Le Concours : Graduate Student Stipends
Le CRBLM veut promouvoir la recherche interdisciplinaire et soutenir les possibilités de formation pour ses étudiants diplômés. Nous souhaitons promouvoir des recherches qui ont une importance scientifique, sociale et/ou clinique et stimuler les activités de transfert de connaissances entre le CRBLM et sa communauté. Les étudiantes et étudiants diplômés sont encouragés à soumettre une demande décrivant un projet en cours ou faisant partie intégrante de leur programme d’études.
Admissibilité: Membres du CRBLM pour étudiants diplômés (maîtrise et doctorat)
Date limite: 15 novembre, 2020
Montant: Maximum de 6 000 $
Restrictions :
- Des bourses sont offertes aux étudiants qui reçoivent 15 000 $ ou moins de fonds provenant d’une agence externe ou d’un prix ou d’une bourse. Les subventions ministérielles et/ou de supervision ne sont pas incluses dans cette restriction.
- L’application doit être signée par un superviseur principal.
- Il y a un maximum d’une bourse par superviseur principal.
Objectifs :
- Le soutien interdisciplinaire au sein du CRBLM.
- Les projets doivent être reliés aux axes de recherche du CRBLM et les candidatures avec les superviseurs dans les universités et dans les domaines de recherche transversale seront prioritaires.
- La co-supervision * par plus d’un membre central travaillant à travers des axes est l’un des critères importants pour les applications.
- Les demandes qui incluent un troisième superviseur non membre qui représente un groupe industriel, communautaire ou clinique spécifique et où le projet représente une activité de transfert de connaissances entre le centre et ce groupe sont encouragées.
*Le mot co-supervision fait référence à l’implication de deux membres réguliers du CRBLM dans le projet d’un étudiant. Il n’exige PAS que les étudiants soient formellement inscrits dans leurs universités d’origine, sous la supervision conjointe.
Critères d’évaluation :
- Le comité d’évaluation évaluera les demandes en fonction de la qualité de la proposition et du CV. Une lettre d’appui du chef de projet doit être envoyée au centre sous une enveloppe distincte; il doit tenir compte du potentiel de recherche et des réalisations du candidat, ainsi que de la participation du candidat et ses contributions dans domaine de recherche du CRBLM.
- Le comité évaluera également la capacité du candidat à décrire de façon concise l’hypothèse, la méthode, l’analyse et les résultats escomptés d’un projet. Celui-ci doit faire partie du programme d’études, dans le cadre de sa contribution à la recherche fondamentale, appliquée ou clinique, dans les domaines couverts par notre mandat.
- Les candidats sont invités à mettre en évidence le potentiel de transfert de connaissances de leur projet.
- Une norme minimale de qualité est attendue dans les applications. Les prix ne seront décaissés que si l’exigence de la norme minimale est présente, telle que définie par le comité d’examen. Sinon, le financement sera redirigé vers une autre initiative.
Candidature :
- Le formulaire de candidature pour l’année 2020-21 est disponible ici: 2020-21 graduate stipend application.
