in Part VI). See instructions | ||
| 7Total annual distributions. Add lines 1 through 6. | ||
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
||
| 9 Distributable amount for 2019 from Section C, line 6 | ||
| 10 Line 8 amount divided by Line 9 amount | ||
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2019 |
(iii) Distributable Amount for 2019 |
|
|---|---|---|---|---|
| 1 Distributable amount for 2019 from Section C, line 6 | ||||
|
2
Underdistributions, if any, for years prior to 2019 (reasonable cause required-- explain in Part VI). See instructions. |
||||
| 3 Excess distributions carryover, if any, to 2019: | ||||
| a From 2014....... | ||||
| b From 2015....... | ||||
| c From 2016....... | ||||
| d From 2017....... | ||||
| e From 2018....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2019 distributable amount | ||||
|
i
Carryover from 2014 not applied (see instructions) |
||||
| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2019 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2019 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2019, if any. Subtract lines 3g and 4a from line 2. If the amount is greater than zero, explain in Part VI. See instructions. |
||||
|
6
Remaining underdistributions for 2019. Subtract lines 3h and 4b from line 1. If the amount is greater than zero, explain in Part VI. See instructions. |
||||
|
7 Excess distributions carryover to 2020. Add lines 3j and 4c. |
||||
| 8 Breakdown of line 7: | ||||
| a Excess from 2015..... | ||||
| b Excess from 2016..... | ||||
| c Excess from 2017..... | ||||
| d Excess from 2018..... | ||||
| e Excess from 2019..... | ||||
| Facts And Circumstances Test |
|---|
| Return Reference | Explanation |
|---|---|
| SCHEDULE A, PART II, LINE 10, EXPLANATION OF OTHER INCOME: | MISCELLANEOUS INCOME - 2015 AMOUNT: $ 1,586. 2016 AMOUNT: $ 1,235. 2017 AMOUNT: $ 1,463. 2018 AMOUNT: $ 4,275. 2019 AMOUNT: $ 1,473. |
| Software ID: | |
| Software Version: |
Attach to Form 990 or 990-EZ.
Go to www.irs.gov/Form990 for the latest information.
| Return Reference | Explanation |
|---|---|
| PART III, LINE 4A, RESEARCH PROJECTS (CONTINUED) | NEUROBIOLOGICAL SIGNATURES OF AUDIOVISUAL SPEECH PERCEPTION IN CHILDREN IN ASD: THE PROPOSED STUDY WILL ADDRESS A CRITICAL PROBLEM IN THE STUDY OF AUTISM SPECTRUM DISORDERS (ASD); HETEROGENEITY IN LANGUAGE FUNCTIONING. THE RESEARCH WILL STUDY THE NEURAL RESPONSE ASSOCIATED WITH PERCEPTION OF AUDITORY AND AUDIOVISUAL SPEECH IN CHILDREN WITH ASD BY PAIRING EEG/ERP AND EYE-TRACKING TECHNOLOGY TO COLLECT PERCEPTUAL DATA TO IDENTIFY BIOMARKERS ASSOCIATED WITH LANGUAGE OUTCOME. IMPROVING CLINICAL SPEECH