​​Selected Publications

Conway, C.M. (2020). How does the brain learn environmental structure? Ten core principles for understanding the neurocognitive mechanisms of statistical learning. Neuroscience and Biobehavioral Reviews, 112, 279-299. 10.1016/j.neubiorev.2020.01.032

Conway, C.M., Eghbalzad, L., Deocampo, J.A., Smith, G.N.L., Na, S., &. King, T. (2020). Distinct neural networks active for detecting violations of adjacent versus nonadjacent sequential dependencies: An fMRI study. Neurobiology of Learning and Memory, 169. 10.1016/j.nlm.2020.107175

Conway, C.M., Kronenberger, W.G., & Pisoni, D.B. (2020). Letter to the editor: Do pediatric cochlear implant recipients display domain-general sequencing difficulties? A comment on Davidson et al. (2019). Ear and Hearing, 41(4), 1051-1054. doi: 10.1097/AUD.0000000000000841

Ailion, A.S., King, T.Z., Roberts, S.R., Tang, B., Turner, J., Conway, C.M., & Crosson, B. (2020). Double dissociation of auditory attention span and visual attention in long term survivors of childhood cerebellar tumor: A deterministic tractography study of the cerebellar-frontal and the superior longitudinal fasciculus pathways. Journal of the International Neuropsychological Society. DOI:

Deocampo, J.A., King, T.Z., & Conway, C.M. (2019). Concurrent learning of adjacent and non-adjacent dependencies in visuo-spatial and visuo-verbal sequences​. Frontiers in Psychology, 10, 1107. doi: 10.3389/fpsyg.2019.01107

Conway, C.M., Arciuli, J., Lum, J.A.G., & Ullman, M.T. (2019). Seeing problems that may not exist: A reply to West et al.'s (2018) questioning of the procedural deficit hypothesis​. Developmental Science, e12814. doi: 10.1111/desc.12814

Gremp, M.A., Deocampo, J.A., Walk, A.M., & Conway, C.M. (2019). Visual sequential processing and language ability in children who are deaf or hard of hearing​. Journal of Child Language, 1-15, doi:10.1017/S0305000918000569

Poletiek, F.H., Conway, C.M., Ellefson, M.R., Lai, J., Bocanegra, B.R., & Christiansen, M.H. (2018). Under what conditions can recursion be learned? Effects of starting small in artificial grammar learning of center embedded structure​. Cognitive Science, 42(8), 2855-2889. doi: 10.1111/cogs.12685

Arciuli, J. & Conway, C.M. (2018). The promise – and challenge – of statistical learning for elucidating atypical language development​. Current Directions in Psychological Science, 1-9. doi: 10.1177/09637214187799779

Singh, S., Walk, A.M., & Conway, C.M. (2018). Atypical predictive processing during visual statistical learning in children with developmental dyslexia: An event related potential study.Annals of Dyslexia, 68(2), 165-179. doi: 10.1007/s11881-018-0161-2

Deocampo, J.A., Smith, G.N.L., Kronenberger, W.G, Pisoni, D.B., & Conway, C.M. (2018). The role of statistical learning in understanding and treating spoken language outcomes in deaf children with cochlear implants.Language, Speech, and Hearing Services in Schools, 49, 723-739. doi:10.1044/2018_LSHSS-STLT1-17-0138

Li, X., Zhao, X., Gao, X., Shi, W., Yang, L., & Conway, C.M. (2018). Lack of cross-modal effects in dual-modality implicit statistical learning.Frontiers in Psychology, 9:146. doi: 10.3389/fpsyg.2018.00146

Heimbauer, L.A., Conway, C.M., Christiansen, M.H., Beran, M.J., & Owren, M.J. (2018). Visual artificial grammar learning by Rhesus Macaques (Macaca mulatta): Exploring the role of grammar complexity and sequence length.Animal Cognition, 21(2), 267-284. doi: 10.1007/s10071-018-1164-4

Daltrozzo, J., Emerson, S.N., Deocampo, J.A., Singh, S., Freggens, M., Branum-Martin, L. & Conway, C.M. (2017). Visual statistical learning is related to natural language processing ability in adults: An ERP study. Brain and Language, 166, 40-51. doi: 10.1016/j.bandl.2016.12.005

Singh, S., Daltrozzo, J., & Conway, C.M. (2017). Effect of pattern awareness on the behavioral and neurophysiological correlates of visual statistical learning.Neuroscience of Consciousness, 3(1): nix020. doi: 10.1093/nc/nix020.

Pisoni, D.B., Kronenberger, W.G., Chandramouli, S.H., & Conway, C.M. (2016). Learning and memory processes following cochlear implantation: The missing piece of the puzzle.Frontiers in Psychology, 7:493. doi: 10.3389/fpsyg.2016.00493.

Walk, A.M. & Conway, C.M. (2016). Cross-domain statistical-sequential dependencies are difficult to learn.Frontiers in Psychology, 7:250.  doi: 10.3389/fpsyg.2016.00250.

