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Christopher Conway

Associate Professor    

Ph.D., Cornell University, 2005


Cognitive neuroscience of learning and language; atypical language development; event-related brain potentials (ERP); cognitive training


I am interested in the underlying cognitive and neural mechanisms of language learning, in both typical and atypical development. My guiding hypothesis is that key aspects of language development and processing are mediated largely by powerful, domain-general “statistical” learning mechanisms that allow humans and other organisms to encode the underlying environmental regularities that define the world. Consequently, what appear to be domain- or language-specific disorders may in fact be caused or exacerbated by disturbances to these more general implicit learning mechanisms. My research relies on a combination of cognitive/behavioral and cognitive neuroscience (event-related potential, ERP) methods, as well as a variety of different participant populations (adults, typically-developing children, and children with atypical learning or language development). In a current project funded by the National Institute on Deafness and Other Communication Disorders, we are exploring the role of sequence learning in contributing to successful language outcomes in deaf children who have a cochlear implant.

I have faculty affiliations with GSU’s Area of Focus Initiative: Research on the Challenges of Acquiring Language & Literacy and the Neuroscience Institute.