CV

Falk Huettig

Date of birth:

1971 in Räckelwitz (Germany)

Work:

Max Planck Institute for Psycholinguistics

P.O. Box 310

NL- 6500 AH Nijmegen

Falk.Huettig@mpi.nl

+31243521374

www.falkhuettig.com

www.mpi.nl/people/huettig-falk

Current Positions

  • W2 Senior Investigator, Max-Planck-Institute for Psycholinguistics, Nijmegen, Netherlands (since 2013)
  • Invited Full Professor of Psychology, Department of Psychology, University of Lisbon, Portugal (since 2022)
  • Honorary Professor, University of Kaiserslautern-Landau, Germany (since 2023)

Past Academic Chairs

  • Full Professor of Psycholinguistics and Cultural Cognition, Radboud University, Nijmegen, Netherlands (2019-2024)
  • Visiting Professor, Free University Brussels, Brussels, Belgium (2020)
  • Adjunct Professor, Zhejiang University, Hangzhou, China (2019-2021)
  • Visiting Professor, University of Hyderabad, Hyderabad, India (2013-2015)

Past Research Positions

  • PI (Affiliated), Donders Institute for Brain, Cognition, and Behaviour, Nijmegen, Netherlands (2010-2022)
  • Research Scientist, Max-Planck-Institute for Psycholinguistics, Nijmegen, Netherlands (2007- 2013)
  • Post-doc, Department of Experimental Psychology, University of Ghent, Belgium (2005-2007)

University Degrees

  • Venia Legendi (Psychology), Habilitation, University of Münster, Germany (2013)
  • PhD (Psychology), University of York, England, Advisors: Gerry Altmann, Phillip Quinlan (2004)
  • MSc by Research (Psychology), with distinction, University of Edinburgh, Scotland (2001)
  • BSc Biological Sciences (Psychology), First Class (Honours), University of Edinburgh, Scotland (2000)

Selected Service

  • Staff Representative of the MPI for Psycholinguistics in the Scientific Council (‘Wissenschaftlicher Rat’) and in the Humanities & Social Sciences Section (‘Geistes- Sozial- und Humanwissenschaftliche Sektion‘) of the Max-Planck-Society (2009-2015)
  • Member of the Ethics Commission of the German Linguistic Society (‘Deutsche Gesellschaft für Sprachwissenschaft’) DGfS (2012-2014)
  • PhD Dean, Max-Planck-Institute for Psycholinguistics (2014-2022)
  • President, Society for the Cognitive Science of Culture (2018-present)

Editing

  • Editor-in-Chief:

Journal of Cultural Cognitive Science (2017-present)

  • Special Content Editor:

Brain Research (2022-present)

  • Associate Editor:

Frontiers in Cognition (2015-2018)

  • Editorial Board:

– Journal of Memory and Language (2015-present)

– Journal of Cognition (2017-present)

– Canadian Journal of Experimental Psychology (2022-present)

  • Special Issues: 

– 30 years visual world paradigm: The state-of-the-art Brain Research (2024)

– Recent advances in prediction in language processing research, Brain Research (2021)

– The literate mind, Journal of Cultural Cognitive Science (2021)

– Where next? The future of embodiment research, Journal of Cognition (2020)

– Effects of literacy on cognition and brain functioning, Language, Cognition, and Neuroscience (2018)

– Relationships between language production and comprehension, Journal of Memory and Language (2016)

– Visual search and visual world: Interactions among visual attention, language, and working memory, Acta Psychologica (2011)

  • Edited Books:

– Mani, N. Mishra, R: K., & Huettig, F. (2018). The Interactive Mind: Language, Vision and Attention. Chennai: Macmillan.

– Mishra, R. K., Srinivasan, N., & Huettig, F. (2015). Attention and Vision in Language Processing. Springer.

Selected Grants

  • Max Planck Society Strategic Innovation Grant: “A longitudinal study of structural and functional brain changes in illiterate adults as they learn to read Hindi scripts” (2010-2014)       
  • MPG Strategic Innovation Fund grant: “The impact of literacy and numeracy acquisition on cognitive functioning in illiterate adults – A longitudinal approach” (2014-2017)

PhD Supervision

  • Susanne Brouwer (awarded 2010; co-advisor: Holger Mitterer, MPI); Thesis: Processing strongly reduced forms in casual speech, Radboud University Nijmegen; (Top 3 of 2011 linguistics theses, short-listed for Anéla/AVT Dissertation Award of the Dutch Association of Linguistics and the Netherlands National Graduate School of Linguistics)
  • Joost Rommers (awarded 2013; co-advisor: Antje Meyer, MPI); Thesis: Seeing what’s next: Processing and anticipating language referring to objects, Radboud University Nijmegen; (cum laude, highest grade in Dutch system, top 10%)
  • Alastair Smith (awarded 2015; co-advisor: Padraic Monaghan, Lancaster); Thesis:  Modelling multimodal language processing, Radboud University Nijmegen; (cum laude, highest grade in Dutch system, top 10%)
  • Florian Hintz (awarded 2015; co-advisor: Antje Meyer, MPI); Thesis: Predicting language in different contexts: The nature and limits of mechanisms in anticipatory language processing. Radboud University Nijmegen
  • Floor de Groot (awarded 2016; VU Amsterdam; co-advisor: Chris Olivers, VU Amsterdam); Thesis: Looking, language, and memory: Testing a working memory model of language-attention interactions
  • Markus Ostarek (awarded 2018); Thesis: Envisioning language: An exploration of perceptual processes in language processing, Radboud University Nijmegen; (cum laude, highest grade in Dutch system, top 10%)
  • Saoradh Favier (awarded 2020; co-advisor: Antje Meyer, MPI); Thesis: Individual differences in syntactic knowledge and processing: Exploring the role of literacy experience, Radboud University Nijmegen
  • Gabriela Garrido (current; co-advisors: Stephen Levinson, Penny Brown, Elisabeth Norcliffe, MPI); Provisional thesis title:  The interface between sentence comprehension and dialogue in a Mayan language spoken in Mexico (Tzeltal) 
  • Figen Karaca (current, co-advisors: Susanne Brouwer & Sharon Unsworth, Radboud University): Provisional thesis title:  Who Did What to Whom? An Investigation of Thematic Role Assignment in Turkish-Dutch Bilingual Children
  • Christopher Allison (current, co-advisors: Thomas Lachmann, University of Kaiserslautern-Landau): Provisional thesis title:  Assessing the Automaticity of Semantic Prediction

Selected Teaching

2024

  • Lab Rotation Master Cognitive Science, (University of Kaiserslautern-Landau Germany)

2023

  • Methods “Resting EEG-based classification” Master Cognitive Science, (Lehrauftrag TU Kaiserslautern, Germany)

2022

  • Methods “Resting EEG-based classification” Master Cognitive Science, (Lehrauftrag TU Kaiserslautern, Germany)

2021

  • LET-REMA-LCEX29: Psychology of Language and Cultural Cognition course, MA Research (Centre for Language Studies, Radboud University Nijmegen, Netherlands)
  • Lab Rotation Cognition and Knowledge Module, Master Cognitive Science(with Beck, TU Kaiserslautern, Germany)

2020

  • LET-REMA-LCEX29: Psychology of Language and Cultural Cognition course, MA Research (Centre for Language Studies, Radboud University Nijmegen, Netherlands)
  • Lab Rotation Cognition and Knowledge Module, Master Cognitive Science(with Beck, TU Kaiserslautern, Germany)

