Roman Kessler

The paper examines how brain responses to spoken and written words become more similar with reading experience in primary school children.

This study shows that EEG responses to two-tone images align with photo counterparts after disambiguation, indicating learned conceptual processing over physical features.

This study uses electrophysiological decoding to show that preverbal infants can categorize faces rapidly, but not individuate them, as evidenced by neural activity around 200 milliseconds after stimulus onset.

This paper presents a pilot fMRI study in children and adults to develop a paradigm for assessing face processing lateralization and estimate sample sizes for future studies.