Carrie N Jackson
Biographic Data
| ID | 4055093 |
|---|---|
| NAME | Carrie N Jackson |
| GIVEN NAMES | Carrie N |
| FAMILY NAME | Jackson |
| SIGNATURE | JACKSON C N |
| AFFILIATIONS | Pennsylvania State University |
| ORCID | 0000-0003-0284-850X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The Effects of Prediction Training on the Real-Time Processing, Offline Comprehension, and Oral Production of case in L2 German
This study investigates whether classroom training on prediction can facilitate development of predictive processing using case information in second language (L2) German and increased accuracy in case production. We compared a group of intermediate-level German learners that received training ( N = 28) with another that did not ( N = 13). The training comprised explicit instruction on German subject and object case followed by structured input a…
Adaptation at the Syntax–Semantics Interface: Evidence From a Vernacular Structure
Expanding on psycholinguistic research on linguistic adaptation, the phenomenon whereby speakers change how they comprehend or produce structures as a result of cumulative exposure to less frequent or unfamiliar linguistic structures, this study asked whether speakers can learn semantic and syntactic properties of the American English vernacular negative auxiliary inversion (NAI) structure (e.g., didn’t everybody eat, meaning “not everybody ate”)…
Epilogue: Advances in L2 alignment and where we go from here
Perceptions of Poverty across Three Disciplines at One Urban University
The purpose of this study was to explore college students’ perceptions of poverty and if a change in these perceptions occurred from the beginning to the end of the semester. Self-reported perceptions of people in poverty were provided by 112 undergraduate education majors and graduate level sociology and school psychology majors. Results indicated that undergraduate students had more negative perceptions, while school psychology students had the…
Tuning out tone errors? Native listeners do not down-weight tones when hearing unsystematic tone errors in foreign-accented Mandarin
Listeners can adapt to errors in foreign-accented speech, but not all errors are alike. We investigated whether exposure to unsystematic tone errors in second language Mandarin impacts responses to accurately produced words. Native Mandarin speakers completed a cross-modal priming task with words produced by foreign-accented talkers who either produced consistently correct tones, or frequent tone errors. Facilitation from primes bearing correct t…
Prediction error and implicit learning in L1 and L2 syntactic priming
Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containin…
Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Linguistic Diversity in Appalachia
This study investigates how American English speakers from within and outside the Appalachian region interpret negative auxiliary inversion (NAI). Previously observed in Appalachian and other English varieties, NAI has surface syntax similar to yes-no questions but receives a declarative interpretation (e.g., Didn’t everybody watch Superbowl 53, meaning ‘not everybody watched’). Previous work shows that NAI is associated with a reading in which s…
Frequency at the syntax–discourse interface: A bidirectional study on fronting options in L1/L2 German and L1/L2 English
The present study investigates whether second language (L2) speakers are sensitive to the information-structural constraints and frequency distributions at the syntax–discourse interface in the L2. L1-German–L2-English and L1-English–L2-German speakers completed a speeded naturalness judgment task. For sentences presented in broad or narrow-focus contexts, they judged the naturalness of fronted locative (LP) and temporal (TP) adverbial phrases an…
Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures
The present study investigated the impact of pronunciation training on the learning and retention of second language (L2) grammatical structures. By drawing on the phonological saliency of stress placement in German separable‐ and inseparable‐prefix verbs, the study explored whether enhancing explicit instruction through pronunciation training can boost learners’ accuracy with the target grammatical form. Learners’ command of separable‐ and insep…
Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom
This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule‐based structure) and past participle formation (an item‐based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by the…
Making use of cues to sentence length in L1 and L2 German
The current study examines whether German native speakers and immersed and non-immersed L2 learners of German use prosodic cues to identify the length of a sentence in perception as a means to investigate the interaction between prosody and syntactic structure among L2 learners. In a perceptual gating experiment, all three groups successfully differentiated short from medium and long sentences, although the native speakers used cues to identify s…
Processing strategies and the comprehension of sentence-level input by L2 learners of German
Proficiency Level and the Interaction of Lexical and Morphosyntactic Information During L2 Sentence Processing
Using a self-paced reading task, the present study explores how second language (L2) German speakers at different proficiency levels use case-marking information when processing subject-object ambiguities in German. Results indicate that advanced L2 German speakers rapidly integrated case-marking information during online processing, exhibiting a subject preference similar to German native speakers. However, there was evidence that the relative p…
Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom
This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule‐based structure) and past participle formation (an item‐based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by the…
Proficiency Level and the Interaction of Lexical and Morphosyntactic Information During L2 Sentence Processing
Using a self-paced reading task, the present study explores how second language (L2) German speakers at different proficiency levels use case-marking information when processing subject-object ambiguities in German. Results indicate that advanced L2 German speakers rapidly integrated case-marking information during online processing, exhibiting a subject preference similar to German native speakers. However, there was evidence that the relative p…
Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures
The present study investigated the impact of pronunciation training on the learning and retention of second language (L2) grammatical structures. By drawing on the phonological saliency of stress placement in German separable‐ and inseparable‐prefix verbs, the study explored whether enhancing explicit instruction through pronunciation training can boost learners’ accuracy with the target grammatical form. Learners’ command of separable‐ and insep…
Frequency at the syntax–discourse interface: A bidirectional study on fronting options in L1/L2 German and L1/L2 English