REMEDIATION WITH ULTRASOUND TECHNOLOGY: MISARTICULATION OF THE SOUNDS OF LANGUAGE IS A MAJOR PROBLEM IN CHILD DEVELOPMENT. RESEARCH HAS SHOWN THAT ULTRASOUND IMAGING CAN HELP WITH DIAGNOSIS AND TREATMENT. THIS PROJECT WILL PROVIDE THE MEANS OF EXTENDING THAT RESEARCH INTO CLINICAL PRACTICE. SOMATOSENSORY FUNCTION IN SPEECH PERCEPTION: THE CURRENT PROJECT FOCUSES ON THE CONTRIBUTION OF THE SOMATOSENSORY SYSTEM TO SPEECH PERCEPTUAL PROCESSING AND SPEECH MOTOR LEARNING. OBTAINING A BETTER UNDERSTANDING OF THE MANNER IN WHICH THE SOMATOSENSORY SYSTEM CONTRIBUTES TO SPEECH PERCEPTION IS IMPORTANT FOR THEORIES OF SPEECH PERCEPTION AND HAS PRACTICAL IMPLICATIONS FOR ENHANCING THE SPEECH DEVELOPMENT PROCESS AND CLINICAL TREATMENT FOR SPEECH DISORDERS. SIGN LANGUAGE ACQUISITION, ANNOTATION, ARCHIVING AND SHARING: THIS PROJECT WILL PRODUCE COMPLETE TRANSCRIPTIONS OF PREVIOUSLY COLLECTED LONGITUDINAL SAMPLES OF THE DEVELOPMENT OF AMERICAN SIGN LANGUAGE BY PRESCHOOL AGED DEAF CHILDREN; AND ANALYZE THEM AT DIFFERENT LINGUISTIC LEVELS TO PROVIDE BENCHMARKS OF TYPICAL DEVELOPMENT. BOTH THE ANNOTATED VIDEOS AND LINGUISTIC ANALYSES OF EACH SESSION WILL BE MADE AVAILABLE TO RESEARCHERS, TEACHERS OF THE DEAF, SIGN LANGUAGE TEACHERS, AND THE SIGN LANGUAGE COMMUNITY. THE PROJECT WILL ALLOW RESEARCHERS TO BETTER UNDERSTAND HOW DEAF PEOPLE ACQUIRE LANGUAGE - AN IMPORTANT CONCERN FOR THOSE MAKING DECISIONS ABOUT PROVIDING EDUCATIONAL, HEALTH, AND SOCIETAL SERVICES TO DEAF CHILDREN AND ADULTS. NEUROCHEMISTRY AS A MODERATOR OF BRAIN NETWORKS FOR READING: THE PROPOSED RESEARCH WILL PROVIDE LINKS BETWEEN NEURAL OSCILLATIONS, BOLD SIGNAL, NEUROCHEMISTRY, PERCEPTUAL AND COGNITIVE MEASURE, AND READING ABILITY, CRITICAL FOR THE DEVELOPMENT OF A COMPREHENSIVE AND MECHANISTIC MODEL OF THE NEUROBIOLOGICAL UNDERPINNINGS OF READING DISABILITY (RD), A LIFE-LONG LEARNING DISORDER THAT AFFLICTS 5-10% OF THE NATION'S CHILDREN. MOREOVER, THE PROPOSED RESEARCH WILL PROVIDE IMPORTANT FOUNDATIONAL KNOWLEDGE ABOUT BIOLOGIC PATHWAYS, WHICH MAY SUGGEST PHARMACOLOGICAL AGENTS THAT CAN SUPPLEMENT AND ENHANCE EFFECTS FROM MORE CONVENTIONAL READING INTERVENTIONS. COLLABORATIVE RESEARCH: PROSODIC STRUCTURE: AN INTEGRATED EMPIRICAL AND MODELING INVESTIGATION: THIS PROJECT EXAMINES HOW THE PROSODIC STRUCTURE OF LANGUAGE SHAPES THE ARTICULATION OF SPOKEN UTTERANCES. SPEAKING IS A COMPLEX, UNIQUELY HUMAN ABILITY THAT RELIES ON PRECISELY COORDINATED MOVEMENTS OF THE SPEECH ORGANS (TONGUE, LIPS, JAW, SOFT PALATE, AND LARYNX) AND RESPIRATORY SYSTEM. THESE MOVEMENTS PRODUCE SOUNDS THAT LISTENERS PERCEIVE AND THAT CONVEY NOT ONLY THE 'DICTIONARY' CONTENT OF THE