I am a Speech & Language Therapist and Experimental Psychologist.
I complete research into language processing in healthy adults and those with acquired language and communication difficulties as a result of neurological damage.
I work primarily with individuals who have aphasia following stroke.
Link to my staff page at the University of Reading
Please see Research pages for my interests.
Go to Lab & PhDs if you want to come and work with me.
Go to Publications if you want to see what I've done so far.
Paper published: When semantics aids phonology
Meteyard, L., Stoppard, E., Snudden, D., Cappa, S.F., Vigliocco, G (in press)
When semantics aids phonology: A processing advantage for iconic word forms in aphasia. Neuropsychologia. DOI: 10.1016/j.neuropsychologia.2015.01.042
Now available online as pre-print
We investigated whether iconic words provide a processing advantage in aphasia. Iconic words have a consistent relationship between their form and meaning, in English, these are usually sound words e.g. 'bash', 'chatter', 'crunch'. We asked a group of 13 individuals with aphasia to complete four tasks (repetition, reading aloud, auditory lexical decision, written lexical decision). We compared their performance on a set of iconic and non-iconic words. We found that iconic words were responded to more accurately for some patients, and this pattern was more consistent across the group when the task tapped into the semantics-phonology link (reading aloud and auditory lexical decision). This suggests that iconicity may be a protective factor following language impairment, just as it has been shown to aid language acquisition in children.
Grant awarded from NIHR Brain Injury Innovation Small Funding Competition
Multidisciplinary computer-based motor and language therapy for acquired brain injury: this is a collaboration with Dr. Holly Robson and Prof. Rachel McCrindle (both University of Reading) and a number of clinical staff at the Royal Berkshire Hospital. It will develop and pilot the use of motion tracking technology for software to combine language and motor therapy for individuals with impairments in both these areas, following brain-injury (stroke).
Grant awarded from British Academy, ARP scheme
Link to scheme
Database of Acquired Language Impairment Profiles (DALIP): a resource for exploring the nature and impact of language processing difficulties in adults with neurological impairments
Co-Applicants: Dr. Arpita Bose & Dr. Holly Robson
The human language system is complex. Different sources of information, such as sounds, meaning and grammar, interact. There are underlying individual differences as people vary in their sensory and motor skills, working memory, attention and so on. When language is impaired following neurological damage (e.g. aphasia following a stroke), an additional source of complexity is introduced, as the nature and severity of the impairment also varies across individuals. The complexity makes understanding these impairments very challenging. This project aims to build capacity for research into acquired language impairments in adults. It will establish a a research panel of adults with aphasia who are interested in taking part in research, so they can participate in ongoing projects in the UK. It will also set up a web-resource, providing access to anonymised behavioural data collected from adults with aphasia. This data can then be used by scholars and researchers across disciplines for analysis and data-mining projects. The British Academy will provide 5 year's support.
I am a Lecturer in Clinical Language Sciences at the University of Reading, UK. This post allows me to work clinically as a Speech and Language Therapist (SLT), continue research and teach trainee SLTs and postgraduate students.
I completed a doctorate at University College London (UCL), with Professor Gabriella Vigliocco and then post-doctoral research with Professor Karalyn Patterson at the Cognition and Brain Sciences Unit in Cambridge, UK. I completed training to be an SLT at UCL, before starting my post at the University of Reading.