Asaridou, Salomi S.

Salomi S. Asaridou

Stipendiary Lecturer in Experimental Psychology

Academic background

Salomi is a departmental lecturer at the University of Oxford, where she teaches Experimental Design and Methods and the Cognitive Neuroscience of Music. Previously, she worked as a lecturer at University College London, and as postdoctoral researcher in the Department of Neurology at the University of California, Irvine in the US, and at the Department of Experimental Psychology at the University of Oxford. She completed her PhD at the Max Planck Institute for Psycholinguistics and the Donders Institute for Brain, Cognition and Behaviour in Nijmegen, the Netherlands.


Undergraduate: Experimental Design and Methods; Cognitive Neuroscience of Music

Research interests

Salomi is interested in individual variation in language learning abilities and how it relates to variation in brain structure and function. Thus far, her research has explored this variation in monolingual and bilingual young adults, in typically developing children and children with perinatal brain lesions, as well as in children with Developmental Language Disorder. She is a member of Kate Watkins’ Speech and Brain lab.

Recent Publications

Demir-Lira, Ö., Asaridou, S. S., Nolte, C., Small, S. L., & Goldin-Meadow, S. (2021). Parent Language Input Prior to School Forecasts Change in Children’s Language-Related Cortical Structures During Mid-Adolescence. Frontiers in human neuroscience, 362.

Krishnan, S., Asaridou, S. S., Cler, G. J., Smith, H. J., Willis, H. E., Healy, M. P., … & Watkins, K. E. (2020). Functional organisation for verb generation in children with developmental language disorder. NeuroImage, 117599.

Tang, D. L., Möttönen, R., Asaridou, S. S., & Watkins, K. E. (2020). Asymmetry of auditory-motor speech processing is determined by language experience. Journal of Neuroscience, 41(5), 1059-1067.

Asaridou, S. S., Demir-Lira, Ö. E., Goldin-Meadow, S., Levine, S. C., & Small, S. L. (2020). Language development and brain reorganization in a child born without the left hemisphere. Cortex127, 290–312.

Demir-Lira, O. E., Asaridou, S. S., Goldin-Meadow, S., & Small, S. L. (2018). Neural basis of gesture-speech integration in children varies with individual differences in gesture processing. Developmental Science, 21(5), e12648.

Asaridou, S. S., Demir-Lira, O. E., Goldin-Meadow, S., & Small, S. L (2017). The pace of vocabulary growth during preschool predicts cortical structure at school age. Neuropsychologia, 98, 13-23.

Tune, S., & Asaridou, S. S. (2016). Stimulating the Semantic Network: What Can TMS Tell Us about the Roles of the Posterior Middle Temporal Gyrus and Angular Gyrus? The Journal of Neuroscience, 36(16), 4405-4407.

Asaridou, S. S., Takashima, A., Dediu, D., Hagoort, P., & McQueen, J. M. (2016). Repetition Suppression in the Left Inferior Frontal Gyrus Predicts Tone Learning Performance. Cerebral Cortex, 26(6), 2728-2742.

Asaridou, S. S., Hagoort, P., & McQueen, J. M. (2015). Effects of Early Bilingual Experience with a Tone and a Non-Tone Language on Speech-Music Integration. PloS ONE, 10(12), e0144225.

Asaridou, S. S., & McQueen, J. M. (2013). Speech and music shape the listening brain: Evidence for shared domain-general mechanisms. Frontiers in Psychology, 4, 321.​