Karolina Janacsek, PhD
Research Fellow/Senior Lecturer
Brain, Memory and Language Lab, Hungarian Academy of Sciences
& Institute of Psychology, Eötvös Loránd University (ELTE), Budapest, Hungary
Visiting Research Fellow at Institute of Cognitive Neuroscience, University College London (UCL), London, UK
Age-related differences in learning and consolidation across the life span
The primary goals of this line of research are to 1) better understand how children acquire and consolidate knowledge about patterns and regularities embedded in the environment, 2) characterize how explicit/controlled and implicit/automatic processes interact during learning and consolidation, and 3) track how learning preferences change from childhood to adulthood and old age.
Learning and consolidation in neurodevelopmental disorders
The main focus in this line of research is on understanding 1) how learning and consolidation of patterns/regularities are altered in neurodevelopmental disorders such as autism, ADHD, Tourette Syndrome and childhood sleep disorders, and 2) how controlled vs. automatic cognitive processes may compensate for the altered functions to achieve normal behavioural performance.
Neurocognitive underpinnings of learning and consolidation
The primary goals are 1) to gain a better understanding of the neurocognitive networks underlying the learning and consolidation of complex patterns/ regularities, and 2) how the contribution of these neural networks changes depending on the way of information processing (e.g., controlled vs. automatic), using various methods such as M/EEG and brain stimulation in healthy young adults.
Longitudinal changes in cognitive and social abilities in childhood and their relation to school performance
The primary goals of this line of research are to 1) track longitudinally how a wide range of cognitive and social functions develop between 6 and 14 years of age, 2) characterize how these functions and their changes predict children’s school performance (including math and reading skills) and social position among their peers. Prospectively, this project can help characterize the relationship between childhood cognitive/social abilities and later academic achievements (high school and university admissions).
Takács, A., Kóbor, A., Chezan, J., Elteto, N., Tarnok, Z., Nemeth, D., Ullman, M. T., & Janacsek, K. (2018). Is procedural memory enhanced in Tourette syndrome? Evidence from a sequence learning task. Cortex, 100, 84-94.
Takács, A., Janacsek, K.*, Kóbor, A., Shilon, Y., Tremblay, A., Ullman, M. T., & Nemeth, D. (2017). Procedural learning in Tourette syndrome, ADHD, and comorbid Tourette-ADHD: Evidence from a probabilistic sequence learning task. Brain and Cognition, 117, 33-40.
Janacsek, K., & Nemeth, D. (2013). Implicit sequence learning and working memory: Correlated or complicated? Cortex, 49(8), 2001-2006.
Nemeth, D., Janacsek, K.*, & Fiser, J. (2013). Age-dependent and coordinated shift in performance between implicit and explicit skill learning. Frontiers in Computational Neuroscience, 7, Article 147.
Janacsek, K., Fiser, J., & Nemeth, D. (2012). The best time to acquire new skills: Age-related differences in implicit sequence learning across life span. Developmental Science, 15(4), 496-505.
Nemeth, D., Janacsek, K.*, Balogh, V., Londe, Zs., Mingesz, R., Fazekas, M., Jambori, Sz., Dányi, I., & Vetró, Á. (2010). Learning in Autism: implicitly superb. PLoS ONE, 5(7), e11731.
* Indicates shared first authorship (equal contribution)
Detailed CV and publication list
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