Melany Morales Ghinaglia
Please provide a brief summary of your research.
Developmental language disorders (DLD) tend to be diagnosed at around 4 years old, and they are characterized by difficulties in acquiring and utilizing language. While it is prevalent in 6-8% of children in the United States alone, accurate and early detection of DLD remains a challenge. My research this summer aimed to investigate whether we can use a neuroimaging technique, called electroencephalography (EEG), to examine potential neural differences between typically-developing children and children who later received a DLD diagnosis. I specifically examined whether the degree to which an individual’s brain activity synchronizes to stimuli during an auditory task predicted their language outcomes by 4 years.
What made you initially interested in researching your project in particular?
I have worked in a couple of labs that investigate typical language development in early childhood which has allowed me to understand the expected trajectory of language acquisition. However, I have always been interested in atypical language development and how we can integrate neuroimaging techniques to detect potential differences before the behavioral symptoms emerge. When I began researching on different ways one can analyze EEG data, I found a recent method that measures how synchronized an individual’s brain activity is during a task. Since the current literature on DLD and brain wave synchronization is scarce, I was excited to pursue this area further.
What made you interested in pursuing (interdisciplinary) research more broadly?
From a very young age, I have always wanted to understand the underlying mechanisms that drive certain processes or behaviors. Even though research was always an area of interest to me in some shape or form, I had a difficult time narrowing down the specific research field I wanted to pursue. One aspect of my research experience I have thoroughly enjoyed has been getting the opportunity to work with experts in different fields, from neuroscientists that work with animal models, to speech language pathologists and behavioral psychologists. I think it is because of this rich exposure that I have appreciated the value of interdisciplinary research.
Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
My experience with research has definitely had its ups and downs. When I began research, I didn’t how much patience is required, but I quickly learned that it is normal for things to move slower or not turn out as expected. My research experience has also greatly improved my communication skills. Through writing manuscripts and presenting at conferences, I have learned to adapt the content of my research based on the audience which has definitely helped in other aspects of my life.
Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
I strongly encourage you to try out different labs if you can! Throughout my years here, I have worked with several incredible research faculties that utilize different techniques and/or focus on different aspects of my research of interest which has allowed me to not only gain expertise in various areas, but it has also helped me narrow down my focus. I also recommend looking into all the resources Northwestern has to offer to support undergrads with their research career, which not only includes the research grants provided by the Office of Undergraduate Research, but also national and/or international fellowships.
What was your favorite childhood story (written, spoken, or film)?
Corduroy