UTTERANCE, BUT ALSO ITS PROSODIC CONTENT. THE NEGATIVE BOLD RESPONSE IN SPEECH PRODUCTION AND PERSISTENT STUTTERING: THE GOAL OF THESE STUDIES IS TO EVALUATE THE CONTRIBUTION OF THE NEGATIVE BOLD RESPONSE (NBR) TO MECHANISM FOR SPEECH PRODUCTION AND STUTTERING. THE RESULTING DATA WILL CONTRIBUTE TO THEORETICAL MODELS OF SPEECH PRODUCTION AND PROVIDE A MORE NEUROBIOLOGICAL PERSPECTIVE ON STUTTERING. SUPPORT FOR REDUCED NBR, AS A BIOMARKER FOR REDUCED LEVELS OF INHIBITION ASSOCIATED WITH THIS NEURODEVELOPMENTAL DISORDER, WILL PAVE THE WAY FOR DEVELOPMENTAL STUDIES IN CHILDREN AND MORE FOCUSED STUDIES ON THE NEUROTRANSMITTER SYSTEMS RESPONSIBLE FOR THE REDUCED INHIBITION. NEUROCOGNITIVE BASES OF TREATMENT RESISTANCE IN DEVELOPMENT DYSLEXIA, DIVERSITY SUPPLEMENT: A SUPPLEMENT THAT SUPPORTS (1) THE DEVELOPMENT OF A NORMATIVE MODEL OF READING USING DEEP LEARNING FOR ORTHOGRAPHIC INPUT, IN ORDER TO ADVANCE NEUROCOMPUTATIONAL MODELING OF DEVELOPMENTAL DYSLEXIA. THIS WILL SUPPORT (2) AN EXPLORATION OF THE CAPABILITY OF THE MODEL TO CAPTURE INDIVIDUAL DIFFERENCES IN READING, WITH REGARDS TO DEVELOPMENTAL DYSLEXIA. STATISTICAL LEARNING WORKSHOP GRANT FOR FUTURE PROPOSAL, JSM FDTN: SUPPORT FOR TWO WORKSHOPS ON STATISTICAL LEARNING FOR A FUTURE PROPOSAL TO FUND AN INTERNATIONAL CENTER FOR RESEARCH ON STATISTICAL LEARNING. EXPERIENTIAL AND CHILD FACTORS THAT DETERMINE ACQUISITION OF ORTHOGRAPHICPHONOLOGICAL REGULARITIES IN A QUASI-REGULAR WRITING SYSTEM-AN INTEGRATED BEHAVIORAL/COMPUTATIONAL/NEUROBIOLOGICAL APPROACH: READING DISABILITY IS THE MOST FREQUENTLY DIAGNOSED FORM OF LEARNING DISABILITY IN CHILDREN, HAVING A MAJOR IMPACT ON HEALTH AND QUALITY OF LIFE, WITH EFFECTS ASSOCIATED WITH POOR ACADEMIC ACHIEVEMENT, EMPLOYMENT PROSPECTS, AND PROBLEMS WITH SOCIAL RELATIONSHIPS. UNDERSTANDING EXPERIENTIAL AND CHILD-SPECIFIC FACTORS THAT AFFECT WORD DEVELOPMENT IN RD IS A FUNDAMENTAL STEP TOWARDS IMPROVING IDENTIFICATION, PREVENTION, AND TREATMENT OF READING PROBLEMS. THE LONG-TERM GOAL OF THE LD HUB IS TO DEVELOP THE NEXT GENERATION OF SCIENTIFICALLY INFORMED WORD-READING INTERVENTIONS REQUIRED TO AMELIORATE THE SIGNIFICANT WORD READING DEFICITS OF RD CHILDREN WITH THE MOST INTRACTABLE LEARNING DIFFICULTIES (I.E., NON-RESPONDERS TO EFFECTIVE INSTRUCTION). PROBABILISTIC COMPUTATION IN THE CORTEX OF THE DEVELOPING HUMAN BRAIN: PROJECT RELEVANCE THE OVERALL GOAL OF THE PROPOSED PROGRAM OF RESEARCH IS TO STUDY HOW HEALTHY HUMAN INFANTS ENCODE SIMPLE AND COMPLEX VISUAL AND AUDITORY STIMULI IN THE DEVELOPING BRAIN. THE CRITICAL HYPOTHESIS BEING TESTED POSITS THAT IN THE EARLY POSTNATAL PERIOD INFANTS ARE EXPOSED TO "NATURAL" STIMULI THAT