- Envoyez votre formulaire de candidature et votre CV à: info@crblm.ca
- Votre superviseur doit envoyer une lettre de soutien à: info@crblm.ca
Projects Awarded
Beaudin, K. Does bilingualism boost the development of executive functions? A longitudinal study
Borderie, A. Identifying the role of cross-frequency interactions in auditory working memory for music, speech and timbre
Chevalier, C. La discontinuité syntaxique et le trouble développemental du langage
Codere Corbeil, M. A hybrid model of predictability in linguistic anticipation
Feng, J. Language Experience and Theory of Mind
Grant, N. Investigating the relationship between default‐mode network connectivity and hearing loss in adults with mild cognitive impairment
Harada, M. Connectivity Effects in Japanese Copular Sentences
Jourde, H. Stimulating processes of memory consolidation in younger and older adults with sound
Louër, D. Exploring the relationship between musical training, bilingualism, and cognitive flexibility
Neumann, C. The link between pitch and emotion recognition of speech and nonspeech sounds in bilingual young adults
Nguyen, D. Identification of neuronal markers associated to outcomes following cochlear implantation using functional near-infrared spectroscopy
Slime, T. Insights from Intrusive-R: A formal model of phonology-morphosyntax interactions
Snytte, J. Modelling medial temporal lobe structural and functional differences in autobiographical memory dysfunction in depression
Zagala, A. Highlighting individual variability in a sensory-motor synchronization task
Braun, M. La representation grammaticale abstraite chez les nourrissons
Hoover, J. What neural network models can tell us about linguistic structure
Iturralde Zurita, A. Investigating the use of prosodic cues in L2 word segmentation
Jiang, B. Computational Cognitive Modelling of Phonological Assimilation
Laflamme, H. Rhythm-based Serious Game: Using new technologies to understand the underlying mechanisms of ADHD
Lane, C. The Role of Astrocytes in Auditory Neuroplasticity, a Potential Therapeutic Target for Impairments in Auditory Processing
Lee, J. Exploring the relationship between prosodic processing and brain struture and functional connectivity in the bilingual brain
Oh, J. Characterizing the Quantity and Quality of Multilingualism in Children
Richard, M-A. Affective Modulation of the Acoustic Startle Reflex by Stimulating and Relaxing Music
Sana Rehan, Exploring visual function and brain structure in older adults with (or at risk for) dementia
Sander-Montant, A. The first signs of understanding: How exposure to diverse language environments changes early word comprehension
Vochin, A. Re-opening critical periods for vocal communication learning
Arseneau-Bruneau, I. Influence of sensory-motor & predictive mechanisms on the Frequency Following Response (FFR)
Houde-Archambault, C. Effect of background music on inhibition: the impact of individual differences in trait anxiety
James, L.S. Investigating motor and auditory contributions to biases in vocal sequence learning
Kremin, L. When and why do Montréal parents code-switch when speaking to their infant?
MacDonald, A. Behavioural strategies To Increase Verbal Word Approximations in Preschoolers with Autism Spectrum Disorder Who Use Picture Exchange Communication System
Macdonald, D. A Tablet-based, Reading Comprehension Intervention for Children with Autism Spectrum Disorder and Signs of Hyperlexia
Meilleur, A. Audiovisual temporal processing in autism spectrum disorders and dyslexia: A systematic review and meta-analysis
Park, Y.W. The Interaction of Tone and Intonation in Tone Languages
Su, J. Second language acquisition of the Chinese Number system by Korean speakers and English speakers
Xu, H. The Influence of Emotional Expressions and Repetitions on Face and Voice Identity Recognition
Brasseur, A. Description acoustique et articulatoire de l’affrication en français québécois.
Bruno, C. Parsing and learning minimalist grammars.
Cloutier, A. Effect of background music on attentional control in a normal aging perspective.
Coulter, K. The contribution of bilingualism to cognitive reserve at different levels of cognitive functioning: From healthy aging to Alzheimer’s disease.
Courteau, E. Le traitement de la sémantique lexicale, de la morphosyntaxe et de la syntaxe chez les pré-adolescents et les adolescents avec et sans trouble de langage.
Delcenserie, A. Language and memory in internationally-adopted children, children with cochlear implants, children with specific language impairment, second language learners, and children with typical development.
Herbay, A. Brain signature of syntax-semantics interaction during sentence processing: Towards a new definition of ‘syntax–first’.
James, L.S. The role of temporal variability in vocal learning.
Kim, D. Individual differences in speech perception under divided attention:The role of cognitive abilities and categorization gradiency.
Rimmer, C. The impact of music education on restrictive, repetitive behaviours in adolescents with autism spectrum disorder.
Rousseau, P. Sensitive periods for brain organization: A study of the bidirectional effects of early music and language training.
Saito, H. The effects of frequency and type of feedback on L2 phoneme learning: The comparison of recasts and prompts.
van de Vorst, R. Neural entrainment of auditory and visual rhythm processing in children and adults who stutter.
Wolpert, M. Second language impact on first language grammatical processing in Chinese-English bilinguals: An ERP and behavioral study.
Al-Yawer, F. (2016-2017). Cognitive assessment of older adults in the face of sensory co-morbidities: Implications for screening with the Montreal Cognitive Assessment (MoCa) scales.
Bernard, A. (2016-2017). Enhancing the learning of novel sound-sequence regularities.
D’Souza, D. (2016-2017). Simultaneous and sequential bilingualism: Are there cross-domain benefits?
