The CRBLM wants to promote interdisciplinary research and to support training opportunities for its graduate student members. We wish to promote research that is of scientific, social and/or clinical significance and to stimulate knowledge transfer activities between CRBLM and its larger community. Graduate student members are encouraged to submit an application describing a current or upcoming project that forms an integral part of your program of study.
Eligibility : CRBLM Graduate Student Members (Master’s and Doctorate)
Deadline : November 1
Amount : up to $6,000
- Stipends are available for students who receive $15,000 or less in funding from an external agency or through an award or fellowship. Departmental and/or supervisor stipends are not included in this restriction.
- The application needs to be signed by a primary supervisor.
- There is a maximum of one award per primary supervisor.
- To support interdisciplinary work within the CRBLM.
- Projects should be related to the CRBLM research axes, and applications with supervisors across universities and with cross-research domains will be prioritized.
- Co-supervision* by more than one centre member working across axes is one of the important criteria for applications.
- Applications that include a third, non-member supervisor who represents a specific industry, community or clinical group, and where the project represents a knowledge transfer activity between the centre and that group, are encouraged.
*Co-supervision refers to the involvement of two CRBLM regular members in a student’s project. It does NOT require students to be formally registered, in their home universities, as being jointly supervised.
- The review committee will evaluate applications based on the quality of the proposal and CV. A letter of support from the project supervisor must be sent to the centre under separate cover; it should address the applicant’s research potential and achievements, as well as the applicant’s involvement in, and contributions to the CRBLM research community.
- The committee will also evaluate the applicant’s ability to concisely describe the hypothesis, method, analysis and expected outcome of a current project that forms part of the program of study, within the context of its larger contribution to basic, applied or clinical research in areas covered by our mandate. Applicants are asked to highlight the knowledge transfer potential of their project.
- A minimum standard of quality is expected in applications. Awards will be disbursed only if the minimum standard requirement, as defined by the review committee, is met. Otherwise, the funding will be redirected to another initiative.
The application period for 2018-19 is closed. A call for submissions for the 2019-2020 year will be announced in Fall 2019.
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.