2019

  • LET-REMA-LCEX29: Psychology of Language and Cultural Cognition course, MA Research (Centre for Language Studies, Radboud University Nijmegen, Netherlands)
  • Summer school “LingPhil Summer School Svalbard”,  18-22 June (Svalbard, Norway)
  • Lab Rotation Cognition and Knowledge Module, Master Cognitive Science (with Beck, TU Kaiserslautern, Germany)

2018

  • Trends in Cognitive Neuroscience course, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)
  • DGCN17: Sentence production and comprehension, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands) 

2017

  • Trends in Cognitive Neuroscience course, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)
  • DGCN17: Sentence production and comprehension, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

2016

  • Trends in Cognitive Neuroscience course, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)
  • HAC-B-086 Bachelor honours course “Eloquent apes: the astonishing human  capacity for language” (Radboud University Nijmegen, Netherlands)
  • DGCN17: Sentence production and comprehension, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

2015

  • HAC-B-086 Bachelor honours course “Eloquent apes: The astonishing human capacity for language” (Radboud University Nijmegen, Netherlands)
  • Summer school “Language Science: Current Methods and Interdisciplinary Perspectives”, 3 – 7 August (Radboud University Nijmegen, Netherlands)
  • Spring school “MILANGUAGE Spring School of Language”, 27 May – 29 May (University of Milano-Bicocca, Milan, Italy)
  • DGCN17: Sentence production and comprehension, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

2014

  • Autumn school “Methods in language comprehension”, 13 – 16 November (Rovereto, University of Trento, Italy)
  • Summer school “Function of attention in cognition”, 30 June – 4 July (University of Leipzig, Germany)
  • DGCN17: Language and the brain, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

2013

  •  DGCN17: Language and the brain, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

2012

  •  DGCN17: Language and the brain, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)
  • MPsy1001: The psychological reality of language, Master in Psychology (Georg-August-University Göttingen, Germany)
  • 050031: Einflüsse der Alphabetisierung (der Lese- und Schreibfähigkeit) auf die Verarbeitung von gesprochener Sprache (Effects of literacy on spoken language processing), Bachelor in Linguistics (Ruhr University Bochum, Germany)

2011

  •  DGCN17: Language and the brain, MSc Cognitive Neuroscience (Radboud University Nijmegen, Netherlands)

Ten Representative Publications

Literacy:

  • Araujo, S., Narang, V., Misra, D., Lohagun, N., Khan, O., Singh, A., Mishra, R. K., Hervais-Adelman, A., & Huettig, F. (2023). A literacy-related color-specific deficit in rapid automatized naming: Evidence from neurotypical completely illiterate and literate adults. Journal of Experimental Psychology: General, 152(8), 2403-2409.
  • Huettig, F., & Ferreira, F. (2023) The myth of normal reading. Perspectives on Psychological Science, 18(4), 863-870.
  • Hervais-Adelman, A., Kumar, U., Mishra, R., Tripathi, V., Guleria, A., Singh, J. P., & Huettig, F. (2022). How does literacy affect speech processing? Not by enhancing cortical responses to speech, but by promoting connectivity of acoustic-phonetic and graphomotor cortices. Journal of Neuroscience, 42(47), 8826-8841.
  • Van Paridon, J., Ostarek, M., Arunkumar, M., & Huettig, F. (2021). Does neuronal recycling result in destructive competition? The influence of learning to read on the recognition of faces. Psychological Science, 32, 459-465.
  • Fernandes, T., Arunkumar, M., & Huettig, F. (2021). The role of the written script in shaping mirror-image discrimination: Evidence from illiterate, Tamil literate, and Tamil-Latin-alphabet bi-literate adults. Cognition, 206: 104493.
  • Smith, A. C., Monaghan, P., & Huettig, F. (2021). The effect of orthographic systems on the developing reading system: Typological and computational analyses. Psychological Review, 128(1), 125-159.
  • Hervais-Adelman, A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2019). Learning to read recycles visual cortical networks without destruction. Science Advances, 5(9): eaax0262. doi:10.1126/sciadv.aax0262.
  • Huettig, F., & Pickering, M. (2019). Literacy advantages beyond reading: Prediction of spoken language. Trends in Cognitive Sciences, 23(6), 464-475.
  • Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2018). Distinguishing cause from effect – Many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333-350.
  • Skeide, M. A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2017). Learning to read alters cortico-subcortical crosstalk in the visual system of illiterates. Science Advances, 5(3): e1602612.

Ten Representative Publications

Prediction:

  • Huettig, F. (2025). Looking Ahead: The New Science of the Predictive Mind. ISBN: 9781009245487. Cambridge University Press. https://www.cambridge.org/de/universitypress/subjects/psychology/cognition/looking-ahead-new-science-predictive-mind?format=HB&isbn=9781009245487
  • Huettig, F., Audring, J., & Jackendoff, R. (2022). A parallel architecture perspective on pre-activation and prediction in language processing. Cognition, 224:105050.
  • Onnis, L., Lim, A., Cheung, S., & Huettig, F. (2022). Is the mind inherently predicting? Exploring forward and backward looking in language processing. Cognitive Science, 46(10): e13201.
  • Huettig, F., & Guerra, E. (2019). Effects of speech rate, preview time of visual context, and participant instructions reveal strong limits on prediction in language processing. Brain Research, 1706, 196-208.
  • Mantegna, F., Hintz, F., Ostarek, M., Alday, P. M., & Huettig, F. (2019). Distinguishing integration and prediction accounts of ERP N400 modulations in language processing through experimental design. Neuropsychologia, 134: 107199.
  • Nieuwland, M. S., Politzer-Ahles, S., Heyselaar, E., Segaert, K., Darley, E., … & Huettig, F. (2018). Large-scale replication study reveals a limit on probabilistic prediction in language comprehension. eLife, 7: e33468. doi:10.7554/eLife.33468.
  • Hintz, F., Meyer, A. S., & Huettig, F. (2017). Predictors of verb-mediated anticipatory eye movements in the visual world. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(9), 1352-1374.
  • Huettig, F., & Janse, E. (2016). Individual differences in working memory and processing speed predict anticipatory spoken language processing in the visual world. Language, Cognition and Neuroscience, 31(1), 80-93.
  • Huettig, F., & Mani, N. (2016). Is prediction necessary to understand language? Probably not. Language, Cognition and Neuroscience, 31(1), 19-31.
  • Huettig, F. (2015). Four central questions about prediction in language processing. Brain Research, 1626, 118-135.