The present study investigates whether second language (L2) speakers are sensitive to the information-structural constraints and frequency distributions at the syntax–discourse interface in the L2. L1-German–L2-English and L1-English–L2-German speakers completed a speeded naturalness judgment task. For sentences presented in broad or narrow-focus contexts, they judged the naturalness of fronted locative (LP) and temporal (TP) adverbial phrases an…
Adaptation at the Syntax–Semantics Interface: Evidence From a Vernacular Structure
Expanding on psycholinguistic research on linguistic adaptation, the phenomenon whereby speakers change how they comprehend or produce structures as a result of cumulative exposure to less frequent or unfamiliar linguistic structures, this study asked whether speakers can learn semantic and syntactic properties of the American English vernacular negative auxiliary inversion (NAI) structure (e.g., didn’t everybody eat, meaning “not everybody ate”)…
Linguistic Diversity in Appalachia
This study investigates how American English speakers from within and outside the Appalachian region interpret negative auxiliary inversion (NAI). Previously observed in Appalachian and other English varieties, NAI has surface syntax similar to yes-no questions but receives a declarative interpretation (e.g., Didn’t everybody watch Superbowl 53, meaning ‘not everybody watched’). Previous work shows that NAI is associated with a reading in which s…
Processing strategies and the comprehension of sentence-level input by L2 learners of German
Processing strategies and the comprehension of sentence-level input by L2 learners of German
Proficiency Level and the Interaction of Lexical and Morphosyntactic Information During L2 Sentence Processing
Using a self-paced reading task, the present study explores how second language (L2) German speakers at different proficiency levels use case-marking information when processing subject-object ambiguities in German. Results indicate that advanced L2 German speakers rapidly integrated case-marking information during online processing, exhibiting a subject preference similar to German native speakers. However, there was evidence that the relative p…
Making use of cues to sentence length in L1 and L2 German
The current study examines whether German native speakers and immersed and non-immersed L2 learners of German use prosodic cues to identify the length of a sentence in perception as a means to investigate the interaction between prosody and syntactic structure among L2 learners. In a perceptual gating experiment, all three groups successfully differentiated short from medium and long sentences, although the native speakers used cues to identify s…
Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom
This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule‐based structure) and past participle formation (an item‐based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer feedback condition, or a control group. Learners in the teacher feedback group were corrected by the…
Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures
The present study investigated the impact of pronunciation training on the learning and retention of second language (L2) grammatical structures. By drawing on the phonological saliency of stress placement in German separable‐ and inseparable‐prefix verbs, the study explored whether enhancing explicit instruction through pronunciation training can boost learners’ accuracy with the target grammatical form. Learners’ command of separable‐ and insep…
Frequency at the syntax–discourse interface: A bidirectional study on fronting options in L1/L2 German and L1/L2 English
The present study investigates whether second language (L2) speakers are sensitive to the information-structural constraints and frequency distributions at the syntax–discourse interface in the L2. L1-German–L2-English and L1-English–L2-German speakers completed a speeded naturalness judgment task. For sentences presented in broad or narrow-focus contexts, they judged the naturalness of fronted locative (LP) and temporal (TP) adverbial phrases an…
Prediction error and implicit learning in L1 and L2 syntactic priming
Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containin…
Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German
This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and pr…
Linguistic Diversity in Appalachia
This study investigates how American English speakers from within and outside the Appalachian region interpret negative auxiliary inversion (NAI). Previously observed in Appalachian and other English varieties, NAI has surface syntax similar to yes-no questions but receives a declarative interpretation (e.g., Didn’t everybody watch Superbowl 53, meaning ‘not everybody watched’). Previous work shows that NAI is associated with a reading in which s…
Tuning out tone errors? Native listeners do not down-weight tones when hearing unsystematic tone errors in foreign-accented Mandarin
Listeners can adapt to errors in foreign-accented speech, but not all errors are alike. We investigated whether exposure to unsystematic tone errors in second language Mandarin impacts responses to accurately produced words. Native Mandarin speakers completed a cross-modal priming task with words produced by foreign-accented talkers who either produced consistently correct tones, or frequent tone errors. Facilitation from primes bearing correct t…
Perceptions of Poverty across Three Disciplines at One Urban University
The purpose of this study was to explore college students’ perceptions of poverty and if a change in these perceptions occurred from the beginning to the end of the semester. Self-reported perceptions of people in poverty were provided by 112 undergraduate education majors and graduate level sociology and school psychology majors. Results indicated that undergraduate students had more negative perceptions, while school psychology students had the…
Epilogue: Advances in L2 alignment and where we go from here
Adaptation at the Syntax–Semantics Interface: Evidence From a Vernacular Structure
Expanding on psycholinguistic research on linguistic adaptation, the phenomenon whereby speakers change how they comprehend or produce structures as a result of cumulative exposure to less frequent or unfamiliar linguistic structures, this study asked whether speakers can learn semantic and syntactic properties of the American English vernacular negative auxiliary inversion (NAI) structure (e.g., didn’t everybody eat, meaning “not everybody ate”)…
The Effects of Prediction Training on the Real-Time Processing, Offline Comprehension, and Oral Production of case in L2 German
This study investigates whether classroom training on prediction can facilitate development of predictive processing using case information in second language (L2) German and increased accuracy in case production. We compared a group of intermediate-level German learners that received training ( N = 28) with another that did not ( N = 13). The training comprised explicit instruction on German subject and object case followed by structured input a…
Psychology (13 works) · Linguistics (12 works) · Computer Science (10 works) · German (9 works) · Neurobiology of Language and Bilingualism (7 works) · Second Language Acquisition and Learning (7 works) · Cognitive psychology (5 works) · EFL/ESL Teaching and Learning (5 works) · Sentence (5 works) · Natural language processing (4 works)