Margaret M. Gullick

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Sensory experience rating (SER), a new variable motivated by the grounded cognition framework of conceptual processing (e.g., Barsalou, 2008 ), indexes the degree to which a word evokes sensory/perceptual experiences. In the present study, SERs were collected for over 2,850 words. While SER is correlated with imageability, age of acquisition, and word(More)
Crossmodal integration of auditory and visual information, such as phonemes and graphemes, is a critical skill for fluent reading. Previous work has demonstrated that white matter connectivity along the arcuate fasciculus (AF) is predicted by reading skill and that crossmodal processing particularly activates the posterior STS (pSTS). However, the(More)
Previous event-related potential studies have indicated that both a widespread N400 and an anterior N700 index differential processing of concrete and abstract words, but the nature of these components in relation to concreteness and imagery has been unclear. Here, we separated the effects of word concreteness and task demands on the N400 and N700 in a(More)
Structural coherence across the arcuate fasciculus has previously been related to reading skill, but the arcuate may be divisible into distinct subtracts which support different functions. Here, we examine longitudinal data from 30 children between the ages of 8 and 14 to determine whether initial coherence in any of the arcuate's subsections is predictive(More)
We examined the brain activity underlying the development of our understanding of negative numbers, which are amounts lacking direct physical counterparts. Children performed a paired comparison task with positive and negative numbers during an fMRI session. As previously shown in adults, both pre-instruction fifth-graders and post-instruction(More)
Positive number arithmetic is based on combining and separating sets of items, with systematic differences in brain activity in specific regions depending on operation. In contrast, arithmetic with negative numbers involves manipulating abstract values worth less than zero, possibly involving different operation-activity relationships in these regions. Use(More)
Little work has examined how the mental number system accommodates counterintuitive quantities such as negative numbers, which seem to extend the left end of the mental number line and reverse the established relationship between digit magnitude and value; even less research has been conducted on the neural systems supporting negative number understanding.(More)
This experiment investigated the effects of age of acquisition (AoA) in memory for associated word pairs in a cued recall task. Participants studied a list of frequency-controlled early- and late-acquired words in semantically related pairs and then were asked to recall the second word of the pair when cued with the first. Reaction time effects were found,(More)
Low socioeconomic status (SES) has been repeatedly linked with decreased academic achievement, including lower reading outcomes. Some lower SES children do show skills and scores commensurate with those of their higher SES peers, but whether their abilities stem from the same systems as high SES children or are based on divergent strategies is unknown. We(More)
While numbers generally cue processing of quantity or order, they can also contain semantic information, as in the case of historic years (e.g., "1492" calls forth associations of Columbus sailing the ocean blue). Whether these dates are processed as quantities or events may depend on the context in which they occur. We examined such "ambiguous number"(More)
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