Ten Representative Publications

Language & Vision:

  • Ostarek, M., & Huettig, F. (2019). Six challenges for embodiment research. Current Directions in Psychological Science, 28(6), 593-599.
  • Ostarek, M., Joosen, D., Ishag, A., De Nijs, M., & Huettig, F. (2019). Are visual processes causally involved in “perceptual simulation” effects in the sentence-picture verification task? Cognition, 182, 84-94.
  • Smith, A. C., Monaghan, P., & Huettig, F. (2017). The multimodal nature of spoken word processing in the visual world: Testing the predictions of alternative models of multimodal integration. Journal of Memory and Language, 93, 276-303.
  • Ostarek, M., & Huettig, F. (2017). Spoken words can make the invisible visible – Testing the involvement of low-level visual representations in spoken word processing. Journal of Experimental Psychology: Human Perception and Performance, 43, 499-508.
  • De Groot, F., Huettig, F., & Olivers, C. N. L. (2016). When meaning matters: The temporal dynamics of semantic influences on visual attention. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 180-196.
  • Mani, N., Johnson, E., McQueen, J. M., & Huettig, F. (2013). How yellow is your banana? Toddlers’ language-mediated visual search in referent-present tasks. Developmental Psychology, 49, 1036-1044.
  • Huettig, F., Olivers, C. N. L., & Hartsuiker, R. J. (2011). Looking, language, and memory: Bridging research from the visual world and visual search paradigms. Acta Psychologica, 137, 138-150.
  • Huettig, F., & Altmann, G. (2011). Looking at anything that is green when hearing ‘frog’: How object surface colour and stored object colour knowledge influence language-mediated overt attention. Quarterly Journal of Experimental Psychology, 64(1), 122-145.
  • Huettig, F., & McQueen, J. M. (2007). The tug of war between phonological, semantic and shape information in language-mediated visual search. Journal of Memory and Language, 57(4), 460-482.  
  • Huettig, F., & Altmann, G. T. M. (2005). Word meaning and the control of eye fixation: Semantic competitor effects and the visual world paradigm. Cognition, 96(1), B23-B32.

All publications

Books

  • Huettig, F. (2025). Looking Ahead: The New Science of the Predictive Mind. ISBN: 9781009245487. Cambridge University Press. https://www.cambridge.org/de/universitypress/subjects/psychology/cognition/looking-ahead-new-science-predictive-mind?format=HB&isbn=9781009245487

