Elisabeth Beyersmann
Biographic Data
| ID | 4597130 |
|---|---|
| NAME | Elisabeth Beyersmann |
| GIVEN NAMES | Elisabeth |
| FAMILY NAME | Beyersmann |
| SIGNATURE | BEYERSMANN E |
| AFFILIATIONS | Macquarie University |
| ORCID | 0000-0001-9653-6106 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Oral vocabulary and learning to read morphologically complex words
Learning novel complex words in a second language: Effects of morpheme training and family size
The role of morphology in complex word acquisition was examined in Chinese (L1)–English (L2) bilinguals. Participants learned words consisting of two novel constituents, by pairing them with pictures. Items either belonged to large ( torbnel, torbilm, torbla, torbiph ) or small morphological families ( torbilm, torbla ). After training, participants completed recognition and spelling tasks with novel words that either included or excluded a train…
Limited evidence of morphology in semantic and phonological free association tasks
Free association (e.g., what is the first word that comes to mind when given a cue word) can reveal multiple linguistic relationships between cues and responses, even when a specific association (i.e., semantic, phonological) is intended. In this study, we investigated the influence of morphological similarity on semantic and phonological free association. Previously collected large datasets were used to evaluate morphological similarity between …
The bestersell effect: Nuances in positional encoding of morphemes in visual word recognition
Previous studies have confirmed stem morphemes (e.g., book ) are identified in any position (e.g., in both bookmark and textbook ) but prefixes and suffixes (e.g., re - in replay and - er in player ) cannot be recognized when moved from their typical word-initial or word-final locations. However, English words with multiple affixes (e.g., unresolved, mindfulness ) suggest there must be further nuance to the positional constraints imposed on affix…
Two decades later: Letter transpositions within and across morpheme boundaries in L1 and L2 speakers
This study examined the influence of letter transpositions on morphological facilitation in L1 English and L1 Chinese-L2 English speakers. Morphological priming effects were investigated by comparing morphologically complex primes that either contained transposed-letters (TL) within the stem or across the morpheme boundary, relative to a substituted-letter (SL) control. Within two masked primed lexical decision experiments, the same stem targets …
Eye Tracking and Simulating the Spacing Effect During Orthographic Learning
Spreading out study opportunities over time improves the retention of verbal material compared to consecutive study, yet little is known about the influence of temporal spacing on orthographic learning specifically. The current study addressed four questions: (1) do readers' eye movements during orthographic learning differ under spaced and massed conditions? (2) is the spacing effect observed in offline post‐tests? (3) can readers' eye movements…
Emojis and affective priming in visual word recognition
Emojis are frequently used in digital communication to supplement the lack of non-verbal cues, but their integration during reading has not been thoroughly examined. This study explores the interplay between language and emotion by testing the influence of emotional valence and face-status of emojis on visual word recognition. Two online experiments were conducted with 92 native English-speaking university students, examining priming effects betw…
The role of oral vocabulary when L2 speakers read novel words: A complex word training study
The present study asked whether oral vocabulary training can facilitate reading in a second language (L2). Fifty L2 speakers of English received oral training over three days on complex novel words, with predictable and unpredictable spellings, composed of novel stems and existing suffixes (i.e., vishing , vishes , vished ). After training, participants read the novel word stems for the first time (i.e., trained and untrained), embedded in senten…
Cross-language morphological transfer in similar-script bilinguals
The current study explored cross-language morphological transfer mechanisms using a similar-script morphological translation priming paradigm in highly proficient unbalanced Turkish (first language; L1)–English (second language; L2) bilinguals. Using noncognate English and Turkish stimuli that shared a similar meaning with no form overlap (e.g., ice [Eng.] – buz [Tur.]), in Experiment 1, L2 English stem targets (e.g., ICE ) were primed by affixed…
Do reading times predict word learning? An eye–tracking study with novel words
Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive processes, the need to infer novel word meanings from context was deliberately manipulated. One hundr…
Cross-language orthographic neighborhood density effects in Dutch–English and Spanish–English bilinguals
Processing a word in a second language (L2) may be hindered or helped by the simultaneous activation of similar words present in L2 and in addition by similar words that occur in the first language (L1). Precise mechanisms for influencing variables within L2 and cross-language processing are still little understood. The current visual word recognition study explored orthographic neighborhood density (ND) effects in L2 English, replicating the eff…
Previewing Novel Words Before Reading Affects Their Processing During Reading: An Eye‐Movement Study With First and Second Language Readers
In this study, we examined the effect of previewing unfamiliar vocabulary on the real‐time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within‐participant manipulation, definitions of the pseudowords were either previewed before reading or reviewed after reading. Previewing significantly affected reading behavior on early …
Acquisition of orthographic forms via spoken complex word training
This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems…
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
Morphological segmentation of nonwords in individuals with acquired dyslexia
The influence of textese on adolescents’ perceptions of text message writers
Previewing Novel Words Before Reading Affects Their Processing During Reading: An Eye‐Movement Study With First and Second Language Readers
In this study, we examined the effect of previewing unfamiliar vocabulary on the real‐time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within‐participant manipulation, definitions of the pseudowords were either previewed before reading or reviewed after reading. Previewing significantly affected reading behavior on early …
Emojis and affective priming in visual word recognition
Emojis are frequently used in digital communication to supplement the lack of non-verbal cues, but their integration during reading has not been thoroughly examined. This study explores the interplay between language and emotion by testing the influence of emotional valence and face-status of emojis on visual word recognition. Two online experiments were conducted with 92 native English-speaking university students, examining priming effects betw…
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
