Zhenghan Qi

Zhengan Qi headshot

Zhengan Qi

Assistant Professor

Office Location:
125 E Main Street

Research Interests

My research goal is to understand the neurobiological organization of language in the human brain, how that organization changes from childhood through adulthood, how it is disrupted in major neurodevelopmental disorders of language (autism spectrum disorder, dyslexia, language impairment, and schizophrenia), and how knowledge of that organization may enhance language learning and language intervention. I use a variety of behavioral (eye-tracking) and neuroimaging techniques (fMRI, MEG, EEG, and DTI) to study the relationship between language learning, cognitive skills, and brain development in both children and adults.

 

Honors, Awards, and Major Professional Offices Held

  • Conference program committee: Society for Psychophysiological Research (2016)
  • Conference reviewer: Society for Neurobiology of Language
  • Journal reviewer: American Journal of Neuroradiology; Cerebral Cortex; Developmental Psychology; Frontier in Human Neuroscience; Journal of Neurodevelopmental Disorders; Journal of Neurolinguistics
  • Member: Society for Neuroscience; Society for Neurobiology of Language; Cognitive Neuroscience Society; International Society for Autism Research; Society for Psychophysiological Research
  • Graduate Student Award, Cognitive Neuroscience Society 2012
  • Graduate College Travel Award, University of Illinois 2010
  •  BUCLD 35 Paula Menyuk Award 2010
  • Cognitive Science / Artificial Intelligence Award, University of Illinois 2010
  1. Qi Z., Han M., Wang Y., de los Angeles C., Liu Q., Garel K., Chen E., Whitfield-Gabrieli S., Gabrieli J. D. E., & Perrachione T. K. (Submitted). From right to left: Hemispheric reorganization for successful classroom-based foreign language learning.
  2. 2 Qi Z., Beach S. D., Finn A. S., Minas J., Goetz C., Chan B., & Gabrieli J. D. E. (Submitted). Dissociable language learning strengths are predicted by native-language N400 and P600.
  3. Lu C.*, Qi Z.*, Harris A., Wisman Weil L., Han M., Halverson K., Perrachione T. K., Kjelgaard M., Wexler K., Tager-Flusberg H., & Gabrieli J. D. E. (Accepted). Shared neuroanatomical substrates for impaired phonological working memory across reading disability and autism. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging (*: Equal Contribution)
  4. Ryskin R. A., Qi Z., Duff M. C., & Brown-Schmidt S. (Submitted). Verb biases are shaped through lifelong learning.
  5. Qi Z., Love J., Fisher C. L., Brown-Schmidt S. (Submitted) Referential context and executive functioning influence children’s resolution of syntactic ambiguity.
  6. Qi Z., Han M., Garel K., Chen E. S., & Gabrieli J. D. E. (2014). White-matter structure in the right hemisphere predicts Mandarin Chinese learning success. Journal of Neurolinguistics, 33: 14-28.
  7. Qi Z., Yuan S., Fisher C. L. (2011) Where does verb bias come from: Experience with particular verbs affects online sentence processing, In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of 35th Boston University Conference on Language Development. 500-512. Somerville, MA: Cascadilla Press. DeVore, B., Nagao, K., Pereira, O., Deeves, E., Welsh, K., Kish, E., Sklar, R., Nemith, J., Morlet, T. (Accepted). Speech errors among children with auditory processing disorder. Proceedings of Meetings on Acoustics, 29.