|Luca Onnis received his PhD in Psychology in 2004 from the University of Warwick, under the supervision of Nick Chater. He was a postdoctoral research associate at Cornell University from 2004 to 2008, working with Morten Christiansen, Michael Spivey, and Shimon Edelman. He was Assistant and then Associate professor at the University of Hawaii from 2008 to 2013, where he also directed the Centre for Second Language Research. He joined NTU in late 2013, and founded the LEAP lab.|
|Keywords: Cognitive Science; Statistical Learning; Computational modeling; First and Second Language acquisition; Language evolution. |
LEAP Lab is an acronym for Language Evolution, Acquisition, and Plasticity:
The goal is to explore possible mechanisms of language evolution and change, toward a common framework that explains language evolution, development, and processing. In the lab we simulate language evolution/change with computer simulations (in silico sims), as well as with human learners engaged in evolutionary language games (in vivo sims). Language structures may have become optimized for the cognitive processes that subserve them. Then, perhaps, the language faculty adapted to pre-existing cognitive functions. Over time languages of the world may have evolved to become more learnable by the brain.
Early Language Acquisition
In the first years of life children develop fundamental cognitive and linguistic abilities that form the basis for future learning, schooling, and socializing. Cascading effects starting early in infancy can percolate from language skills to educational levels. Thus, understanding basic mechanisms and environmental conditions affecting human learning deserves attention and appropriate research. We focus on individual differences in implicit sequential learning as well as individual differences in caregiver linguistic input to the child as predictors of language outcomes in the child.
Language Plasticity in Adults
We learn as children and we continue learning as adults. Throughout our lives, the brain shows a remarkable cognitive reserve for the ability to learn. Yet adults learn from the environment in ways that often differ from children. At LEAP we ask how such differences affect the nature of what they learn. The traditional explanation for differences in first versus second language learning is that children lose some fundamental abilities as they grow. In our lab, we take a different approach: we see L2 learning difficulties as a natural consequence of adult gains in cognitive capacities and knowledge that optimize learning for the first language, and not as an intrinsic loss of learning abilities. We call this "the effect of learning on learning".
- Lotem, A., Kolodny, O., Halpern, J.Y., Onnis, L., Edelman, S. (2016). The bottleneck may be the solution, not the problem. Behavioral and Brain Sciences, 39.
- Onnis, Luca. (2013). The bilingual brain allows new insights and predictions on human capabilities. Comment on "The Bilingual Brain: Flexibility and Control in the Human Cortex" by Buchweitz and Prat. Physics of Life Reviews, 10(4), 452-453.
- Onnis, L., Thiessen, E. (2013). Language experience changes subsequent learning. Cognition, 126(2), 268-284.
- Christiansen, MH, Conway, C., & Onnis, L. (2012). Similar neural correlates for language and sequential learning: evidence from event-related brain potentials. Language and Cognitive Processes, 27(2), 231-256.
- Goldstein, M., Waterfall, H., Lotem, A., Halpern, J., Schwade, J., Onnis, L., Edelman, S. (2010). General cognitive principles for learning structure in time and space. Trends in Cognitive Sciences, 14(6), 249-258.