The influence of textese on adolescents’ perceptions of text message writers
Morphological segmentation of nonwords in individuals with acquired dyslexia
Acquisition of orthographic forms via spoken complex word training
This study used a novel word-training paradigm to examine the integration of spoken word knowledge when learning to read morphologically complex novel words. Australian primary school children including Grades 3–5 were taught the oral form of a set of novel morphologically complex words (e.g., (/vɪbɪŋ/, /vɪbd/, /vɪbz/), with a second set serving as untrained items. Following oral training, participants saw the printed form of the novel word stems…
The Effect of Spacing Versus Massing on Orthographic Learning
Distributing study opportunities over time typically improves the retention of verbal material compared to consecutive study trials, yet little is known about the influence of temporal spacing on orthographic form learning specifically. This experiment sought to obtain and compare estimates of the magnitude of the spacing effect on written word form learning across three different outcome measures, administered between participants. Skilled adult…
The role of oral vocabulary when L2 speakers read novel words: A complex word training study
The present study asked whether oral vocabulary training can facilitate reading in a second language (L2). Fifty L2 speakers of English received oral training over three days on complex novel words, with predictable and unpredictable spellings, composed of novel stems and existing suffixes (i.e., vishing , vishes , vished ). After training, participants read the novel word stems for the first time (i.e., trained and untrained), embedded in senten…
Cross-language morphological transfer in similar-script bilinguals
The current study explored cross-language morphological transfer mechanisms using a similar-script morphological translation priming paradigm in highly proficient unbalanced Turkish (first language; L1)–English (second language; L2) bilinguals. Using noncognate English and Turkish stimuli that shared a similar meaning with no form overlap (e.g., ice [Eng.] – buz [Tur.]), in Experiment 1, L2 English stem targets (e.g., ICE ) were primed by affixed…
Do reading times predict word learning? An eye–tracking study with novel words
Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive processes, the need to infer novel word meanings from context was deliberately manipulated. One hundr…
Cross-language orthographic neighborhood density effects in Dutch–English and Spanish–English bilinguals
Processing a word in a second language (L2) may be hindered or helped by the simultaneous activation of similar words present in L2 and in addition by similar words that occur in the first language (L1). Precise mechanisms for influencing variables within L2 and cross-language processing are still little understood. The current visual word recognition study explored orthographic neighborhood density (ND) effects in L2 English, replicating the eff…
Previewing Novel Words Before Reading Affects Their Processing During Reading: An Eye‐Movement Study With First and Second Language Readers
In this study, we examined the effect of previewing unfamiliar vocabulary on the real‐time reading behavior of first language (L1) and second language (L2) readers. University students with English as their L1 or L2 read passages with embedded pseudowords. In a within‐participant manipulation, definitions of the pseudowords were either previewed before reading or reviewed after reading. Previewing significantly affected reading behavior on early …
The bestersell effect: Nuances in positional encoding of morphemes in visual word recognition
Previous studies have confirmed stem morphemes (e.g., book ) are identified in any position (e.g., in both bookmark and textbook ) but prefixes and suffixes (e.g., re - in replay and - er in player ) cannot be recognized when moved from their typical word-initial or word-final locations. However, English words with multiple affixes (e.g., unresolved, mindfulness ) suggest there must be further nuance to the positional constraints imposed on affix…
Two decades later: Letter transpositions within and across morpheme boundaries in L1 and L2 speakers
This study examined the influence of letter transpositions on morphological facilitation in L1 English and L1 Chinese-L2 English speakers. Morphological priming effects were investigated by comparing morphologically complex primes that either contained transposed-letters (TL) within the stem or across the morpheme boundary, relative to a substituted-letter (SL) control. Within two masked primed lexical decision experiments, the same stem targets …
Eye Tracking and Simulating the Spacing Effect During Orthographic Learning
Spreading out study opportunities over time improves the retention of verbal material compared to consecutive study, yet little is known about the influence of temporal spacing on orthographic learning specifically. The current study addressed four questions: (1) do readers' eye movements during orthographic learning differ under spaced and massed conditions? (2) is the spacing effect observed in offline post‐tests? (3) can readers' eye movements…
Emojis and affective priming in visual word recognition
Emojis are frequently used in digital communication to supplement the lack of non-verbal cues, but their integration during reading has not been thoroughly examined. This study explores the interplay between language and emotion by testing the influence of emotional valence and face-status of emojis on visual word recognition. Two online experiments were conducted with 92 native English-speaking university students, examining priming effects betw…
Oral vocabulary and learning to read morphologically complex words
Learning novel complex words in a second language: Effects of morpheme training and family size
The role of morphology in complex word acquisition was examined in Chinese (L1)–English (L2) bilinguals. Participants learned words consisting of two novel constituents, by pairing them with pictures. Items either belonged to large ( torbnel, torbilm, torbla, torbiph ) or small morphological families ( torbilm, torbla ). After training, participants completed recognition and spelling tasks with novel words that either included or excluded a train…
Limited evidence of morphology in semantic and phonological free association tasks
Free association (e.g., what is the first word that comes to mind when given a cue word) can reveal multiple linguistic relationships between cues and responses, even when a specific association (i.e., semantic, phonological) is intended. In this study, we investigated the influence of morphological similarity on semantic and phonological free association. Previously collected large datasets were used to evaluate morphological similarity between …
Reading and Literacy Development (14 works) · Psychology (13 works) · Linguistics (12 works) · Neurobiology of Language and Bilingualism (10 works) · Computer Science (7 works) · Second Language Acquisition and Learning (7 works) · Artificial Intelligence (5 works) · Cognitive psychology (5 works) · Communication (5 works) · Text Readability and Simplification (4 works)