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Baby-LINC Lab

Learning through Interpersonal Neural Communication

Studying at Cambridge

 

Asst Prof Victoria Leong

Asst Prof Victoria Leong

Affiliated Lecturer (University of Cambridge, UK)

Assistant Professor of Psychology (Nanyang Technological University, Singapore)


Office Phone: 01223 333567

Biography:

Dr Victoria Leong (Vicky) is a developmental cognitive neuroscientist who is interested in neural synchrony between mothers and infants. She heads the Baby-LINC (Learning through Interpersonal Neural Communication) Lab at the University of Cambridge where she uses electroencephalgraphy (EEG) to study how mother-infant neural activity can become naturally synchronised during social interactions, and how this synchronisation could help babies to learn from their mothers.

Vicky currently holds a dual appointment as an Affiliated Lecturer with the Department of Psychology in Cambridge, and Assistant Professor of Psychology with Nanyang Technological University in Singapore.

Vicky received her undergraduate degree in Medical Science from the University of Cambridge in 2001. After working as a special education teacher and in special education policy in Singapore, she returned to Cambridge for a Masters in Psychology & Education and she obtained her PhD in Psychology from Cambridge in 2013. Vicky's PhD thesis was awarded the 2014 Robert J. Glushko Prize by the Cognitive Science Society, in recognition of outstanding cross-disciplinary work (integrating neuroscience, psychology, linguistics and computational modelling). Shortly after completing her PhD in 2013, Vicky was awarded a prestigious Junior Research Fellowship for early-career independent research at the University of Cambridge, followed by a Parke Davis Exchange Fellowship at Harvard University in 2015. Vicky has been awarded several research grants from the UK Economic & Social Research Council (ESRC), the British Academy and the Rosetrees Medical Trust to study language learning and neural development in infants and young children. The ESRC is funding her most recent work on mother-infant brain synchrony through its Transformative Research scheme, which recognises pioneering and potentially transformative scientific research. When she can extract herself from her absorbing work, Vicky enjoys dance, music and food - preferably with flavour, texture and spice! She believes that good biscuits are almost as crucial for doing research as a good scientific hypothesis - which is why lab meetings double up as elevensies and the lab's "researcher refuelling station" is placed strategically next to its "wall of consideration"! 

Key Publications

Leong, V., & Goswami, U. (2015). Acoustic-Emergent Phonology in the amplitude envelope of child-directed speech. PLoS ONE. 10(12):e0144411

Cumming, R., Wilson, A., Leong, V., & Goswami, U. (2015). Awareness of rhythm patterns in speech and music in children with specific language impairments. Frontiers in Language Sciences.

Goswami, U., Leong, V., & Power, A. (2015). Neurocognitive basis of auditory processing and phonology in dyslexia. In Eden, G. (Ed.), Wiley Handbook on the Cognitive Neuroscience of Developmental Dyslexia.

Leong, V., Kalashnikova, M., Burnham, D., & Goswami, U. (2014). Infant-directed speech enhances temporal rhythmic structure in the envelope. INTERSPEECH-2014, 2563-2567.

Leong, V., Stone, M., Turner, R. & Goswami, U. (2014). A role for amplitude modulation phase relationships in speech rhythm perception. Journal of the Acoustical Society of America, 136, 366-381.  

Leong, V., & Goswami, U. (2014). Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia. Frontiers in Human Neuroscience, 8:96 

Leong, V., & Goswami, U. (2014). Assessment of rhythmic entrainment at multiple timescales in dyslexia : Evidence for disruption to syllable timing. Hearing Research, 308, 141-161.  

Soltesz, F., Szucs, D., Leong, V., White, S., & Goswami, U. (2013). Atypical entrainment of Delta oscillations to rhythmic stimulus streams in developmental dyslexia, PLOS One, 8(10): e76608.

Goswami, U., Mead, N., Fosker,T., Huss, M., Barnes, L., & Leong,V. (2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. Journal of Memory & Language, 69, 1-17.  

Goswami, U. & Leong, V. (2013). Speech rhythm and temporal structure: Converging perspectives? Laboratory Phonology, 4, 67-92.

Thomson, J., Leong, V. &  Goswami, U. (2013). Auditory processing interventions and developmental dyslexia: a comparison of phonemic and rhythmic approaches. Reading and Writing, 26, 139-161.

Leong, V., Hamalainen, J., Soltesz, F., & Goswami, U. (2011). Rise time perception and detection of syllable stress in adults with developmental dyslexia. Journal of Memory and Language, 64, 59–73.  

Ang, R. P., Neubronner, M., Oh, S. & Leong, V. (2006) Dimensionality of Rosenberg’s self-esteem scale among normal-technical stream students in Singapore. Current Psychology, 25(2), 120-131.