CREATE A NORMATIVE BASELINE IN THE BRAIN FROM WHICH NOVEL STIMULI ARE ENCODED. THIS PROBABILISTIC LEARNING HYPOTHESIS PROVIDES AN EFFICIENT MECHANISM OF STIMULUS ENCODING BASED ON THE MOST LIKELY TYPES OF NOVEL EVENTS THAT INFANTS ENCOUNTER IN THEIR EVERYDAY EXPERIENCE. IF THIS HYPOTHESIS IS CONFIRMED IN A NORMATIVE SAMPLE OF INFANTS, THEN DEVIATIONS FROM THIS BASELINE COULD PROVIDE A BIOMARKER FOR BRAIN MECHANISMS THAT ARE IMMATURE, DELAYED, OR DEFICIENT IN AT-RISK INFANTS. IDENTIFYING DYSLEXIA INTERVENTIONS FOR TREATMENT NON-RESPONDERS: THIS PROJECT IS TO DOCUMENT THE NEUROCOGNITIVE CHARACTERISTICS OF DEVELOPMENTAL DYSLEXIA (DD) TREATMENT RESISTERS THAT DIFFERENTIATE THEM FROM TREATMENT RESPONDERS AND TYPICALLY DEVELOPING READERS, BUT ALSO IDENTIFY THOSE ATTRIBUTES THAT ARE MOST RELEVANT TO PREDICTING DIFFERENTIAL OUTCOMES, INCLUDING THE IMPACT OF COMORBID SPECIFIC LANGUAGE IMPAIRMENTS (SLI) AND/OR ATTENTIONAL DEFICITS (ADHD). TRACKING NEUROCOGNITIVE CHANGES DURING EVIDENCE-BASED READING INSTRUCTION IN TYPICALLY AND ATYPICALLY DEVELOPING CHILDREN: THE PROPOSED RESEARCH EXAMINES THE NEUROCOGNITIVE BASES OF TREATMENT RESPONSE TO A WELL-ESTABLISHED EVIDENCE-BASED TREATMENT PROGRAM. WE USE PRE AND POST TREATMENT NEUROIMAGING AND, FOR THE FIRST TIME, FREQUENT NEUROIMAGING DURING THE COURSE OF TREATMENT 1) TO GAIN NEW INSIGHTS INTO HOW EVIDENCE-BASED TREATMENT MODULATES BRAIN ORGANIZATION FOR LITERACY, LANGUAGE LEARNING, AND REMEDIATION; AND 2) WHY IT FAILS TO DO SO FOR SOME CHILDREN. THE PROPOSED RESEARCH REPRESENTS A KEY STEP TOWARDS THE DEVELOPMENT OF COMPREHENSIVE AND MECHANISTIC MODELS OF THE NEURAL UNDERPINNINGS OF TYPICAL AND ATYPICAL READING DEVELOPMENT. THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER: OVERALL READING AND MATH PROBLEMS REPRESENT AN IMPORTANT PUBLIC HEALTH ISSUE FOR CHILDREN IN THAT THEY ARE ASSOCIATED WITH VARIOUS NEGATIVE OUTCOMES INCLUDING SCHOOL FAILURE, LIMITED OCCUPATIONAL SUCCESS, AND JUVENILE DELINQUENCY. THE OBJECTIVES OF THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER THROUGH THIS PROJECT ARE TO USE A MULTIDISCIPLINARY, MULTIMETHOD, AND MULTI-LEVEL APPROACH TO (A) SUBSTANTIALLY INCREASE REPLICABLE KNOWLEDGE ABOUT THE NATURE OF LEARNING DISABILITIES; (B) IMPLEMENT THIS KNOWLEDGE IN TOOLS THAT POTENTIALLY CAN IMPROVE THE OUTCOMES OF INDIVIDUALS WITH LEARNING DISABILITIES AND THEIR FAMILIES; (C) TO DO BOTH KNOWLEDGE GENERATION AND IMPLEMENTATION IN A WAY THAT REPRESENTS THE DIVERSITY OF THE POPULATIONS OF INDIVIDUALS WITH LEARNING DISABILITIES, WITH PARTICULAR ATTENTION TO HISTORICALLY UNDERSTUDIED AND UNDERSERVED POPULATIONS; AND (D) TO CONTINUE OUR FOCUS ON ENGAGEMENT WITH FAMILIES, EDUCATORS, STUDENTS AND RESEARCHERS. |
