Luca Campanelli

Assistant Professor


  • PhD, Speech-Language-Hearing Sciences The Graduate Center, CUNY, New York, NY, 2019
  • MPhil, Speech-Language-Hearing Sciences The Graduate Center, CUNY, New York, NY, 2014

Research Areas

  • Language comprehension in children and adults
  • Cognitive underpinnings of language processing
  • Speech perception and production in bilingual children and adults
  • Computational modeling of brain and cognition


Understanding the nature and the source of processing difficulty and breakdown in language comprehension has been a central goal in psychology and linguistics for its theoretical and practical implications. What makes difficult-to-process sentences difficult? What are the cognitive mechanisms behind language variations and individual differences in typical and atypical comprehenders? How can we apply findings from experimental psycholinguistics research to enhance education and intervention strategies? Dr. Campanelli’s research seeks to understand how the cognitive architecture constrains speech and language processing and its implications for education, training, and intervention.

Selected Publications

  • Grover, V., Shafer, V. L., Campanelli, L., Whalen, D. H., & Levy, E. S. (2021). Perception of American English consonants /v/ and /w/ by Hindi speakers of English. Journal of Second Language Pronunciation.
  • Hale, J. T., Campanelli, L., Li, J., Bhattasali, S., Pallier, C., & Brennan, J. R. (2021). Neuro-computational models of language processing. Annual Review of Linguistics.
  • Stanojevc, M., Bhattasali, S., Dunagan, D., Campanelli, L., Steedman, M., Brennan, J., & Hale, J. (2021). Modeling incremental language comprehension in the brain with Combinatory Categorial Grammar. Proceedings of the Workshop on Cognitive Modeling and Computational Linguistics, 23–38.
  • Levy, E. S., Moya-Galé, G., Chang, Y. M., Campanelli, L., MacLeod, A. A. N., Escorial, S., & Maillart, C. (2020). Effects of speech cues in French-speaking children with dysarthria. International Journal of Language & Communication Disorders, 55(3), 401–416.
  • Baigorri, M., Campanelli, L., & Levy, E. S. (2019). Perception of American–English vowels by early and late Spanish–English bilinguals. Language and Speech, 62(4), 681–700.
  • Yu, Y. H., Tessel, C., Han, H., Campanelli, L., Vidal, N., Gerometta, J., Garrido-Nag, K., Datta, H., & Shafer, V. L. (2019). Neural indices of vowel discrimination in monolingual and bilingual infants and children. Ear and Hearing, 40(6), 1376–1390.
  • Campanelli, L., Van Dyke, J. A., & Marton, K. (2018). The modulatory effect of expectations on memory retrieval during sentence comprehension. In T. T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1434–1439). Cognitive Science Society.
  • Wagner, M., Roychoudhury, A., Campanelli, L., Shafer, V. L., Martin, B., & Steinschneider, M. (2016). Representation of spectro-temporal features of spoken words within the P1-N1-P2 and T-complex of the auditory evoked potentials (AEP). Neuroscience Letters, 614, 119–126.
  • Sekerina, I. A., Campanelli, L., & Van Dyke, J. A. (2016). Using the visual world paradigm to study retrieval interference in spoken language comprehension. Frontiers in Psychology, 7, 873.
  • Goral, M., Campanelli, L., & Spiro III, A. (2015). Language dominance and inhibition abilities in bilingual older adults. Bilingualism: Language and Cognition, 18(1), 79–89.
  • Yoon, J., Campanelli, L., Goral, M., Marton, K., Eichorn, N., & Obler, L. K. (2015). The effect of plausibility on sentence comprehension among older adults and its relation to cognitive functions. Experimental Aging Research, 41(3), 272–302.
  • Galletta, E. E., Campanelli, L., Maul, K. K., & Barrett, A. M. (2014). Assessment of neglect dyslexia with functional reading materials. Topics in Stroke Rehabilitation, 21(1), 75–86.
  • Marton, K., Campanelli, L., Eichorn, N., Scheuer, J., & Yoon, J. (2014). Information processing and proactive interference in children with and without specific language impairment. Journal of Speech Language and Hearing Research, 57(1), 106–119.