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During speech-communication one must be able to perceive as well as interpret the meaning of the auditory speech-signal. Speech-understanding may be complicated by factors such as background noise or hearing loss. Under those circumstances are not all parts of the auditory speech-signal perceived, but we may as well be able to understand.

In my research I study how our brains make use of prior knowledge and cognitive abilities to predict what will be involved in the auditory speech-signal. Highly predictive brains have higher ability to 鈥漟ill in the gaps鈥� in a degraded speech-signal. I study how people with different cognitive abilities try to understand speech in different kinds and levels of noise. I am especially interested in experimental designs where those cognitive abilities are actively manipulated, for example by manipulating the expectations on what the speech signal will contain. I use fMRI and MEG to examine the neurocognitive processing under such circumstances.

Clinical registers

I also do research using different clinical registers. Often this research takes an interdisciplinary approach where people from very different backgrounds meet and contribute. I really enjoy being part of such a team where I can use my experiences from the technical, medical as well as behavioural parts of the academy when communicating over different disciplins. (I was once called 鈥檃n academic amobea鈥� to describe that I cope with research in many different fields of research.)

Teaching

I teach mainly in scientific methods and experimental designs, primarily using basic and advanced statistical methods. I enjoy teaching at a variety of programs where students have very different backgrounds and interest in scientific methods.