Peer-reviewed journals

  • Vágvölgy, R., Bergström, K., Bulajic, A., Rüsseler, J., Fernandes, T., Grosche, M., Klatte, M., Huettig, F., & Lachmann, T. (2025). The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia. Educational Research Review, 46: 100659.
  • Huettig, F., & Hulstijn, J. (2024). The Enhanced Literate Mind Hypothesis. Topics in Cognitive Science. Advance online publication. doi:10.1111/tops.12731.
  • Huettig, F., & Christiansen, M. H. (2024). Can large language models counter the recent decline in literacy levels? An important role for cognitive science. Cognitive Science, 48(8): e13487.
  • Baths, V., Jartarkar, M., Sood, S., Lewis, A. G., Ostarek, M., & Huettig, F. (2024). Testing the involvement of low-level visual representations during spoken word processing with non-Western students and meditators practicing Sudarshan Kriya Yoga. Brain Research, 1838: 148993.
  • Karaca, F., Brouwer, S., Unsworth, S., & Huettig, F. (2024). Morphosyntactic predictive processing in adult heritage speakers: Effects of cue availability and spoken and written language experience. Language, Cognition and Neuroscience, 39(1), 118-135.
  • Huettig, F., Voeten, C. C., Pascual, E., Liang, J., & Hintz, F. (2023). Do autistic children differ in language-mediated prediction? Cognition, 239:105571.
  • Ferreira, F. & Huettig, F. (2023). Fast and slow language processing: A window into dual-process models of cognition (commentary), Behavioural and Brain Sciences, 46:e121.
  • Araujo, S., Narang, V., Misra, D., Lohagun, N., Khan, O., Singh, A., Mishra, R. K., Hervais-Adelman, A., & Huettig, F. (2023). A literacy-related color-specific deficit in rapid automatized naming: Evidence from neurotypical completely illiterate and literate adults. Journal of Experimental Psychology: General, 152(8), 2403-2409.
  • Huettig, F., & Ferreira, F. (2023) The myth of normal reading. Perspectives on Psychological Science, 18(4), 863-870.
  • Garrido Rodriguez, G., Norcliffe, E., Brown, P., Huettig, F., & Levinson, S. C. (2023). Anticipatory processing in a verb-initial Mayan language: Eye-tracking evidence during sentence comprehension in Tseltal. Cognitive Science, 47(1):e13292.
  • Hervais-Adelman, A., Kumar, U., Mishra, R., Tripathi, V., Guleria, A., Singh, J. P., & Huettig, F. (2022). How does literacy affect speech processing? Not by enhancing cortical responses to speech, but by promoting connectivity of acoustic-phonetic and graphomotor cortices. Journal of Neuroscience, 42(47), 8826-8841.
  • Huettig, F., Audring, J., & Jackendoff, R. (2022). A parallel architecture perspective on pre-activation and prediction in language processing. Cognition, 224:105050.
  • Onnis, L., Lim, A., Cheung, S., & Huettig, F. (2022). Is the mind inherently predicting? Exploring forward and backward looking in language processing. Cognitive Science, 46(10): e13201.
  • Lee, R., Chambers, C. G., Huettig, F., & Ganea, P. A. (2022). Children’s and adult’s use of fictional discourse and semantic knowledge for prediction in language processing. PLoS One, 17(4):e0267297.
  • Liu, Y., Hintz, F., Liang, J., & Huettig, F. (2022). Prediction in challenging situations: Most bilinguals can predict upcoming semantically-related words in their L1 source language when interpreting. Bilingualism: Language and Cognition, 25(5), 801-815.
  • Morey, R. D., Kaschak, M. P., Díez-Álamo, A. M., Glenberg, A. M., Zwaan, R. A., Lakens, D., Ibáñez, A., García, A., Gianelli, C., Jones, J. L., Madden, J., Alifano, F., Bergen, B., Bloxsom, N. G., Bub, D. N., Cai, Z. G., Chartier, C. R., Chatterjee, A., Conwell, E., Cook, S. W. and 25 more (2022). A pre-registered, multi-lab non-replication of the Action-sentence Compatibility Effect (ACE). Psychonomic Bulletin & Review, 29, 613-626.IF 5.536
  • Araújo, S., Huettig, F., & Meyer, A. S. (2021). What underlies the deficit in rapid automatized naming (RAN) in adults with dyslexia? Evidence from eye movements. Scientific Studies of Reading, 25(6), 534-549. IF 2.91
  • Arunkumar, M., Van Paridon, J., Ostarek, M., & Huettig, F. (2021). Do illiterates have illusions? A conceptual (non)replication of Luria (1976). Journal of Cultural Cognitive Science, 5, 143-158.
  • Eviatar, Z., & Huettig, F. (2021). The literate mind. Journal of Cultural Cognitive Science, 5, 81-84.
  • Favier, S., & Huettig, F. (2021). Are there core and peripheral syntactic structures? Experimental evidence from Dutch native speakers with varying literacy levels. Lingua, 251: 102991. IF 0.719
  • Favier, S., & Huettig, F. (2021). Long-term written language experience affects grammaticality judgments and usage but not priming of spoken sentences. Quarterly Journal of Experimental Psychology, 74(8), 1378-1395. IF 2.488 
  • Favier, S., Meyer, A. S., & Huettig, F. (2021). Literacy can enhance syntactic prediction in spoken language processing. Journal of Experimental Psychology: General, 150(10), 2167-2174. IF 4.913 
  • Fernandes, T., Arunkumar, M., & Huettig, F. (2021). The role of the written script in shaping mirror-image discrimination: Evidence from illiterate, Tamil literate, and Tamil-Latin-alphabet bi-literate adults. Cognition, 206: 104493. IF 3.537 
  • Onnis, L., & Huettig, F. (2021). Can prediction and retrodiction explain whether frequent multi-word phrases are accessed ’precompiled’ from memory or compositionally constructed on the fly? Brain Research, 1772: 147674. IF 3.125 
  • Hu, Y., Lv, Q., Pascual, E., Liang, J., & Huettig, F. (2021). Syntactic priming in illiterate and literate older Chinese adults. Journal of Cultural Cognitive Science, 5, 267-286. 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2021). The effect of orthographic systems on the developing reading system: Typological and computational analyses. Psychological Review, 128(1), 125-159. IF 6.857 
  • Speed, L. J., Chen, J., Huettig, F., & Majid, A. (in press). Classifier categories reflect, but do not affect conceptual organization. Journal of Experimental Psychology: Learning, Memory, and Cognition. IF 2.319 
  • Van Paridon, J., Ostarek, M., Arunkumar, M., & Huettig, F. (2021). Does neuronal recycling result in destructive competition? The influence of learning to read on the recognition of faces. Psychological Science, 32, 459-465. IF 4.902 
  • Vágvölgyi, R., Bergström, K., Bulajić, A., Klatte, M., Fernandes, T., Grosche, M., Huettig, F., Rüsseler, J., & Lachmann, T. (2021). Functional illiteracy and developmental dyslexia: Looking for common roots. A systematic review. Journal of Cultural Cognitive Science, 5, 159-179.
  • Hintz, F., Meyer, A. S., & Huettig, F. (2020). Activating words beyond the unfolding sentence: Contributions of event simulation and word associations to discourse reading. Neuropsychologia, 141: 107409. doi:10.1016/j.neuropsychologia.2020.107409. IF 2.888 
  • Hintz, F., Meyer, A. S., & Huettig, F. (2020). Visual context constrains language-mediated anticipatory eye movements. Quarterly Journal of Experimental Psychology, 73(3), 458-467. doi:10.1177/1747021819881615. IF 2.488 
  • Nieuwland, M. S., Barr, D. J., Bartolozzi, F., Busch-Moreno, S., Darley, E., Donaldson, D. I., Ferguson, H. J., Fu, X., Heyselaar, E., Huettig, F., Husband, E. M., Ito, A., Kazanina, N., Kogan, V., Kohút, Z., Kulakova, E., Mézière, D., Politzer-Ahles, S., Rousselet, G., Rueschemeyer, S.-A., Segaert, K., Tuomainen, J., & Von Grebmer Zu Wolfsthurn, S. (2020). Dissociable effects of prediction and integration during language comprehension: Evidence from a large-scale study using brain potentials. Philosophical Transactions of the Royal Society of London, Series B: Biological Sciences, 375: 20180522. doi:10.1098/rstb.2018.0522. IF 6.139 
  • Mantegna, F., Hintz, F., Ostarek, M., Alday, P. M., & Huettig, F. (2019). Distinguishing integration and prediction accounts of ERP N400 modulations in language processing through experimental design. Neuropsychologia, 134: 107199. doi:10.1016/j.neuropsychologia.2019.107199. IF 2.888 
  • Hervais-Adelman, A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2019). Learning to read recycles visual cortical networks without destruction. Science Advances, 5(9): eaax0262. doi:10.1126/sciadv.aax0262. IF 13.116 
