Matthew Dye Headshot

Matthew Dye

Associate Professor

NTID SPACE Center
National Technical Institute for the Deaf

5853716935
Office Location

Matthew Dye

Associate Professor

NTID SPACE Center
National Technical Institute for the Deaf

Education

B.Sc., Manchester Polytechnic (United Kingdom); M.Sc., University of Stirling (United Kingdom); Ph.D. University of South Hampton (United Kingdom)

Bio

Dr. Matt Dye is an Associate Professor in the Department of Liberal Studies at RIT/NTID. He also has an affiliate appointment with the Department of Psychology at RIT and an adjunct appointment with the Department of Neuroscience at URMC. Matt was on the faculty in the Neuroscience Program and the Department of Speech and Hearing Science at the University of Illinois at Urbana-Champaign for 6 years before joining RIT/NTID.

Moving to the United States from the UK, Dr. Dye completed a postdoctoral fellowship in Brain and Cognitive Sciences at The University of Rochester (2002-2009). His Ph.D. in Psychology was awarded in 2001 by the University of Southampton, where he conducted psycholinguistic research on British Sign Language.

Since moving to the U.S., Dr. Dye’s work has focussed on whether being born deaf means that you see better. His lab conducts research on brain reorganization in the face of altered sensory input, asking what happens to the brain areas and neural pathways associated with visual and multi-sensory processing when auditory input is missing. Most of his research looks at selective visual attention in deaf individuals, asking whether their greater reliance upon visual information in their environment means that their perceptual and cognitive systems are better able to select and process visual information. The lab’s working hypothesis is that this is indeed the case, especially when operating in environments where one would typically benefit from the integration of auditory and visual information, such as when monitoring for events in peripheral vision. His research program now also includes temporal aspects of visual attention in deaf children, with an ongoing national longitudinal study funded by the National Science Foundation and a large scale study of sequence processing and neuroplasticity in DHH college students funded by NIH

5853716935

Areas of Expertise

Select Scholarship

Dye, M.W.G. & Terhune-Cotter, B. (2021). Sustained visual attention in deaf children: A deafcentric perspective. In C. Enns, J. Henner, & L. McQuarrie (Eds), Discussing Bilingualism in Deaf Children: Essays in Honor of Robert Hoffmeister (pp. 60-72). Routledge.

Rodger, H., Lao, J., Stoll, C., Pascalis, O., Dye, M., & Caldara, R. (2021). The recognition of facial expressions of emotion in deaf and hearing individuals. Heliyon, 7(5), e07018.

Terhune-Cotter, B., Conway, C.M., & Dye, M.W.G. (2021). Visual sequence repetition learning is not impaired in signing DHH children. Journal of Deaf Studies & Deaf Education, 26(3), 322-335. 

Morgan, G., & Dye, M.W.G. (2020). Executive functions and access to language: The importance of inter-subjectivity. In M. Marschark & H. Knoors (Eds), The Oxford Handbook of Deaf Studies in Learning and Cognition (pp. 268-284). New York, NY: Oxford University Press.

Dye, M.W.G. & Thompson, R. (2020). The perception and production of language in the visual modality: Implications for sign language development. In G. Morgan (Ed.), Understanding Deafness, Language and Cognitive Development: Essays in Honour of Bencie Woll (pp. 133-157). John Benjamins Publishing Co.

Stoll, C., Rodger, H., Lao, J., Richoz, A.-R., Pascalis, O., Dye, M., & Caldara, R. (2019). Quantifying facial expression intensity and signal use in deaf signers. Journal of Deaf Studies and Deaf Education, 24(4), 346-355.

Stoll, C. & Dye, M.W.G. (2019). Sign language experience redistributes attentional resources to the inferior visual field. Cognition, 191, 103957.

Currently Teaching

PSYC-223
3 Credits
This course examines how people perceive, learn, represent, remember and use information. Contemporary theory and research are surveyed in such areas as attention, pattern and object recognition, memory, knowledge representation, language acquisition and use, reasoning, decision making, problem solving, creativity, and intelligence. Applications in artificial intelligence and human/technology interaction may also be considered.

In the News

  • January 11, 2021

    professor wearing labcoat and examining a grow on a petri dish.

    RIT Sponsored Research garners $82 million

    RIT had its best year ever for sponsored research funding. For fiscal year 2020, which ended June 30, RIT received 382 new awards totaling $82 million. The record funding follows almost $58 million in research expenditures in fiscal year 2019, also a record.