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You are here: Home / People / Carrie Jackson

Carrie Jackson

Carrie Jackson

Professor of German and Linguistics


Email:

Biography:

Lab Affiliation: Second Language Acquisition Laboratory

Research Interests:

Second language acquisition, psycholinguistics, sentence processing.

Research Opportunities:

If you are a Penn State undergrad interested in getting research experience, we are always looking for RAs to work in our lab. No prior experience with psychology, linguistics, or foreign language learning required. Please e-mail me for more information.


Recent Publications:

Henry, N., Hopp, H., & Jackson, C.N. (2020). The use of prosody and case marking in L2 sentence processing. Second Language Research. Advanced online publication: https://doi.org/10.1177/0267658320963151

Jackson, C.N., & Hopp, H. (2020). Prediction error and implicit learning in L1 and L2  

syntactic priming. International Journal of Bilingualism. Advanced online publication: doi.org/10.1177/1367006920902851

Jackson, C.N., Lorimor, H., & van Hell, J.G. (2020). The ERP correlates of predicting  

thematic roles during the comprehension of passive versus active sentences. Journal of Neurolinguistics. Advanced online publication: doi.org/10.1016/j.jneuroling.2020.100886 

Hopp, H., Bail, J., & Jackson, C.N. (2020). Frequency at the syntax-discourse interface:  

A bidirectional study on fronting options in L1/L2 German and L1/L2 English. Second Language Research, 36(1), 65-96.  

Sandberg, C., *Kerschen, K., *Carpenter, E., Paolieri, D., & Jackson, C.N. (2019). The  

benefits of abstract word training on productive vocabulary knowledge among second language learners. Applied Psycholinguistics, 40(6), 1331-1362. 

Brehm, L., Jackson, C.N., & Miller, K.A. (2019). Speaker-specific processing of anomalous sentences. Quarterly Journal of Experimental Psychology, 72(4), 764-778.

Jackson, C.N., Mormer, E., & Brehm, L. (2018). The production of subject-verb agreement among Swedish and Chinese second language learners of English. Studies in Second Language Acquisition, 40(4), 907-921.

Jackson, C.N. (2018). Second language structural priming: A review of recent research and directions for future research. Second Language Research, 34(4), 539-552.

Jackson, C.N., & Ruf, H.T. (2018). The importance of prime repetition among intermediate-level second language learners. Studies in Second Language Acquisition, 40(3), 677-692.

Brehm, L., Jackson, C.N., & Miller, K.A. (2018). Speaker-specific processing of anomalous sentences. Quarterly Journal of Experimental Psychology. Advance online publication: http://dx.doi.org/10.1177/1747021818765547.

Jackson, C.N., Mormer, E., & Brehm, L. (2018). The production of subject-verb agreement among Swedish and Chinese second language learners of English. Studies in Second Language Acquisition. Advance online publication: http://dx.doi.org/10.1017/S0272263118000025.

Jackson, C.N. (2017). Second language structural priming: A review of recent research and directions for future research. Second Language Research. Advance online publication: http://dx.doi.org/10.1177/0267658317746207.

Fowler, C.J., & Jackson, C.N. (2017). Facilitating morphosyntactic and semantic prediction among second language speakers of German. Journal of Cognitive Psychology.

Henry, N., Hopp, H., & Jackson, C. N. (2017). Cue additivity and adaptivity in predictive processing. Language, Cognition and Neuroscience.

Henry, N., Jackson, C. N., & DiMidio, J. (2017). The role of prosody and explicit instruction in Processing Instruction. Modern Language Journal, 101(2), 294-314.

Jackson, C.N., & Ruf, H.T. (2017). The priming of word order in second language German. Applied Psycholinguistics, 38(2), 315-345.

Martin, I., & Jackson, C.N. (2016). Pronunciation training facilitates the learning and retention of L2 grammatical structures. Foreign Language Annals, 49(4), 658-676.

Lorimor, H., Jackson, C.N., Spalek, K. & van Hell, J.G. (2016). The impact of notional number and grammatical gender on agreement with conjoined noun phrases. Language, Cognition and Neuroscience, 31, 646-661.

Sippel, L., & Jackson, C.N.(2015).  Teacher versus peer oral corrective feedback in the German language classroom. Foreign Language Annals, 48, 688-705.