  • Ostarek, M., & Huettig, F. (2019). Six challenges for embodiment research. Current Directions in Psychological Science, 28(6), 593-599. doi:10.1177/0963721419866441. IF 4.673 
  • Araújo, S., Fernandes, T., & Huettig, F. (2019). Learning to read facilitates retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults. Developmental Science, 22(4): e12783. doi:10.1111/desc.12783. IF 4.078 
  • Favier, S., Wright, A., Meyer, A. S., & Huettig, F. (2019). Proficiency modulates between- but not within-language structural priming. Journal of Cultural Cognitive Science, 3(suppl. 1), 105-124. doi:10.1007/s41809-019-00029-1. 
  • Nuthmann, A., De Groot, F., Huettig, F., & Olivers, C. L. N. (2019). Extrafoveal attentional capture by object semantics. PLoS One, 14(5): e0217051. doi:10.1371/journal.pone.0217051. IF 2.740 
  • Huettig, F., & Guerra, E. (2019). Effects of speech rate, preview time of visual context, and participant instructions reveal strong limits on prediction in language processing. Brain Research, 1706, 196-208. doi:10.1016/j.brainres.2018.11.013. IF 3.125 
  • Smalle, E., Szmalec, A., Bogaerts, L., Page, M. P. A., Narang, V., Misra, D., Araujo, S., Lohagun, N., Khan, O., Singh, A., Mishra, R. K., & Huettig, F. (2019). Literacy improves short-term serial recall of spoken verbal but not visuospatial items – Evidence from illiterate and literate adults. Cognition, 185, 144-150. doi:10.1016/j.cognition.2019.01.012. IF 3.537 
  • Ostarek, M., Joosen, D., Ishag, A., De Nijs, M., & Huettig, F. (2019). Are visual processes causally involved in “perceptual simulation” effects in the sentence-picture verification task? Cognition, 182, 84-94. doi:10.1016/j.cognition.2018.08.017. IF 3.537 
  • Huettig, F., & Pickering, M. (2019). Literacy advantages beyond reading: Prediction of spoken language. Trends in Cognitive Sciences, 23(6), 464-475. doi:10.1016/j.tics.2019.03.008. IF 15.402 
  • Huettig, F., Kolinsky, R., & Lachmann, T. (2018). The culturally co-opted brain: How literacy affects the human mind. Language, Cognition and Neuroscience, 33(3), 275-277. doi:10.1080/23273798.2018.1425803. IF 2.750 
  • Ostarek, M., Ishag, I., Joosen, D., & Huettig, F. (2018). Saccade trajectories reveal dynamic interactions of semantic and spatial information during the processing of implicitly spatial words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(10), 1658-1670. doi:10.1037/xlm0000536. IF 2.319 
  • Huettig, F., Lachmann, T., Reis, A., & Petersson, K. M. (2018). Distinguishing cause from effect – Many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience. Language, Cognition and Neuroscience, 33(3), 333-350. doi:10.1080/23273798.2017.1348528. IF 2.750 
  • Skeide, M. A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., Eisner, F., & Huettig, F. (2017). Learning to read alters cortico-subcortical cross-talk in the visual system of illiterates. Science Advances, 3(5): e1602612. doi:10.1126/sciadv.1602612. IF 13.116 
  • Hintz, F., Meyer, A. S., & Huettig, F. (2017). Predictors of verb-mediated anticipatory eye movements in the visual world. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(9), 1352-1374. doi:10.1037/xlm0000388. IF 2.319 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2017). The multimodal nature of spoken word processing in the visual world: Testing the predictions of alternative models of multimodal integration. Journal of Memory and Language, 93, 276-303. doi:10.1016/j.jml.2016.08.005. IF 4.014 
  • De Groot, F., Huettig, F., & Olivers, C. N. L. (2017). Language-induced visual and semantic biases in visual search are subject to task requirements. Visual Cognition, 25, 225-240. doi:10.1080/13506285.2017.1324934. IF 1.102 
  • Huettig, F., Mishra, R. K., & Padakannaya, P. (2017). Editorial. Journal of Cultural Cognitive Science, 1(1), 1. doi:10.1007/s41809-017-0006-2
  • Martin, A. E., Huettig, F., & Nieuwland, M. S. (2017). Can structural priming answer the important questions about language? A commentary on Branigan and Pickering “An experimental approach to linguistic representation”. Behavioral and Brain Sciences, 40: e304. doi:10.1017/S0140525X17000528. IF 17.194 
  • Ostarek, M., & Huettig, F. (2017). A task-dependent causal role for low-level visual processes in spoken word comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(8), 1215-1224. doi:10.1037/xlm0000375. IF 2.319 
  • Ostarek, M., & Huettig, F. (2017). Spoken words can make the invisible visible – Testing the involvement of low-level visual representations in spoken word processing. Journal of Experimental Psychology: Human Perception and Performance, 43, 499-508. doi:10.1037/xhp0000313. IF 2.450 
  • Lai, V. T., & Huettig, F. (2016). When prediction is fulfilled: Insight from emotion processing. Neuropsychologia, 85, 110-117. doi:10.1016/j.neuropsychologia.2016.03.014. IF 2.888 
  • Meyer, A. S., Huettig, F., & Levelt, W. J. M. (2016). Same, different, or closely related: What is the relationship between language production and comprehension? Journal of Memory and Language, 89, 1-7. doi:10.1016/j.jml.2016.03.002. IF 4.014 
  • Bobb, S., Huettig, F., & Mani, N. (2016). Predicting visual information during sentence processing: Toddlers activate an object’s shape before it is mentioned. Journal of Experimental Child Psychology, 151, 51-64. doi:10.1016/j.jecp.2015.11.002. IF 2.424 
  • De Groot, F., Huettig, F., & Olivers, C. N. L. (2016). When meaning matters: The temporal dynamics of semantic influences on visual attention. Journal of Experimental Psychology: Human Perception and Performance, 42(2), 180-196. doi:10.1037/xhp0000102. IF 2.450 
  • De Groot, F., Huettig, F., & Olivers, C. N. L. (2016). Revisiting the looking at nothing phenomenon: Visual and semantic biases in memory search. Visual Cognition, 24, 226-245. doi:10.1080/13506285.2016.1221013. IF 1.102 
  • Huettig, F., & Mani, N. (2016). Is prediction necessary to understand language? Probably not. Language, Cognition and Neuroscience, 31(1), 19-31. doi:10.1080/23273798.2015.1072223. IF 2.750 
  • Mani, N., Daum, M., & Huettig, F. (2016). “Pro-active” in many ways: Developmental evidence for a dynamic pluralistic approach to prediction. Quarterly Journal of Experimental Psychology, 69(11), 2189-2201. doi:10.1080/17470218.2015.1111395. IF 2.077 
  • De Groot, F., Koelewijn, T., Huettig, F., & Olivers, C. N. L. (2016). A stimulus set of words and pictures matched for visual and semantic similarity. Journal of Cognitive Psychology, 28(1), 1-15. doi:10.1080/20445911.2015.1101119. IF 0.993 
  • Huettig, F., & Janse, E. (2016). Individual differences in working memory and processing speed predict anticipatory spoken language processing in the visual world. Language, Cognition and Neuroscience, 31(1), 80-93. doi:10.1080/23273798.2015.1047459. IF 2.750 
  • Hintz, F., Meyer, A. S., & Huettig, F. (2016). Encouraging prediction during production facilitates subsequent comprehension: Evidence from interleaved object naming in sentence context and sentence reading. Quarterly Journal of Experimental Psychology, 69(6), 1056-1063. doi:10.1080/17470218.2015.1131309. IF 2.077 
  • Huettig, F., & Brouwer, S. (2015). Delayed anticipatory spoken language processing in adults with dyslexia – Evidence from eye-tracking. Dyslexia, 21(2), 97-122. doi:10.1002/dys.1497. IF1.458 
  • Huettig, F. (2015). Four central questions about prediction in language processing. Brain Research, 1626, 118-135. doi:10.1016/j.brainres.2015.02.014. IF 3.125 
  • Rommers, J., Meyer, A. S., & Huettig, F. (2015). Verbal and nonverbal predictors of language-mediated anticipatory eye movements. Attention, Perception & Psychophysics, 77(3), 720-730. doi:10.3758/s13414-015-0873-x. IF 1.967 
  • Huettig, F., & Mishra, R. K. (2014). How literacy acquisition affects the illiterate mind – A critical examination of theories and evidence. Language and Linguistics Compass, 8(10), 401-427. doi:10.1111/lnc3.12092. IF 1.548 
  • Olivers, C. N. L., Huettig, F., Singh, J. P., & Mishra, R. K. (2014). The influence of literacy on visual search. Visual Cognition, 21, 74-101. doi:10.1080/13506285.2013.875498. IF 1.102 