Smith, G.N.L., Conway, C.M., Bauernschmidt, A., & Pisoni, D.B. (2015). Can we improve structured sequence processing? Exploring the direct and indirect effects of computerized training using a mediational model.PLoS ONE, 10(5): e0127148. doi: 10.1371/journal.pone.0127148.

Jost, E., Conway, C.M., Purdy, J.D., Walk, A.M., & Hendricks, M.A. (2015). Exploring the neurodevelopment of visual statistical learning using event-related brain potentials.Brain Research, 1597, 95-107. doi: 10.1016/j.brainres.2014.10.017.

Conway, C.M., Deocampo, J., Walk, A.M., Anaya, E.M., & Pisoni, D.B. (2014). Deaf children with cochlear implants do not appear to use sentence context to help recognize spoken words. Journal of Speech, Language, and Hearing Research, 57(6), 2174-2190. doi: 10.1044/2014_JSLHR-L-13-0236

Daltrozzo, J. & Conway, C.M. (2014). Neurocognitive mechanisms of statistical-sequential learning: What do event-related potentials tell us? Frontiers in Human Neuroscience, 8, 437. doi: 10.3389/fnhum.2014.00437.

Hendricks, M.A., Conway, C.M., & Kellogg, R.T. (2013). Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39(5), 1491-1500. doi: 10.1037/a0032974

Christiansen, M.H., Conway, C.M., & Onnis, L. (2012). Similar neural correlates for language and sequential learning: Evidence from event-related brain potentials. Language and Cognitive Processes, 27, 231-256. doi: 10.1080/01690965.2011.606666

Heimbauer, L.A., Conway, C.M., Christiansen, M.H., Beran, M.J., & Owren, M.J. (2012). A serial reaction time (SRT) task with symmetrical joystick responding for nonhuman primates. Behavior Research Methods, 44, 733-741. doi: 10.3758/s13428-011-0177-6

Shafto, C.L., Conway, C.M., Field, S.L., & Houston, D.M. (2012). Visual sequence learning in infancy: Domain-general and domain-specific associations with language. Infancy, 17, 247-271. doi: 10.1111/j.1532-7078.2011.00085.x

Emberson, L.L., Conway, C.M., & Christiansen, M.H. (2011). Timing is everything: Changes in presentation rate have opposite effects on auditory and visual implicit statistical learning. Quarterly Journal of Experimental Psychology, 64, 1021-1040. doi: 10.1080/17470218.2010.538972

Conway, C.M., Karpicke, J., Anaya, E.M., Henning, S.C., Kronenberger, W.G., & Pisoni, D.B. (2011a). Nonverbal cognition in deaf children following cochlear implantation: Motor sequencing disturbances mediate language delays. Developmental Neuropsychology, 36, 237-254. doi: 0.1080/87565641.2010.549869

Conway, C.M., Pisoni, D.B., Anaya, E.M., Karpicke, J., & Henning, S.C. (2011b). Implicit sequence learning in deaf children with cochlear implants. Developmental Science, 14, 69-82. doi: 10.1111/j.1467-7687.2010.00960.x

Conway, C.M., Bauernschmidt, A., Huang, S.S., & Pisoni, D.B. (2010). Implicit statistical learning in language processing: Word predictability is the key. Cognition, 114, 356-371. doi: 10.1016/j.cognition.2009.10.009

Conway, C.M., Pisoni, D.B., & Kronenberger, W.G. (2009). The importance of sound for cognitive sequencing abilities: The auditory scaffolding hypothesis. Current Directions in Psychological Science, 18, 275-279. doi: 10.1111/j.1467-8721.2009.01651.x

Conway, C.M. & Christiansen, M.H. (2009). Seeing and hearing in space and time: Effects of modality and presentation rate on implicit statistical learning. European Journal of Cognitive Psychology, 21, 561-580. doi: 10.1080/09541440802097951

Conway, C.M. & Pisoni, D.B. (2008). Neurocognitive basis of implicit learning of sequential structure and its relation to language processing. Annals of the New York Academy of Sciences, 1145, 113-131. doi: 10.1196/annals.1416.009

Conway, C.M., Karpicke, J., & Pisoni, D.B. (2007). Contribution of implicit sequence learning to spoken language processing: Some preliminary findings with hearing adults. Journal of Deaf Studies and Deaf Education, 12, 317-334. doi: 10.1093/deafed/enm019

Conway, C.M. & Chr​istiansen, M.H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912. doi: 10.1111/j.1467-9280.2006.01801.x

Conway, C.M., & Christiansen, M.H. (2005).  Modality-constrained statistical learning of tactile, visual, and auditory sequences. Journal of Experimental Psychology: Learning, Memory, & Cognition, 31, 24-39. doi: 10.1037/0278-7393.31.1.24

Conway, C.M., & Christiansen, M.H. (2001). Sequential learning in non-human primates. Trends in Cognitive Sciences, 5, 529-546. doi: 10.1016/S1364-6613(00)01800-3