| PART III, LINE 4A, RESEARCH PROJECTS (CONTINUED) | STATISTICAL APPROACHES TO LINGUISTIC PATTERN LEARNING: THE STUDY OF AGE EFFECTS IN LANGUAGE ACQUISITION CAN HELP TO DETERMINE THE TIMING OF OPTIMAL LANGUAGE INPUT FOR BILINGUAL CHILDREN, DEAF CHILDREN, AND CHILDREN WITH COMMUNICATIVE DISABILITIES. OUR FINDINGS ON STATISTICAL LEARNING OF WORDS, WORD CATEGORIES, MORPHOLOGY, AND SENTENCE STRUCTURE ARE ALSO HIGHLY RELEVANT TO UNDERSTANDING LANGUAGE DISORDERS, AND OUR PARADIGMS ARE WIDELY USED FOR IDENTIFYING AND TREATING CHILDREN WITH DIFFICULTIES, DELAYS, AND DISORDERS OF LANGUAGE ACQUISITION. AS RESEARCH IN LANGUAGE ACQUISITION HAS MOVED FROM MEASURING STAGES OF ACQUISITION TO UNDERSTANDING THE PROCESSES BY WHICH LANGUAGES ARE LEARNED, OUR PROPOSED STUDIES WILL MAKE IMPORTANT CONTRIBUTIONS TO UNDERSTANDING WHERE THESE PROCESSES BREAK DOWN AND HOW PRINCIPLES OF STATISTICAL LEARNING CAN BE USED FOR TREATMENT AND REHABILITATION. THE FLORIDA LEARNING DISABILITIES RESEARCH CENTER (II): THIS GRANT IS FOR ADDITIONAL EFFORT FOR SENIOR SCIENTIST TO MANAGE ALL WORK ASSOCIATED WITH THE ADMINISTRATIVE CORE AT THE HASKINS LABORATORIES SITE. THEY WILL COORDINATE AND MANAGE DATA STORAGE AND ANALYSIS AND BE THE LIAISON BETWEEN HASKINS LABS AND FLORIDA STATE UNIVERSITY AIM INSTITUTE: JOINT RESEARCH PROJECT TO FOSTER IN-SCHOOL RESEARCH USING NEUROCOGNITIVE MEASURES TO BETTER UNDERSTAND INDIVIDUAL DIFFERENCES IN RESPONSIVENESS BETWEEN SCHOOL AGED CHILDREN. NEURAL DECODING OF THE DEVELOPING BRAIN MECHANISMS FOR LANGUAGE ACQUISITION: THE PROPOSED RESEARCH WILL IMPACT PUBLIC HEALTH BY ESTABLISHING A BASIC-SCIENCE UNDERSTANDING OF THE NATURE OF TYPICAL LINGUISTIC REPRESENTATIONS AND LEARNING MECHANISMS. THE NEUROTYPICAL PROGRESSION OF ACQUIRING DIFFERENT LEVELS OF LINGUISTIC REPRESENTATIONS CAN SERVE AS THE BENCHMARK FOR EVALUATING LANGUAGE DELAYS IN OTHER POPULATIONS (E.G. AUTISM OR SPECIFIC LANGUAGE IMPAIRMENT), AND MAY LEAD TO A BETTER UNDERSTANDING OF THE SOURCE OF THESE DISORDERS THEMSELVES. THIS PROPOSAL ALSO INVOLVES DEVELOPING NEURAL DECODING TECHNIQUES THAT HAVE THE POTENTIAL TO EXAMINE NEURAL PATTERNS WITHIN AN INDIVIDUAL INFANT, THEREBY OFFERING THE PROSPECT THAT THEY CAN BE SUCCESSFULLY APPLIED AS A DIAGNOSTIC TOOL TO IDENTIFY VERY YOUNG INFANTS WHO ARE AT RISK FOR COMMUNICATION DISORDERS. SENSORY BASIS FOR SPEECH MOTOR LEARNING: THIS PROJECT INVOLVES STUDIES OF SPEECH MOTOR LEARNING AND SPEECH PERCEPTUAL FUNCTION THAT FOCUS ON PLASTICITY IN THE SOMATOSENSORY SYSTEM. WORKSHOP: ADVANCING RESEARCH IN PHONOLOGY VIA ARTICULATORY PHONOLOGY (ARP_AP): JULY 29-31, 