  • Mani, N., & Huettig, F. (2014). Word reading skill predicts anticipation of upcoming spoken language input: A study of children developing proficiency in reading. Journal of Experimental Child Psychology, 126, 264-279. doi:10.1016/j.jecp.2014.05.004. IF 2.424 
  • McQueen, J. M., & Huettig, F. (2014). Interference of spoken word recognition through phonological priming from visual objects and printed words. Attention, Perception & Psychophysics, 76, 190-200. doi:10.3758/s13414-013-0560-8. IF 1.967 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014). Literacy effects on language and vision: Emergent effects from an amodal shared resource (ASR) computational model. Cognitive Psychology, 75, 28-54. doi:10.1016/j.cogpsych.2014.07.002. IF 4.537 
  • Brouwer, S., Mitterer, H., & Huettig, F. (2013). Discourse context and the recognition of reduced and canonical spoken words. Applied Psycholinguistics, 34, 519-539. doi:10.1017/S0142716411000853. IF 0.950 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2013). An amodal shared resource model of language-mediated visual attention. Frontiers in Psychology, 4: 528. doi:10.3389/fpsyg.2013.00528. IF 2.129 
  • Mani, N., Johnson, E., McQueen, J. M., & Huettig, F. (2013). How yellow is your banana? Toddlers’ language-mediated visual search in referent-present tasks. Developmental Psychology, 49, 1036-1044. doi:10.1037/a0029382. IF2.934 
  • Mani, N., & Huettig, F. (2013). Towards a complete multiple-mechanism account of predictive language processing [Commentary on Pickering & Garrod]. Behavioral and Brain Sciences, 36, 365-366. doi:10.1017/S0140525X12002646. IF 17.194 
  • Rommers, J., Meyer, A. S., Praamstra, P., & Huettig, F. (2013). The contents of predictions in sentence comprehension: Activation of the shape of objects before they are referred to. Neuropsychologia, 51(3), 437-447. doi:10.1016/j.neuropsychologia.2012.12.002. IF 2.888 
  • Rommers, J., Meyer, A. S., & Huettig, F. (2013). Object shape and orientation do not routinely influence performance during language processing. Psychological Science, 24, 2218-2225. doi:10.1177/0956797613490746. IF 4.902 
  • Mishra, R. K., Singh, N., Pandey, A., & Huettig, F. (2012). Spoken language-mediated anticipatory eye movements are modulated by reading ability: Evidence from Indian low and high literates. Journal of Eye Movement Research, 5(1): 3, pp. 1-10. doi:10.16910/jemr.5.1.3. IF 1.840 
  • Huettig, F., Mishra, R. K., & Olivers, C. N. (2012). Mechanisms and representations of language-mediated visual attention. Frontiers in Psychology, 2, 394. doi:10.3389/fpsyg.2011.00394. 2.129 IF 2.129 
  • Brouwer, S., Mitterer, H., & Huettig, F. (2012). Can hearing puter activate pupil? Phonological competition and the processing of reduced spoken words in spontaneous conversations. Quarterly Journal of Experimental Psychology, 65, 2193-2220. doi:10.1080/17470218.2012.693109. IF 2.488 
  • McQueen, J. M., & Huettig, F. (2012). Changing only the probability that spoken words will be distorted changes how they are recognized. Journal of the Acoustical Society of America, 131(1), 509-517. doi:10.1121/1.3664087. IF 1.819 
  • Hanulikova, A., Dediu, D., Fang, Z., Basnakova, J., & Huettig, F. (2012). Individual differences in the acquisition of a complex L2 phonology: A training study. Language Learning, 62(Supplement S2), 79-109. doi:10.1111/j.1467-9922.2012.00707.x. IF 2.000 
  • Brouwer, S., Mitterer, H., & Huettig, F. (2012). Speech reductions change the dynamics of competition during spoken word recognition. Language and Cognitive Processes, 27(4), 539-571. doi:10.1080/01690965.2011.555268. IF 2.750 
  • Mani, N., & Huettig, F. (2012). Prediction during language processing is a piece of cake – but only for skilled producers. Journal of Experimental Psychology: Human Perception and Performance, 38(4), 843-847. doi:10.1037/a0029284. IF 2.450 
  • Huettig, F., Singh, N., & Mishra, R. K. (2011). Language-mediated visual orienting behavior in low and high literates. Frontiers in Psychology, 2: e285. doi:10.3389/fpsyg.2011.00285. IF 2.129 
  • Huettig, F., & Altmann, G. (2011). Looking at anything that is green when hearing ‘frog’: How object surface colour and stored object colour knowledge influence language-mediated overt attention. Quarterly Journal of Experimental Psychology, 64(1), 122-145. doi:10.1080/17470218.2010.481474. IF 2.488 
  • Hartsuiker, R. J., Huettig, F., & Olivers, C. N. (2011). Visual search and visual world: Interactions among visual attention, language, and working memory (introduction to the special issue). Acta Psychologica, 137(2), 135-137. doi:10.1016/j.actpsy.2011.01.005. IF 2.031 
  • Johnson, E., McQueen, J. M., & Huettig, F. (2011). Toddlers’ language-mediated visual search: They need not have the words for it. Quarterly Journal of Experimental Psychology, 64, 1672-1682. doi:10.1080/17470218.2011.594165. IF 2.488 
  • Johnson, E. K., & Huettig, F. (2011). Eye movements during language-mediated visual search reveal a strong link between overt visual attention and lexical processing in 36-months-olds. Psychological Research, 75, 35-42. doi:10.1007/s00426-010-0285-4. IF 2.500 
  • Huettig, F., Olivers, C. N. L., & Hartsuiker, R. J. (2011). Looking, language, and memory: Bridging research from the visual world and visual search paradigms. Acta Psychologica, 137, 138-150. doi:10.1016/j.actpsy.2010.07.013. 2.031 IF 2.031 
  • Huettig, F., Rommers, J., & Meyer, A. S. (2011). Using the visual world paradigm to study language processing: A review and critical evaluation. Acta Psychologica, 137, 151-171. doi:10.1016/j.actpsy.2010.11.003. IF 2.031 
  • Huettig, F., & McQueen, J. M. (2011). The nature of the visual environment induces implicit biases during language-mediated visual search. Memory & Cognition, 39, 1068-1084. doi:10.3758/s13421-011-0086-z. IF 2.502 
  • Brouwer, S., Mitterer, H., & Huettig, F. (2010). Shadowing reduced speech and alignment. Journal of the Acoustical Society of America, 128(1), EL32-EL37. doi:10.1121/1.3448022. IF 1.819 
  • Huettig, F., & Hartsuiker, R. J. (2010). Listening to yourself is like listening to others: External, but not internal, verbal self-monitoring is based on speech perception. Language and Cognitive Processes, 3, 347 -374. doi:10.1080/01690960903046926. IF 2.750 
  • Huettig, F., Chen, J., Bowerman, M., & Majid, A. (2010). Do language-specific categories shape conceptual processing? Mandarin classifier distinctions influence eye gaze behavior, but only during linguistic processing. Journal of Cognition and Culture, 10(1/2), 39-58. doi:10.1163/156853710X497167. IF 0.790 
  • Majid, A., & Huettig, F. (2008). A crosslinguistic perspective on semantic cognition [commentary on Precis of Semantic cognition: A parallel distributed approach by Timothy T. Rogers and James L. McClelland]. Behavioral and Brain Sciences, 31(6), 720-721. doi:10.1017/S0140525X08005967. IF 17.194 
  • Huettig, F., & Hartsuiker, R. J. (2008). When you name the pizza you look at the coin and the bread: Eye movements reveal semantic activation during word production. Memory & Cognition, 36(2), 341-360. doi:10.3758/MC.36.2.341. IF 2.502 
  • Huettig, F., & McQueen, J. M. (2007). The tug of war between phonological, semantic and shape information in language-mediated visual search. Journal of Memory and Language, 57(4), 460-482. doi:10.1016/j.jml.2007.02.001. IF 4.014 
  • Huettig, F., & Altmann, G. T. M. (2007). Visual-shape competition during language-mediated attention is based on lexical input and not modulated by contextual appropriateness. Visual Cognition, 15(8), 985-1018. doi:10.1080/13506280601130875. IF 1.102 
  • Huettig, F., Quinlan, P. T., McDonald, S. A., & Altmann, G. T. M. (2006). Models of high-dimensional semantic space predict language-mediated eye movements in the visual world. Acta Psychologica, 121(1), 65-80. doi:10.1016/j.actpsy.2005.06.002. IF 2.031 
  • Huettig, F., & Altmann, G. T. M. (2005). Word meaning and the control of eye fixation: Semantic competitor effects and the visual world paradigm. Cognition, 96(1), B23-B32. doi:10.1016/j.cognition.2004.10.003. IF 3.537

