Jennifer Lutzy Mcdonald
Biographic Data
| ID | 142553 |
|---|---|
| NAME | Jennifer Lutzy Mcdonald |
| GIVEN NAMES | Jennifer Lutzy |
| FAMILY NAME | Mcdonald |
| SIGNATURE | MCDONALD J L |
| AFFILIATIONS | Louisiana State University |
| ORCID | 0000-0002-1023-9715 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Predictors of sentence recall performance in children with and without DLD
Using archival data from 106 children with and without DLD who spoke two dialects of English, we examined the independent contributions of vocabulary, morphological ability, phonological short term memory (pSTM), and verbal working memory (WM) to exact sentence recall, ungrammatical repetition, and incorrect tense production. For exact repetitions on simpler sentences, performance of the DLD group was predicted by morphological ability, pSTM and …
The effect of anticipated telework conditions and family-supportive supervisor behaviors on work-family outcomes
Second Language Vocabulary Acquisition
Characteristics of vocabulary lists as well as study and test translation direction may affect the ease of learning second language (L2) vocabulary. We examined immediate and delayed test performance of first language (L1) English speakers learning a fixed set of L2 vocabulary placed on lists formed by crossing semantic relatedness (unrelated vs. related) with L2 orthographic form similarity (not similar vs. similar). During the study phase, half…
Determining the Effectiveness of Visual Input Enhancement Across Multiple Linguistic Cues
Visual input enhancement (VIE) increases the salience of grammatical forms, potentially facilitating acquisition through attention mechanisms. Native English speakers were exposed to an artificial language containing four linguistic cues (verb agreement, case marking, animacy, word order), with morphological cues either unmarked, marked in the same color, or marked in different colors. Cue validity (how often a cue was present and correct) and do…
Grammaticality judgments in children
This paper examines the role of age, working memory span and phonological ability in the mastery of ten different grammatical constructions. Six- through eleven-year-old children ( n =68) and adults ( n =19) performed a grammaticality judgment task as well as tests of working memory capacity and receptive phonological ability. Children showed early mastery of some grammatical structures (e.g. word order, article omissions) while even the oldest c…
Beyond the critical period
Challenges to Children's Independent Citizenship
This article explores how recent federal legislation has increased the extent to which US children's citizenship is dependent upon their parents' citizenship, by contrasting children who are adopted internationally by US citizens and second-generation US children. Two interconnected phenomena are examined: (1) the broader material and theoretical relationships between children's membership in families and the state; and (2) the social, political …
Single and Correlated Cues in an Artificial Language Learning Paradigm
The acquisition of the formal structure of an artificial language was examined using variants of the language that featured no cues, single extralinguistic or linguistic cues, and correlated pairs of these cues to word class. While performance on a grammatical judgment test was generally better for single cues than no cues and equal for all types of single cues, performance for correlated pairs of cues only exceeded that of corresponding single c…
Word and World Order
Processing Strategies in L2 Learners of French
This study compared the comprehension processing strategies of 15 monolingual English native speakers and 8 bilingual French native speakers to 112 second language (L2) learners of French, using stimuli containing word order and clitic pronoun (type and agreement) cues in French. Results indicated differential dependence on cue use by the two native speaker groups, with English native speakers depending more on word order for interpretation and F…
Second Language Vocabulary Acquisition
Characteristics of vocabulary lists as well as study and test translation direction may affect the ease of learning second language (L2) vocabulary. We examined immediate and delayed test performance of first language (L1) English speakers learning a fixed set of L2 vocabulary placed on lists formed by crossing semantic relatedness (unrelated vs. related) with L2 orthographic form similarity (not similar vs. similar). During the study phase, half…
Challenges to Children's Independent Citizenship
This article explores how recent federal legislation has increased the extent to which US children's citizenship is dependent upon their parents' citizenship, by contrasting children who are adopted internationally by US citizens and second-generation US children. Two interconnected phenomena are examined: (1) the broader material and theoretical relationships between children's membership in families and the state; and (2) the social, political …
Processing Strategies in L2 Learners of French
