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Lorna Halliday
Research fellow, Hearing and language group
01223 767661

Lorna currently holds a Medical Research Council (MRC) Senior Fellowship in Hearing Research at the Cognition and Brain Sciences Unit, University of Cambridge. Prior to this, Lorna was an Associate Professor at University College London (UCL). Lorna studied Experimental Psychology at the University of Bristol, and completed a DPhil at the University of Oxford. She held fellowships at the MRC Institute of Hearing Research and the UCL Institute of Child Health before being awarded a UCL Lectureship in 2008.

Lorna’s research examines the interaction between hearing and language over development. She studies how auditory processes develop during childhood, how these influence the acquisition of oral and written language, and how this relationship is affected by developmental disorders of hearing and language. To that end, Lorna works with typically developing children, children with hearing difficulties (e.g. sensorineural hearing loss, auditory neuropathy spectrum disorder, otitis media with effusion), and children with language difficulties (e.g. dyslexia, developmental language disorder). Lorna employs a range of different methods including psychophysics, psychometrics, and electrophysiology.

To date, Lorna’s research has been funded by the MRC, the Economic and Social Research Council, the Waterloo Foundation, the European Commission, and the Leverhulme Trust.


Cooper, H. E., Kaden, E., Halliday, L. F., Bamiou, D. E., Mankad, K., Peters, C., & Clark, C. A. (2019). White matter microstructural abnormalities in children with severe congenital hypothyroidism. NeuroImage: Clinical, 24, doi: org/10.1016/j.nicl.2019.101980

Halliday, L. F. & Cooper, H. (2017). Hearing Disorders. In Hopkins, B., Geangu, E., & Linkenauger, S. (Eds.), The Cambridge Encyclopedia of Child Development, 2nd Edition. Cambridge: Cambridge University Press.

Halliday, L. F., Tuomainen, O., & Rosen, S. (2017). Auditory processing deficits are sometimes necessary and sometimes sufficient for language difficulties in children: Evidence from mild to moderate sensorineural hearing loss. Cognition, 166, 139-151. doi:10.1016/j.cognition.2017.04.014

Halliday, L. F., Tuomainen, O., & Rosen, S. (2017). Language development and impairment in children with mild to moderate sensorineural hearing loss. Journal of Speech Language and Hearing Research, 60(6), 1551-1567. doi:10.1044/2016_jslhr-l-16-0297

Amitay, S., Moore, D. R., Molloy, K., & Halliday, L. F. (2015). Feedback valence affects auditory perceptual learning independently of feedback probability. Plos One, 10(5). doi:10.1371/journal.pone.0126412

Halliday, L. F. (2014). A tale of two studies on auditory training in children. Dyslexia, 20(2), 101-118. doi:10.1002/dys.1470

Halliday, L. F., Barry, J. G., Hardiman, M. J., & Bishop, D. V. M. (2014). Late, not early mismatch responses to changes in frequency are reduced or deviant in children with dyslexia: an event-related potential study. Journal of Neurodevelopmental Disorders, 6. doi:10.1186/1866-1955-6-21

Halliday, L. F., Taylor, J. L., Millward, K. E., & Moore, D. R. (2012). Lack of generalization of auditory learning in typically developing children. Journal of Speech Language and Hearing Research, 55(1), 168-181. doi:10.1044/1092-4388(2011/09-0213)

Halliday, L. F., Moore, D. R., Taylor, J. L., & Amitay, S. (2011). Dimension-specific attention directs learning and listening on auditory training tasks. Attention, Perception & Psychophysics, 73(5), 1329-1335. doi:10.3758/s13414-011-0148-0

Amitay, S., Halliday, L.F., Taylor, J., Sohoglu, E., & Moore, D. R. (2010). Motivation and intelligence drive auditory perceptual learning. Plos One, 5(3). doi:10.1371/journal.pone.0009816

Halliday, L. F. & Moore, D. R. (2010). Auditory basis of language and learning disorders. In Moore, D. R., Plack, C., & Palmer, A. (Eds.), Handbook of Auditory Science. Vol 3: Perception. Oxford: Oxford University Press.

Moore, D. R., Halliday, L. F., & Amitay, S. (2009). Use of auditory learning to manage listening problems in children. Philosophical Transactions of the Royal Society B - Biological Sciences, 364(1515), 409-420. doi:10.1098/rstb.2008.0187

Halliday, L. F., Taylor, J. L., Edmondson-Jones, A. M., & Moore, D. R. (2008). Frequency discrimination learning in children. Journal of the Acoustic Society of America, 123(6), 4393-4402.

Moore, D. R., Ferguson, M. A., Halliday, L. F., & Riley, A. (2008). Frequency discrimination in children: Perception, learning and attention. Hearing Research, 238(1-2), 147-154. doi:10.1016/j.heares.2007.11.013

Halliday, L. F., & Bishop, D. V. M. (2006). Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading, 29(2), 213-228. doi:10.1111/j.1467-9817.2006.00286.x

Halliday, L. F., & Bishop, D. V. M. (2006). Is poor frequency modulation detection linked to literacy problems? A comparison of specific reading disability and mild to moderate sensorineural hearing loss. Brain and Language, 97(2), 200-213. doi:10.1016/j.bandl.2005.10.007

Halliday, L. F., & Bishop, D. V. M. (2005). Frequency discrimination and literacy skills in children with mild to moderate sensorineural hearing loss. Journal of Speech Language and Hearing Research, 48(5), 1187-1203. doi:10.1044/1092-4388(2005/083)

CBSU publications
Calcus, A., Tuomainen, O., Campos, A., Rosen, S. & HALLIDAY, L. F. (2019) Functional brain alterations following mild-to-moderate sensorineural hearing loss in children, Elife, 01 Oct 2019, 8 [Open Access]

HALLIDAY, L. , Tuomainen, O., Rosen, S., Calcus, A. (2019) Impaired frequency selectivity and sensitivity to temporal fine structure but not envelope cues in children with mild-to-moderate sensorineural hearing loss, The Journal of the Acoustical Society of America 146, 4299 [Open Access]