Books

  • Mani, N. Mishra, R. K., & F. Huettig (Eds.), The Interactive Mind: Language, Vision and Attention (pp. 1-2). Chennai: Macmillan Publishers India.
  • ​ Mishra, R., Srinivasan, N., & Huettig, F. (Eds.). (2015). Attention and vision in language processing. Berlin: Springer. doi:10.1007/978-81-322-2443-3.

Book chapters

  • Karaca, F., Brouwer, S., Unsworth, S., & Huettig, F. (2021). Prediction in bilingual children: The missing piece of the puzzle. In E. Kaan, & T. Grüter (Eds.), Prediction in Second Language Processing and Learning (pp. 116-137). Amsterdam: Benjamins
  • Mitterer, H., Brouwer, S., & Huettig, F. (2018). How important is prediction for understanding spontaneous speech? In N. Mani, R. K. Mishra, & F. Huettig (Eds.), The Interactive Mind: Language, Vision and Attention (pp. 26-40). Chennai: Macmillan Publishers India. 
  • Mani, N., Mishra, R. K., & Huettig, F. (2018). Introduction to ‘The Interactive Mind: Language, Vision and Attention’. In N. Mani, R. K. Mishra, & F. Huettig (Eds.), The Interactive Mind: Language, Vision and Attention (pp. 1-2). Chennai: Macmillan Publishers India. 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2016). Complex word recognition behaviour emerges from the richness of the word learning environment. In K. Twomey, A. C. Smith, G. Westermann, & P. Monaghan (Eds.), Neurocomputational Models of Cognitive Development and Processing: Proceedings of the 14th Neural Computation and Psychology Workshop (pp. 99-114). Singapore: World Scientific. doi:10.1142/9789814699341_0007. 
  • Hintz, F., & Huettig, F. (2015). The complexity of the visual environment modulates language-mediated eye gaze. In R. Mishra, N. Srinivasan, & F. Huettig (Eds.), Attention and Vision in Language Processing (pp. 39-55). Berlin: Springer. doi:10.1007/978-81-322-2443-3_3. 
  • Huettig, F., Srinivasan, N., & Mishra, R. (2015). Introduction to ‘Attention and vision in language processing’. In R. Mishra, N. Srinivasan, & F. Huettig (Eds.), Attention and vision in language processing. (pp. V-IX). Berlin: Springer. 
  • Huettig, F. (2014). Role of prediction in language learning. In P. J. Brooks, & V. Kempe (Eds.), Encyclopedia of language development (pp. 479-481). London: Sage Publications. 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014). Modelling language – vision interactions in the hub and spoke framework. In J. Mayor, & P. Gomez (Eds.), Computational Models of Cognitive Processes: Proceedings of the 13th Neural Computation and Psychology Workshop (NCPW13). (pp. 3-16). Singapore: World Scientific Publishing. 
  • Huettig, F. (2013). Young children’s use of color information during language-vision mapping. In B. R. Kar (Ed.), Cognition and brain development: Converging evidence from various methodologies (pp. 368-391). Washington, DC: American Psychological Association Press. 
  • Mishra, R. K., Olivers, C. N. L., & Huettig, F. (2013). Spoken language and the decision to move the eyes: To what extent are language-mediated eye movements automatic? In V. S. C. Pammi, & N. Srinivasan (Eds.), Progress in Brain Research: Decision making: Neural and behavioural approaches (pp. 135-149). New York: Elsevier. 
  • Huettig, F. (2011). The role of color during language-vision interactions. In R. K. Mishra, & N. Srinivasan (Eds.), Language-Cognition interface: State of the art (pp. 93-113). München: Lincom. 
  • Huettig, F., & Altmann, G. T. M. (2004). The online processing of ambiguous and unambiguous words in context: Evidence from head-mounted eye-tracking. In M. Carreiras, & C. Clifton (Eds.), The on-line study of sentence comprehension: Eyetracking, ERP and beyond (pp. 187-207). New York: Psychology Press.

Selected conference proceedings

  • Lee, R., Chambers, C. G., Huettig, F., & Ganea, P. A. (2017). Children’s semantic and world knowledge overrides fictional information during anticipatory linguistic processing. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Meeting of the Cognitive Science Society (CogSci 2017) (pp. 730-735). Austin, TX: Cognitive Science Society. 
  • Speed, L., Chen, J., Huettig, F., & Majid, A. (2016). Do classifier categories affect or reflect object concepts? In A. Papafragou, D. Grodner, D. Mirman, & J. Trueswell (Eds.), Proceedings of the 38th Annual Meeting of the Cognitive Science Society (CogSci 2016) (pp. 2267-2272). Austin, TX: Cognitive Science Society. 
  • Guerra, E., Huettig, F., & Knoeferle, P. (2014). Assessing the time course of the influence of featural, distributional and spatial representations during reading. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Meeting of the Cognitive Science Society (CogSci 2014) (pp. 2309-2314). Austin, TX: Cognitive Science Society.
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014). Examining strains and symptoms of the ‘Literacy Virus’: The effects of orthographic transparency on phonological processing in a connectionist model of reading. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Meeting of the Cognitive Science Society (CogSci 2014). Austin, TX: Cognitive Science Society. 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2014). A comprehensive model of spoken word recognition must be multimodal: Evidence from studies of language-mediated visual attention. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Meeting of the Cognitive Science Society (CogSci 2014). Austin, TX: Cognitive Science Society. 
  • Smith, A. C., Monaghan, P., & Huettig, F. (2013). Modelling the effects of formal literacy training on language mediated visual attention. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Meeting of the Cognitive Science Society (CogSci 2013) (pp. 3420-3425). Austin, TX: Cognitive Science Society.
https://www.mpi.nl/people/huettig-falk/presentations

Press coverage

La lecture cartographiée dans notre cerveau

(Le Monde, 2019)

pdf_LeMonde

Wie Lesen das Gehirn verändert

(ORF Austria, 2019)

Nature et culture ne s’opposent pas, dans le cerveau, selon une étude

(ActuaLitte, 2019)

Study finds that learning to read enhances the brain in more ways than one

(Inverse, 2019)

Lesenlernen verbessert die visuelle Gehirnleistung

(Forschung und Wissen, 2019)

Learning to read has added benefits to the brain, study finds

(Research Matters India, 2019)

Learning to read enhances visual regions of the brain

(Earth.com, 2019)

El saber leer no ocupa lugar en el cerebro

(Vozpopuli, 2019)

読書によって脳の機能が強化されることが判明

(Gigazine, 2019)

HOE SPRAAKHERKENNING JUIST NADELIG KAN ZIJN VOOR MENSEN MET LEESPROBLEMEN

(BNR Dutch radio, 2019)

Lesen macht klüger

(Frankfurter Allgemeine Woche, 2019)

Speech technology cannot truly replace reading, researchers argue

(E&T Magazine, 2019)

Speech recognition technology is not a solution for poor readers

(Science Daily, 2019)

Schwimmübungen im Meer der Laute

(Frankfurter Allgemeine Zeitung, 2019)

Читання формує наш мозок

(ГЛАВКОМ, 2018)

Wie sich das Lesen auf Gehirn und Gesellschaft auswirkt

(Kurier, 2018)

Culture shapes the brain

(Max Planck Society Newsroom, 2018)

Lesen formt das Gehirn

(Max Planck Gesellschaft Newsroom, 2018)

Large-scale replication study challenges key evidence for the pro-active reading brain

(Science Daily, 2018)

Wie Schrift unsere Art zu denken ändert

(Spektrum der Wissenschaft, 2017)

Lesen lernen kann jeder

(Frankfurter Allgemeine Zeitung, 2017)

Illiterate adults can rewire their brains by learning to read

(CBC Canadian radio, Quirks and Quarks show, 2017)

Can Stimulating a Nerve in the Ear Make You a Whiz in Mandarin Class?

(Scientific American, 2017)

Hoe lezen je hersenen verandert

(BNR Dutch radio podcast, 2017)

For the Illiterate Adult, Learning to Read Produces Enormous Brain Changes

(Scientific American, 2017)

Learning to read and write alters brain wiring within months, even for adults

(Washington Post, 2017)

Learning to read and write rewires adult brain in six months

(New Scientist, 2017)

Study finds brain transforms remarkably as adults learn to read

(Sunday Times, 2017)

Learning to read in adulthoood transforms brain: study

(CTV News Canada, 2017)

Learning to read can dramatically change the adult brain

(Newsweek, 2017)

Our remarkable brain

(The statesman, 2017)

Learning to read as and adult changes the deep regions of the brain

(Mental Floss, 2017)

Learning to read as an adult changes the brain in a big way, a new study has discovered

(Bustle, 2017)

Read: The benefits accrue to several areas of the brain

(The River Times, 2017)

成人期の読字学習で脳が変容、研究

(AFPBB, 2017)

นักวิจัยพบโครงสร้างสมองเปลี่ยนแม้เริ่มหัดอ่านตอนเป็นผู้ใหญ่

(MGR Thailand, 2017)

Learning to read changes the structure of your brain

(iNews, 2017)

