BS, Communication Sciences and Disorders, Marywood College, Scranton, PA, 1995
MS, Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, 1997
PhD, Institute for Neuroscience, Northwestern University, Evanston, IL, 2005
Postdoctoral fellowship, Binaural Hearing and Language Acquisition, University of Wisconsin-Madison, Madison, WI, 2005-2008
Childhood hearing loss; Spoken language processing and learning; Audiovisual speech perception; Visual attention during face-to-face communication; Language and cognitive abilities in children with typical and atypical development
Tina Grieco-Calub, PhD is a certified audiologist who spent her early career providing clinical services to patients across the lifespan who are deaf or hard of hearing. She has integrated her clinical experience with her diverse research training in neuroscience, auditory development, and language acquisition to develop her current research program, which explores the relations among individuals’ ability to hear and perceive speech, ability to process and learn from spoken language in real time, and their cognitive abilities. Her current research projects aim to identify the factors that place children at risk for delays in spoken language, communication, and cognitive development when their hearing experience and/or access to speech is altered.
We rely on our ability to hear speech in order to develop our native spoken language, to learn verbal content, and to sustain communication during social interactions. Hearing, however, is more than the passive encoding of speech by the auditory system in these moments. Rather, hearing involves the processing of speech input rapidly, in real time, so that the speech content can be used in a meaningful way. Thus, reduced audibility of speech, either in the moment (e.g., listening to teacher in a noisy classroom) or chronically (e.g., due to hearing loss), has the potential to disrupt speech processing and downstream language and cognitive functions. Grieco-Calub’s NIH-funded research projects test these relations directly. Using behavioral techniques, the projects test the extent to which real-time language processing, language comprehension, word learning, and literacy skills are influenced by reduced audibility of speech either from childhood hearing loss or background noise.
For an updated list of publications, please see: https://www.ncbi.nlm.nih.gov/myncbi/tina%20m..grieco-calub.1/bibliography/public/
Selected publications:
Simeon, K.M. & Grieco-Calub, T.M. (in press). The impact of hearing experience on children’s use of phonological and semantic information during lexical access. Journal of Speech, Language, and Hearing Research
Ingvalson, E., Grieco-Calub, T.M., Perry, L., & Vandam, M. (2020). Rethinking emergent literacy in children with hearing loss. Frontiers in Psychology, 11, 1-12. https://doi.org/10.3389/fpsyg.2020.00039
Avivi-Reich, M., Roberts, M.Y., & Grieco-Calub, T.M. (2020). Quantifying the effects of background speech babble on preschool children’s novel word learning in a multi-session paradigm: a preliminary study. Journal of Speech, Language, and Hearing Research, 63(1), 345-356. https://doi.org/10.1044/2019_JSLHR-H-19-0083
Grieco-Calub, T.M., Collins, M.-S., Snyder, H.E., & Ward, K.M. (2019). Background speech disrupts working memory span in 5-year-old children. Ear and Hearing 40(3):437-446. https://doi.org/10.1097/AUD.0000000000000636
Simeon, K.S., Bicknell, K., & Grieco-Calub, T.M. (2018). Belief shift or only facilitation: how semantic expectancy affects processing of speech degraded by background noise. Frontiers in Psychology, 9, 116. https://doi.org/10.3389/fpsyg.2018.00116
Feng, G., Ingvalson, E.M., Grieco-Calub, T.M., Roberts, M.Y., Ryan., M.E., Birmingham, P., Burrowes, D., Young, N., & Wong, P.C.M. (2018). Neural preservation underlies speech improvement from auditory deprivation in young cochlear implant recipients. Proceedings of the National Academy of Sciences of the United States of America, 115(5), E1022-E1032, https://doi.org/10.1073/pnas.1717603115
Grieco-Calub, T.M., Simeon, K.M., Snyder, H.E., Lew-Williams, C. (2017b). Word segmentation from noise-band vocoded speech. Language, Cognition, and Neuroscience, 32(10), 1344-1356. https://doi.org/10.1080/23273798.2017.1354129
Grieco-Calub, T.M., Ward, K.M., & Brehm, L. (2017a). Multitasking During Degraded Speech Recognition in School-Age Children. Trends in Hearing, 21, 1-14. https://doi.org/10.1177/2331216516686786
Ward, K.M., Shen, J., Souza, P.E., & Grieco-Calub, T.M. (2017). Age-related differences in listening effort during degraded speech recognition. Ear and Hearing, 38(1), 74-84. https://doi.org/10.1097/AUD.0000000000000355
Grieco-Calub, T.M. and Litovsky, R.Y. (2012). Spatial acuity in two-to-three-year-old children with normal acoustic hearing, unilateral cochlear implants and bilateral cochlear implant. Ear and Hearing, 33(5), 561-72. https://doi.org/10.1097/AUD.0b013e31824c7801
Grieco-Calub, T.M. and Litovsky, R.Y. (2010). Sound localization skills in children who use bilateral cochlear implants and in children with normal acoustic hearing. Ear and Hearing, 31(5), 645-656. https://doi.org/10.1097/AUD.0b013e3181e50a1d
Grieco-Calub, T.M., Saffran, J.R. and Litovsky, R.Y. (2009). Spoken word recognition abilities in toddlers who use cochlear implants. Journal of Speech, Language, and Hearing Research, 52(6), 1390-400. https://doi.org/10.1044/1092-4388(2009/08-0154)