2019 MONTEREY, CA THIS WORKSHOP WILL BRING EXPERTS AND STUDENTS TOGETHER TO INVESTIGATE INNOVATIONS IN UNDERSTANDING THE STRUCTURE OF WORDS AND THE BASIC PRINCIPLES THAT ENABLE SPEAKING USING THE THEORY OF ARTICULATORY PHONOLOGY. OBERKOTTER FOUNDATION COLLABORATIVE PROJECT: THE PURPOSE OF THIS PROJECT IS TO COLLECT DATA COMPARING THE BRAIN DEVELOPMENT OF CHILDREN WHO ARE BORN DEAF AND WHO RECEIVE AUDITORY ACCESS AND LISTENING AND SPOKEN LANGUAGE (LSL) INTERVENTION IN THE FIRST MONTHS OF LIFE WITH THE BRAIN DEVELOPMENT OF CHILDREN WITH TYPICAL HEARING IN ORDER TO INFORM AND DEVELOP BEST PRACTICES IN LSL INTERVENTION SERVICES. DECODING THE NEURAL TIME-COURSE OF SPOKEN WORD RECOGNITION, A-232: THE PROPOSED RESEARCH WILL IMPACT PUBLIC HEALTH BY ESTABLISHING A NEW EEG-BASED PARADIGM FOR UNDERSTANDING HOW LISTENERS RECOGNIZE SPOKEN WORDS. WORD RECOGNITION IS CRUCIAL NOT ONLY FOR COMPREHENDING SPOKEN LANGUAGE BUT FOR MAPPING SPOKEN WORDS ONTO TEXT IN READING. INDIVIDUALS WITH LANGUAGE AND READING DEFICITS (E.G., SPECIFIC LANGUAGE IMPAIRMENT, DYSLEXIA, AUTISM, WHICH TOGETHER AFFECT UP TO 16% OF CHILDREN) HAVE BEEN SHOWN TO HAVE DEFICITS IN WORD RECOGNITION, MAKING IT CRUCIAL TO UNDERSTAND THIS PROCESS. A HALLMARK OF WORD RECOGNITION IS THAT LISTENERS ACTIVATE NEURAL REPRESENTATIONS OF MULTIPLE CANDIDATE WORDS THAT ARE CONSISTENT WITH THE EARLY ACOUSTIC INPUT, AND THESE CANDIDATES COMPETE FOR RECOGNITION AS THEY UNFOLD IN REAL-TIME. OUR PROJECT WILL DEVELOP AND OPTIMIZE A NEW METHOD IN WHICH MACHINE LEARNING TOOLS ARE USED TO DECODE EEG-BASED NEURAL SIGNALS TO CHARACTERIZE THE TIME-COURSE OF COMPETITION. SUCH A METHOD OFFERS THE PROSPECT OF A DIAGNOSTIC TOOL TO IDENTIFY YOUNG CHILDREN WHO ARE AT RISK FOR COMMUNICATION DISORDERS. BILL & MELINDA GATES FOUNDATION: TO DEVELOP PREDICTIVE NEUROIMAGING (FNIRS) FACTORS THAT ARE PREDICTIVE OF CHILD NEURODEVELOPMENTAL OUTCOMES THAT CAN BE OBTAINED WITHIN THE FIRST 24 MONTHS OF LIFE. MECHANISMS OF DYNAMIC NEURAL COUPLING DURING FACE TO FACE EXPRESSIONS OF EMOTION: HOW DO TWO BRAINS INTERACT? WE PIONEER A NOVEL NEUROIMAGING TECHNOLOGY, NEAR INFRARED SPECTROSCOPY, TO INVESTIGATE BASIC MECHANISMS OF NEURAL COUPLING BETWEEN TWO DYNAMICALLY INTERACTING INDIVIDUALS. USING THESE NEW METHODS WE TEST THE FUNDAMENTAL HYPOTHESIS THAT NEURAL COUPLING (TEMPORAL SYNCHRONY BETWEEN TWO BRAINS) REPRESENTS SHARED INFORMATION ACROSS THE TWO BRAINS. THE WINDWARD SCHOOL: JOINT RESEARCH PROJECT TO FOSTER IN-SCHOOL RESEARCH USING NEUROCOGNITIVE MEASURES TO BETTER UNDERSTAND INDIVIDUAL DIFFERENCES IN RESPONSIVENESS BETWEEN SCHOOL AGED CHILDREN. SENSORY BASIS FOR SPEECH MOTOR LEARNING: WE HAVE DESIGNED