Marc F Joanisse

Datos Biográficos

ID3531807
NOMBREMarc F Joanisse
NOMBRESMarc F
APELLIDOJoanisse
FIRMAJOANISSE M F
AFILIACIONESWestern University
ORCID0000-0002-6352-291X
VERIFICADOSí
TOTAL DE OBRAS12
TOTAL DE CITAS2
TOTAL COMO AUTOR12
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN1998
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H1

  • Mcclelland, James L.

    Open AccessMarc F JoanisseCHAPTEREncyclopedia of Applied Linguistics2026

    James L. McClelland (born on December 1, 1948 in Cambridge, Massachussetts, USA) is best known as a principal developer of the parallel distributed processing (PDP) framework of cognitive science.

  • First-language and second-language eye movement reading behavior in monolingual and bilingual children and adults

    Open AccessErika Guedea, Erika L Guedea et al.ARTICLEBilingualism Language and Cognition2026

    Word age of acquisition (AoA) influences many aspects of language processing, including reading. However, reading studies of word AoA effects have almost exclusively focused on monolingual young adults, leaving their influence in other age and language groups little understood. Here, we investigated how age (childhood, young adulthood) and language background (monolingual, bilingual) influence word AoA effects during first-language (L1) and secon…

  • The effect of different bilingual experiences on attentional control ability

    Open AccessCuicui Wang, Krystal Flemming et al.ARTICLEInternational Journal of…2026

    Aims and objectives: Attentional control is an important cognitive ability, and it includes the abilities of attention and inhibitory control. It remains unclear whether a bilingual advantage in attentional control exists and whether different bilingual experiences exert distinct effects on this ability. This study aimed to address these questions. Research Questions: (1) Does bilingual experience enhance attentional control? (2) Do different bil…

  • A Comparison of Different Methods for Measuring Individual Change in Kindergarten Children

    Open AccessTheresa Pham, Janis Oram Cardy et al.ARTICLEEducation Sciences2025

    Measuring progress in students is an important consideration when making decisions in education, clinical practice, and research. However, change due to learning over time at the group level cannot be applied to interpret individual change. Therefore, the current study compared four methods for measuring individual change: reliable change index controlling for practice effects (RCI), standardized individual difference (SID), estimated standardize…

  • Early cognitive predictors of language, literacy, and mathematics outcomes in the primary grades

    Open AccessTheresa Pham, Marc F Joanisse et al.ARTICLEEarly Childhood Research Quarterly2024Referencias: 2

    Recently, cross-domain research has shown that some early predictors of language, reading, and mathematics overlap and predict one another. This study investigated how early cognitive predictors across domains could predict future academic skills across domains using data from 563 students in kindergarten to second grade (ages 5 to 8; 288 males; largely monolingual English). The roles of verbal, symbolic, and magnitude comparison skills as predic…

  • White matter correlates of reading subskills in children with and without reading disability

    Open AccessAlexandra M Cross, Jessica Lammert et al.ARTICLEBrain and Language2023

  • A sculpting effect of reading on later representational quality of phonology revealed by multi-voxel pattern analysis in young children

    Open AccessJin Wang, Frank Tong et al.ARTICLEBrain and Language2023

  • Learning unfamiliar words and perceiving non-native vowels in a second language

    Open AccessFélix Desmeules-Trudel, Félix Desmeules‐Trudel et al.ARTICLEActa Psychologica2022

    One of the challenges in second-language learning is learning unfamiliar word forms, especially when this involves novel phoneme contrasts. The present study examines how real-time processing of newly-learned words and phonemes in a second language is impacted by the structure of learning (discrimination training) and whether asking participants to complete the same task after a 16-21 h delay favours subsequent word recognition. Specifically, usi…

  • Language Dominance Modulates the Perception of Spanish Approximants in Late Bilinguals

    Open AccessMartha Black, Marc F Joanisse et al.ARTICLELanguages2020Citada por: 2Referencias: 26

    The ability to discriminate phonetically similar first language (L1) and second language (L2) sounds has significant consequences for achieving target-like proficiency in second-language learners. This study examines the L2 perception of Spanish approximants [β, δ, ɣ] in comparison with their voiced stop counterparts [b, d, g] by adult English-Spanish bilinguals. Of interest is how perceptual effects are modulated by factors related to language d…

  • Age-Related Differences in Viewer-Rotation Tasks

    Marc F Joanisse, M Joanisse et al.ARTICLEThe Journals of Gerontology…2008Referencias: 6

    Using a viewer-centered frame of reference (VCFR) paradigm, we examined whether the necessity to mentally manipulate the frame of reference can explain why older adults were found to be impaired on a variety of spatial memory tasks. Twenty-four younger participants (18-35 years of age) and 24 older participants (65-78 years of age) performed a pointing task under four conditions in which a physical or imagined rotation was induced. In three condi…

  • Development of dyslexic subgroups

    Open AccessFranklin R Manis, Mark S Seidenberg et al.ARTICLEAnnals of Dyslexia1999

  • Functional Bases of Phonological Universals

    Open AccessMarc F Joanisse, Mark S SeidenbergARTICLEProceedings of the Annual Meeting…1998

    Proceedings of the Twenty-Fourth Annual Meeting of the Berkeley Linguistics Society: General Session and Parasession on Phonetics and Phonological Universals (1998)