James R. Booth
Patricia and Rodes Hart Professor
James R. Booth is the Patricia and Rodes Hart Professor of Educational Neuroscience in the Department of Psychology and Human Development at Vanderbilt University. The overall goals of his research are to understand the brain mechanisms of the development of reading, math and scientific reasoning in typical and atypical populations. Prof. Booth has been continuously funded for close to two decades and has published extensively in diverse journals. He has served in various roles both within and outside of the university, such as departmental chairperson, review panel member and associate editor. Prof Booth aims to facilitate the interaction between the fields of cognition, neuroscience and education.
Younger JW *, Tucker-Drob E & Booth JR (2017). Longitudinal changes in reading network connectivity related to skill improvement. Neuroimage, 158, 90-98.
Gao Y *, Sun Y, Lu C, Ding G, Guo T, Malins JG, Booth JR, Peng P & Liu L (2017). Dynamic spatial organization of the occipito-temporal word form area for second language processing. Neuropsychologia, 103, 20-28.
Lee SH *, Booth JR & Chou TL (2016). Temporo-parietal connectivity uniquely predicts reading change from childhood to adolescence. Neuroimage, 142, 126-134.
Hammer R *, Kloet J & Booth JR (2016). Developmental changes between childhood and adulthood in passive observational and interactive feedback-based categorization rule learning. Developmental Science, 19, 967–981.
Demir E *, Prado J & Booth JR (2016). Neural correlates of math gains vary depending on parental socio-economic status (SES). Frontiers in Psychology, 7, 892.
Gullick MM *, Demir-Lira E & Booth JR (2016). Reading skill–fractional anisotropy relationships in visuospatial tracts diverge depending on socioeconomic status. Developmental Science, 19, 672-684.
Younger JW *, Randazzo-Wagner M & Booth JR (2016). Weighing the cost and benefit of transcranial direct current stimulation on different reading subskills. Frontiers in Neuroscience: Neural Technology, 10, 262.
Demir E *, Voss JL, O’Neil JT, Briggs-Gowan MJ, Wakschlag LS & Booth JR (2016). Early-life stress exposure associated with altered prefrontal resting-state fMRI connectivity in young children. Developmental Cognitive Neuroscience, 16, 107-114.
Hammer R *, Cooke GE, Stein MA & Booth JR (2015). Functional neuroimaging of visuospatial working memory tasks enables accurate detection of attention deficit and hyperactivity disorder. Neuroimage – Clinical, 9, 244-252.
Cao F *, Brennan C & Booth JR (2015). The brain adapts to orthography with experience: Evidence from English and Chinese. Developmental Science, 18, 785-798.
Brennan C * & Booth JR (2015). Large grain instruction and phonological awareness skill influence rime sensitivity, processing speed and early decoding in L2 learners. Reading and Writing, 28, 917-938.
Demir E *, Prado J & Booth JR (2015). Parental socioeconomic status and the neural basis of arithmetic: Differential relations to verbal and visuo-spatial representations. Developmental Science, 18, 799-814.
Gullick MM * & Booth JR (2015). The direct segment of the arcuate fasciculus is predictive of longitudinal reading change. Developmental Cognitive Neuroscience, 13, 68-74.
Hammer R *, Tennekoon M, Cooke GE, Gayda J, Stein MA & Booth JR (2015). Feedback associated with expectation for larger-reward improves visuospatial working memory performances in children with ADHD. Developmental Cognitive Neuroscience, 14, 38-49.
Lee SH *, Booth JR & Chou TL (2015). Developmental changes in the neural influence of sublexical information on semantic processing. Neuropsychologia, 73, 25-34.
Mathieu R, Booth JR & Prado J (2015). Distributed neural representations of logical arguments in school-age children. Human Brain Mapping, 36, 996-1009.
McNorgan C *, O’Young D, Chabal S, Lukic S & Booth JR (2015). Task dependent lexicality effects support interactive models of reading: A meta-analytic neuroimaging review. Neuropsychologia, 67, 148-158.
McNorgan C * & Booth JR (2015). Skill dependent audiovisual integration in the fusiform induces repetition suppression. Brain and Language, 141, 110-123.
Berteletti I * & Booth JR (2015). Perceiving fingers in single-digit arithmetic problems. Frontiers in Psychology, 6, 226.
Berteletti I *, Man G & Booth JR (2015). How number line estimation skills relate to neural activations in single digit subtraction problems. Neuroimage, 107, 198-206.
* indicates first author is (or was) a graduate student, visiting scholar or post doctoral research associate in my lab