Learning to read as an adult might change the way your brain works

(Popular Science, 2017)

Amazingly flexible: Learning to read in your 30s profoundly transforms the brain

(Science Daily, 2017)

Learning to read changes your brain from stem to cortex, study finds

ZME Science, 2017)

Learning to Read Can Rewire Deep Parts of The Adult Brain in Just 6 Months

(Science Alert, 2017)

Learning to read in adulthood transforms brain: study

(Deccan Herald, 2017)

Learning to read in adulthood can rewire the brain in just six months

(Daily Mail, 2017)

Learning to read in adulthood may transform brain

(Business Standard, 2017)

Learning to read in adulthoood transforms brain: study

(Manila Bulletin, 2017)

Learning to Read in Adulthood Can Significantly Re-Organise and Transform Your Brain: Expert

(NDTV, 2017)

Learning to read in adulthood may lead to transformation of your brain

(NewsNation, 2017)

Learning to read in adulthoood transforms brain: study

(Yahoo Singapore, 2017)

Learning to read in adulthood may transform brain

(Indian Express, 2017)

Learning to read in adulthood transforms brain, finds study

(Hindustan Times, 2017)

Did you know that learning to read in adulthood can transform your brain? 

(India Times, 2017)

Study Of Unlettered Indian Women Found That Learning To Read In Adulthood Can Change The Brain

(Huffington Post India, 2017)

Learning to read in adulthood transforms brain, say experts

(Times Now, 2017)

Learning to read in adulthood may transform brain

(India.Com, 2017)

Women who learned to read in their thirties show brain’s areas incredible capacity to reorganize and transform itself

(India Live Today, 2017)

When adults learn to read, the brain rewires itself

(The India Express, 2017)

Learning to read as adult changes brain: Study

(Times of India, 2017)

Learning to read in adulthoood transforms brain: Study

(Jakarta Post, 2017)

LEARNING TO READ AS AN ADULT TRANSFORMS BRAIN

(Newsweek Pakistan, 2017)

Learning to read in adulthoood transforms brain: study

(eNCA, 2017)

Amazingly flexible: Learning to read in your 30s profoundly transforms the brain

(MedicalXPress, 2017)

Research suggests learning to read in adulthood transforms brain

(Malay Mail, 2017)

Learning to read in adulthoood transforms brain: study 

(MENAFN, 2017)

Learning to read, write in adulthood may transforms brain, says study

(Zee News, 2017)

L’apprentissage de la lecture à l’âge adulte modifie profondément le cerveau

(Le Vif, 2017)

L’apprentissage de la lecture à l’âge adulte modifie profondément le cerveau

(Echo Républicain, 2017)

Het flexibele brein: zelfs een analfabeet van 30+ kan leren lezen

(ntr, 2017)

Leren lezen transformeert het brein van een dertigplusser

(Scientias, 2017)

Wie Lesen das Hirn prägt

(Weser Kurier)

Die Macht der Buchstaben

Berner Zeitung, 2017)

Lesen krempelt unser Gehirn um

(ScineXX, 2017)

Unglaublich formbar: Lesen lernen krempelt Gehirn selbst bei Erwachsenen tiefgreifend um

(Psychologie Aktuell, 2017)

Lesen verändert das Gehirn

(Augsburger Allgemeine, 2017)

Die Macht der Buchstaben

(Tagesanzeiger, 2017)

Unglaublich formbar: Lesen lernen krempelt Gehirn selbst bei Erwachsenen tiefgreifend um

(Medizin Aspekte, 2017)

Die Macht der Buchstaben

(Der Bund, 2017)

“Il cervello? È super flessibile”. Ecco come cambia quando impariamo a leggere da adulti

(La Repubblica, 2017)

Imparare a leggere da adulti riattiva il cervello

(Focus, 2017)

Ternyata, Huruf Punya Efek yang Luar Biasa bagi Otak

(Kompas, 2017)

Aprender a leer a edad adulta produce cambios a nivel cerebral

(Telemundo Chicago, 2017)

Aprendre a llegir als 30 anys transforma profundament el cervell

(IB3 TV, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(La Tercera, 2017)

Leer transforma profundamente el cerebro

(Diario Uno, 2017)

Aprender a leer y escribir reconfigura el cerebro de adultos analfabetos

(N+1, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(La Cronica del Quindio, 2017)

Nuevo estudio revela los cambios que ocurren en el cerebro cuando aprendemos a leer

(El Ciudadano, 2017)

Aprender a leer de adulto genera cambios en el cerebro

(Economía y Negocios, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Noticias SIN, 2017)

La lectura cambia el cerebro hasta lo más profundo

(Informe21, 2017)

Aprender a leer siendo adulto provoca alteraciones y cambios en el cerebro

(El Semanario, 2017)

Aprender a leer de adulto provoca cambios en el cerebro

(Identidad Latina, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Minuto 30, 2017)

Aprender a leer de adulto provoca cambios en el cerebro

(Día a día, 2017)

Aprender a leer de adulto provoca cambios en la estructura del cerebro

(El Comercio, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Pulso de San Luis, 2017)

Aprender a leer genera una transformación profunda en el cerebro de personas analfabetas

(Entorno Inteligente, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El Mostrador, 2017)

El cerebro se transforma con la lectura

(Puntual, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Vistazo, 2017)

Leer provoca profundos cambios en nuestro cerebro, aún en la edad adulta: investigadores

(Colimanoticias, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Telemetro, 2017)

Aprender a leer de adulto provoca cambios profundos en estructuras del cerebro

(Crónica Viva, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Ultimahora, 2017)

Aprender a leer genera una transformación profunda en el cerebro de personas analfabetas

(Globovision, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El Heraldo, 2017)

Los cambios cerebrales que genera aprender a leer siendo adulto

(El Espectador Uruguay, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Los Tiempos, 2017)

Leer modifica el cerebro

(El Diario de Yucatán, 2017)

El cerebro de las personas adultas que aprenden a leer sufre cambios estructurales, señala estudio

(Entrelineas, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(Diario El Mundo, 2017)

Aprender a leer de adulto provoca cambios en el cerebro

(EL DEBER, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El Universal, 2017)

Aprender a leer de adulto provoca cambios en el cerebro

(Metro Ecuador, 2017)

Aprender a leer de adulto produce cambios profundos en el cerebro

(Prensa Libre, 2017)

El cerebro de las personas adultas que aprenden a leer sufre cambios estructurales, señala estudio

(SinEmbargo, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El Nuevo Diario, 2017)

Personas que aprenden a leer de adultas sufren cambios profundos en el cerebro

(Montevideo Portal, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(La Prensa Bolivia, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebr

Hoy Los Angeles, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El Economista, 2017)

Aprender a leer de adulto provoca cambios profundos en el cerebro

(El 19, 2017)

Обучение чтению изменяет “глубинные” структуры мозга в любом возрасте

(Вести Russia, 2017)

Nauka czytania głęboko transformuje dorosły mózg w zaledwie pół roku

(Kopalnia Wiedzy, 2017)

Reading affects visual concentration

(Max Planck Research magazine, 2016)

Predictions help us speak efficiently

(Max Planck Research magazine, 2016)

Lesen und Schreiben nützt beim Hören: Eine Studie zum Analphabetismus

(Frankfurter Allgemeine Zeitung, 2014)

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I know what you will say next (but only because I know how to read)

(Max Planck Society Year Book, 2011)

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Inner words spoken in silence

(British Psychological Society Research Digest, 2010)

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