Ph.D., University of Zurich
Associate Professor
Rm 325, Sino Building
3943 1035
2603 5019

Brief Introduction

  • Neural mechanisms underlying reading and dyslexia
  • Neural mechanisms underlying language processing and second language learning
  • Predictive coding models of neural mechanisms in cognition
  • Reading training in normal and dyslexic readers and associated changes at the neural level
  • Prediction of reading skills and training effects based on neural measures (using traditional regression and machine learning approaches)
  • Topographic EEG analysis methods and their combination with other techniques (such as eye tracking or fMRI)

Teaching Areas

  • PSYC2350 Memory and Cognition
  • PSYC5140 Cognitive Psychology
  • PSYC5210 Independent Study in Cognitive Science

Research Interests

Reading acquisition, dyslexia, foreign language learning, cross-linguistic research, cognitive neuroscience, EEG methodology, combining EEG-fMRI data, combining EEG-eye tracking data



Wang, F., Maurer, U. (in press). Top-down modulation of early print-tuned neural activity in reading. Neuropsychologia.

Eberhard-Moscicka, A. K., Jost, L. B., Raith, M., Maurer, U. (2015). Neurocognitive mechanisms of learning to read: print tuning in beginning readers related to word-reading fluency and semantics but not phonology. Developmental Science, 18, 106-18.

Maurer, U., Schulz, E., Brem, van der Mark, S., Bucher, K., S., Martin, E., & Brandeis, D. (2011). The development of print tuning in children with dyslexia: evidence from longitudinal ERP data supported by fMRI. Neuroimage, 57, 714-722.

Maurer, U., Bucher, K., Brem, S., Benz R., Kranz, F., Schulz, E., van der Mark, S., Steinhausen, H.-C., Brandeis, D. (2009). Neurophysiology in preschool improves behavioral prediction of reading ability throughout primary school. Biological Psychiatry, 66, 341-348.

Maurer, U., Brem, S., Bucher, K., Kranz, F., Benz, R., Halder, P., Steinhausen, H.-C., & Brandeis, D. (2007). Impaired tuning of a fast occipito-temporal response to print in dyslexic children learning to read. Brain, 130, 3200-3210.

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