A SERIES OF EXPERIMENTS THAT TEST A NEW MODEL OF SPEECH MOTOR LEARNING WHICH FOCUSES ON THE ROLE IN LEARNING OF PLASTICITY IN SENSORY SYSTEMS. DEVELOPMENT OF SELECTIVE ATTENTION TO MULTISENSORY INFORMATION IN HUMAN INFANTS: STUDIES HAVE FOUND THAT INFANTS PERCEIVE, LEARN, AND REMEMBER BETTER WHEN THEY CAN SIMULTANEOUSLY SEE AND HEAR THE OBJECTS AND EVENTS IN THEIR EVERYDAY LIFE AS OPPOSED TO WHEN THEY CAN ONLY SEE OR HEAR THEM. THIS PROJECT TESTS THE HYPOTHESIS THAT THE REASON FOR THIS IS BECAUSE REDUNDANT (I.E., MATCHING) MULTISENSORY INFORMATION ELICITS GREATER ATTENTION THAN DOES EITHER MIS-MATCHING MULTISENSORY INFORMATION OR UNISENSORY INFORMATION. 12TH INTERNATIONAL SEMINAR ON SPEECH PRODUCTION; PROVIDENCE, RI - JUNE 2020: THIS CONFERENCE, TO BE HELD IN PROVIDENCE, RI, IN JUNE, 2020, WILL BRING EXPERTS AND STUDENTS TOGETHER TO EXPLORE THE PROGRESS IN NEW AND INNOVATIVE APPROACHES TO THE MEASUREMENT AND ANALYSES OF THE WAY IN WHICH SPEECH IS ORGANIZED AT THE PHYSICAL LEVEL. ITERATIONS OF THE INTERNATIONAL SEMINAR ON SPEECH PRODUCTION (ISSP) HAVE TAKEN PLACE AT THREE OR FOUR YEAR INTERVALS FOR THE PAST 31 YEARS WITH THE AIM OF PROVIDING AN INTERDISCIPLINARY FORUM FOR RESEARCHERS WORKING ON ALL ASPECTS OF SPEECH PRODUCTION FROM FIELDS AS DIVERSE AS PHONOLOGY, PHONETICS, PROSODY, MECHANICS, ACOUSTICS, PHYSIOLOGY, MOTOR CONTROL, NEUROSCIENCE, SPEECH TECHNOLOGY AND HUMAN INTERACTION. |
| FORM 990, PART VI, SECTION A, LINE 8B | THE ORGANIZATION DOES NOT HAVE ANY COMMITTEES WITH AUTHORITY TO ACT ON BEHALF OF THE GOVERNING BODY. |
| FORM 990, PART VI, SECTION B, LINE 11B | THE FORM 990 IS REVIEWED BY THE VICE PRESIDENT OF FINANCE AND ADMINISTRATION AND THE PRESIDENT PRIOR TO FILING. |
| FORM 990, PART VI, SECTION B, LINE 12C | THE CONFLICT OF INTEREST STATEMENT IS SIGNED OFF BY EACH DIRECTOR AND EMPLOYEE ANNUALLY. THE PRESIDENT OR CEO WILL REVIEW THE EMPLOYEES' SUBMITTED DOCUMENT. THE CHAIRMAN OF THE BOARD WILL REVIEW THE PRESIDENT AND CEO'S SUBMITTED DOCUMENT. EACH DIRECTOR'S SUBMITTED DOCUMENT IS REVIEWED BY ALL OTHER REMAINING DIRECTORS. |
| FORM 990, PART VI, SECTION B, LINE 15 | THE COMPENSATION COMMITTEE REVIEWS COMPENSATION LEVELS THROUGH COMPARISONS WITH SALARY AND WAGE DATA PROVIDED BY THE ASSOCIATION OF INDEPENDENT RESEARCH INSTITUTES. THE COMPENSATION COMMITTEE MAKES RECOMMENDATIONS WHICH GO TO THE BOARD OF DIRECTORS FOR FINAL APPROVAL. THE PROCESS IS CONTEMPORANEOUSLY DOCUMENTED. |
| FORM 990, PART VI, SECTION C, LINE 19 | THE ORGANIZATION MAKES ITS GOVERNING DOCUMENTS, CONFLICT OF INTEREST POLICY AND FINANCIAL STATEMENTS AVAILABLE TO THE PUBLIC UPON REQUEST. |
| Software ID: | |
| Software Version: |