Faculty: Arielle Borovsky, Michael Kaschak, Christopher Lonigan (clinical area faculty), Chris Schatschneider, Richard Wagner
How do we acquire and understand language? How do children learn to read? These are some of the questions that are being studied by cognitive area faculty conducting research on language and literacy skills.
Michael Kaschak has programs of research focusing on "embodiment" in language comprehension (i.e., the idea that the understanding of language is grounded in our bodies' systems of perception and action planning) and on learning and adaptation effects that arise in language comprehension and production.
Arielle Borovsky studies the acquisition of language. Her work has a particular focus on asking how children's growing knowledge about the world influences the language learning process.
Chris Schatschneider conducts research on the development of literacy skills, the identification of children with learning disabilities, and issues related to research design, measurement, and quantitative methods such as the application of hierarchical linear models to item response theory.
Richard Wagner studies the development of literacy skills, with an emphasis on understanding the role that phonological processing skills play in typical and atypical cases of the acquisition of reading skill.
Cognitive area faculty are involved in large-scale projects aimed at understanding the development of literacy skills. The Reading for Understanding (RFU) project is a collaboration between cognitive area faculty, faculty from FSU's school of education, and the Florida Center for Reading Research that is exploring ways to both identify children who have difficulty comprehending the texts that they read, and find interventions to ameliorate these difficulties. FSU's Learning Disabilities Research Center (LDRC) project represents a collaboration between FSU faculty and colleagues from Yale University aimed at identifying those students at risk for reading difficulties and finding ways to remediate the reading problems.
Borovsky, A., Ellis, E.M., Evans, J.L., Elman, J.L.(in press). Lexical leverage: Category knowledge boosts real-time novel word recognition in two-year-olds. Developmental Science.
Borovsky, A., Sweeney, K., Elman, J. L. ,& Fernald, A. (2014). Real-time interpretation of novel events across childhood. Journal of Memory and Language, 73, 1-14.
Borovsky, A., Elman, J., Fernald, A. (2012)._ _Knowing a lot for one's age: Vocabulary skill and not age is associated with the timecourse of incremental sentence interpretation in children and adults. Journal of Experimental Child Psychology, 112(4), 417-36.
Coyle, J. M., & Kaschak, M. P. (2012). Female fertility affects men’s linguistic choices. PLoS ONE, 7, e27971. doi: 10.1371/journal.pone.0027971.
Glenberg, A. M., & Kaschak, M. P. (2002). Grounding language in action. Psychonomic Bulletin and Review, 9, 558-565.
Kaschak, M. P., Kutta, T. J., & Coyle, J. M. (2014). Long and short term cumulative structural priming effects. Language, Cognition and Neuroscience, 29, 728-743.
Kaschak, M. P., Kutta, T. J., & Jones, J. L. (2011). Structural priming as implicit learning: Cumulative priming effects and individual differences. Psychonomic Bulletin and Review, 18, 1133-1139.
Kaschak, M. P., Madden, C. J., Therriault, D. J., Yaxley, R. H., Aveyard, M. E., Blanchard, A. A., & Zwaan, R. A. (2005). Perception of motion affects language processing. Cognition, 94, B79-B89.
Kershaw, S., & Schatschneider, C. (2012). A latent variable approach to the simple view of reading. Reading and Writing, 25, 2, 433-464.
Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45, 8-38.
Sell, A. J., & Kaschak, M. P. (2012). The comprehension of sentences involving quantity information affects responses on the up-down axis. Psychonomic Bulletin and Review,19, 708-714.
Spencer, M., Kaschak, M. P., Jones, J. L., & Lonigan, C. J. (2015). Statistical learning is related to early literacy-related skills. Reading and Writing, 28, 467-490.
Taylor, J., Roehrig, A. D., Hensler, B. S., Connor, C. M., & Schatschneider, C. (2010). Teacher quality moderates the genetic effects on early reading. Science, 328, 512-514.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24, 203-220.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
DEPARTMENT OF PSYCHOLOGY 1107 W. CALL STREET TALLAHASSEE, FL 32306-4301