Fromont, L. (2016-2017). The early stages of online sentences processing: Towards an ecologically valid model.
Jamey, K. (2016-2017). Functional neural basis of music processing in children with Autism Spectrum Disorder.
Morin-Lessard, E. (2016-2017). Speech disfluencies production in English-French bilingual adults.
Mortazavinia, M. (2016-2017). Second-language acquisition of presupposition.
Nadon, E. (2016-2017). The effect of sound environment on selective attention of typical adults and adults with an attention deficit disorder, with or without hyperactivity (ADHD).
Rivas, D. (2016-2017). PERCEPT: An open-source and collaborative online platform for behavioural experiments.
Sander, K. (2016-2017). Linking intrinsic anatomical connectivity and second-language learning success using improved DTI reconstruction of language pathways.
Whitehead, J. (2016-2017). Investigating the neural correlates of cross-modal emotional processing.
Arnaud, L. (2015-2016). Imaging of neural mechanisms and functional connectivity associated with auditory performance in congenitally blind adults.
Bernard, A. (2015-2016). Exploring the simultaneous (and possibly hierarchical) representations of syllable-position and co-occurrence regularities.
Fromont, L. (2015-2016). The early stages of on-line sentences processing: towards an ecologically valid model.
Glushko, A. (2015-2016). Towards a multidimensional neurocognitive model of Specific Language Impairment: a behavioural and ERP study.
Kilbourn-Ceron, O. (2015-2016). The effect of boundaries and locality on phonological variability in speech production.
Royal, I. (2015-2016). Modulation of the auditory evoked potentials through transcranial magnetic stimulation (TMS).
Thomas, M. (2015-2016). Mechanisms and therapeutic applications of noise-induced plasticity in the adult auditory cortex.
Bang, J. (2014-2015). Word and Action Learning Reveal Eye Gaze Significance.
Giordano, M. (2014-2015). Vibrotactile Tempo Perception in Guitar Performace.
Guertin, M. (2014-2015). Langue cible d’immigrants de Montréal et variation sociophonétique : attitude, perception et préférence.
Kasparian, K. (2014-2015). The case of the non-native-like first language: Neurophysiological evidence of first-language attrition.
Krusanova, A. (2014-2015). n/a.
Masapollo, M. (2014-2015). n/a.
Mathias, B. (2014-2015). n/a.
Melançon, A. (2014-2015). n/a.
Mollaei, F. (2014-2015). Sensorimotor control of speech in Parkinson’s disease.
Sudarshan, A. (2014-2015). Bilingual Lexical Selection: Effects of Age, Individual Differences in Executive functions and Word Status. A rTMS Study.
Tranchant, P. (2014-2015). n/a.
Arnaud, L. (2013-2014). Imaging of neural mechanisms and functional connectivity associated with auditory performance in congenitally blind adults.
Bani Hani, H. (2013-2014). Memory Profiles in Children with Autism Spectrum Disorders and in Children with Specific Language Impairment.
Cha, K. (2013-2014). Role of functional connectivity in auditory feature reprentation in human auditory cortex.
Chauvin, A. (2013-2014). Executive control in bilinguals.
Giacosa, C. (2013-2014). Brain and behavioural correlates of dance.
Goodhue, D. (2013-2014). Intonational contours and their interpretation in dialogue.
Haeuser, K. (2013-2014). The Neuro-Cognitive Basis of Idiom Processing.
Kolne, K. (2013-2014). The morphology advantage: Evaluating a new approach for improving children’s spelling ability.
Pierce, L. (2013-2014). Early age effects in language acquisition and attrition: Evidence from international adoptees, Chinese-French bilinguals, and French monolinguals.
Royal, I. (2013-2014). Modulation of the auditory evoked potentials through transcranial magnetic stimulation.
Haeuser, K. (2012-2013). The neuro-cognitive bases of idiom processing.
Kaiser, R., & Brum Medeiros, C. (2012-2013). Perception and execution of human body-movements in synchrony with music : a multidisciplinary research approach.
Zumbanzen, A. (2012-2013). Beneficial effects of choir activity in aphasia rehabilitation.
Shiell, M. (2011-2012). Cochlear-implant user proficiency and visual motion detection thresholds.