Scott R Jackson
Biographic Data
| ID | 3821734 |
|---|---|
| NAME | Scott R Jackson |
| GIVEN NAMES | Scott R |
| FAMILY NAME | Jackson |
| SIGNATURE | JACKSON S R |
| AFFILIATIONS | University of Maryland Center for Advanced Study of Language |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Student engagement with evidence-based supports for literacy on a digital platform
There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students’ (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments onli…
Behavioral and Neural Responses to Tone Errors in Foreign‐Accented Mandarin
Previous event‐related potentials (ERP) research has investigated how foreign accent modulates listeners’ neural responses to lexical‐semantic and morphosyntactic errors. We extended this line of research to consider whether pronunciation errors in Mandarin Chinese are processed differently when a foreign‐accented speaker makes them relative to when a native‐accented speaker makes them (a conceptual replication using the materials from Pelzl et a…
Non-native phonemic discrimination, phonological short term memory, and word learning
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
Non-native phonemic discrimination, phonological short term memory, and word learning
Hi-Lab
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, conducted in the United States, was designed to examine potential cognitive predictors of successful lea…
Non-native phonemic discrimination, phonological short term memory, and word learning
Behavioral and Neural Responses to Tone Errors in Foreign‐Accented Mandarin
Previous event‐related potentials (ERP) research has investigated how foreign accent modulates listeners’ neural responses to lexical‐semantic and morphosyntactic errors. We extended this line of research to consider whether pronunciation errors in Mandarin Chinese are processed differently when a foreign‐accented speaker makes them relative to when a native‐accented speaker makes them (a conceptual replication using the materials from Pelzl et a…
Student engagement with evidence-based supports for literacy on a digital platform
There is a persistent gap between education research and practice, including in the design of educational technology. This study bridges this gap and examines our partnership with a literacy platform to implement evidence-based digital features that support different learner needs. We examined students’ (N = 1857; Grades 1-6) use of these new optional features (e.g., audio supports, text magnification, annotation) when completing assignments onli…
Psychology (4 works) · Cognition (3 works) · Computer Science (3 works) · Cognitive psychology (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Phonetics and Phonology Research (2 works) · Short-term memory (2 works) · Tone (literature) (2 works) · Working memory (2 works)