This study compared the comprehension processing strategies of 15 monolingual English native speakers and 8 bilingual French native speakers to 112 second language (L2) learners of French, using stimuli containing word order and clitic pronoun (type and agreement) cues in French. Results indicated differential dependence on cue use by the two native speaker groups, with English native speakers depending more on word order for interpretation and F…
Determining the Effectiveness of Visual Input Enhancement Across Multiple Linguistic Cues
Visual input enhancement (VIE) increases the salience of grammatical forms, potentially facilitating acquisition through attention mechanisms. Native English speakers were exposed to an artificial language containing four linguistic cues (verb agreement, case marking, animacy, word order), with morphological cues either unmarked, marked in the same color, or marked in different colors. Cue validity (how often a cue was present and correct) and do…
Word and World Order
Processing Strategies in L2 Learners of French
This study compared the comprehension processing strategies of 15 monolingual English native speakers and 8 bilingual French native speakers to 112 second language (L2) learners of French, using stimuli containing word order and clitic pronoun (type and agreement) cues in French. Results indicated differential dependence on cue use by the two native speaker groups, with English native speakers depending more on word order for interpretation and F…
Single and Correlated Cues in an Artificial Language Learning Paradigm
The acquisition of the formal structure of an artificial language was examined using variants of the language that featured no cues, single extralinguistic or linguistic cues, and correlated pairs of these cues to word class. While performance on a grammatical judgment test was generally better for single cues than no cues and equal for all types of single cues, performance for correlated pairs of cues only exceeded that of corresponding single c…
Beyond the critical period
Challenges to Children's Independent Citizenship
This article explores how recent federal legislation has increased the extent to which US children's citizenship is dependent upon their parents' citizenship, by contrasting children who are adopted internationally by US citizens and second-generation US children. Two interconnected phenomena are examined: (1) the broader material and theoretical relationships between children's membership in families and the state; and (2) the social, political …
Grammaticality judgments in children
This paper examines the role of age, working memory span and phonological ability in the mastery of ten different grammatical constructions. Six- through eleven-year-old children ( n =68) and adults ( n =19) performed a grammaticality judgment task as well as tests of working memory capacity and receptive phonological ability. Children showed early mastery of some grammatical structures (e.g. word order, article omissions) while even the oldest c…
Determining the Effectiveness of Visual Input Enhancement Across Multiple Linguistic Cues
Visual input enhancement (VIE) increases the salience of grammatical forms, potentially facilitating acquisition through attention mechanisms. Native English speakers were exposed to an artificial language containing four linguistic cues (verb agreement, case marking, animacy, word order), with morphological cues either unmarked, marked in the same color, or marked in different colors. Cue validity (how often a cue was present and correct) and do…
Second Language Vocabulary Acquisition
Characteristics of vocabulary lists as well as study and test translation direction may affect the ease of learning second language (L2) vocabulary. We examined immediate and delayed test performance of first language (L1) English speakers learning a fixed set of L2 vocabulary placed on lists formed by crossing semantic relatedness (unrelated vs. related) with L2 orthographic form similarity (not similar vs. similar). During the study phase, half…
The effect of anticipated telework conditions and family-supportive supervisor behaviors on work-family outcomes
Predictors of sentence recall performance in children with and without DLD
Using archival data from 106 children with and without DLD who spoke two dialects of English, we examined the independent contributions of vocabulary, morphological ability, phonological short term memory (pSTM), and verbal working memory (WM) to exact sentence recall, ungrammatical repetition, and incorrect tense production. For exact repetitions on simpler sentences, performance of the DLD group was predicted by morphological ability, pSTM and …
Psychology (9 works) · Linguistics (8 works) · Neurobiology of Language and Bilingualism (7 works) · Cognitive psychology (6 works) · Reading and Literacy Development (5 works) · Cognition (4 works) · Language Development and Disorders (4 works) · Computer Science (3 works) · Word order (3 works) · Working memory (3 works)