How does communication with a sign language shape the brain regions involved in perceiving faces, hands, and gestures?

Hand movements and facial expressions play a far greater role in sign language than in spoken language. In this project, we investigate how this shapes the brain regions involved in recognizing faces and hands. Previous research suggests, for example, that sign language users are particularly skilled at recognizing and distinguishing faces — our goal is to uncover the neural basis of this ability.

We collect data from three groups of adult participants: deaf individuals who use sign language, hearing individuals who use sign language, and hearing individuals with no knowledge of sign language. We combine several methods, including eye tracking and magnetic resonance imaging (MRI).

The results are expected to contribute to a better understanding of the brain's plasticity.

How does children's visual experience shape the development of brain regions for face, gesture and word recognition?

Every day, children are surrounded by faces, objects, and text — a visual diet that is thought to shape the high-level visual cortex, the brain region responsible for recognizing faces, hands, and written words. In this project, we investigate this link directly by combining video recordings of children's everyday visual experience with functional MRI (fMRI) measurements of their brain activity. By comparing preschool children (4–6 years) with school-aged children (10–12 years, who already have several years of reading experience), we can track how differences in visual experience relate to differences in neural development across childhood.

The results will help us better understand how everyday visual experience shapes the development of the high-level visual cortex. In the long term, these findings will provide a basis for future studies investigating developmental disorders.

How is brain structure related to reading development?

In this project, we investigate how differences in brain structure relate to reading development, focusing on cortical folding in the ventral temporal lobe — a brain region closely linked to reading that varies considerably between individuals. Initial findings suggest that certain anatomical features may be associated with better reading performance.

To examine this further, we analyze large, openly available databases of structural MRI scans from children with and without developmental dyslexia, asking whether specific anatomical features in early childhood can predict later reading development.

In the long term, we aim to help identify early biological markers for reading difficulties, so that children with dyslexia can be supported early and in a targeted way.

How does the brain develop during reading acquisition?

In this project, we investigate how the brain changes as children learn to read. Reading is a complex skill that involves recognizing letters, linking them to sounds, and understanding words. To capture this process, we collect data from children aged 5 to 6 at three time points spanning the transition into school — before school entry and during their first year of school. Using magnetic resonance imaging (MRI) and computer-based tasks, we examine how the brain regions involved in learning to read develop over this period.

The results will provide a better understanding of the neural basis of learning to read and, in the long term, help develop targeted support for children with reading difficulties.