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Forschungsinteressen

• Sprachentwicklung und -lernen
• Statistical learning
• Leseforschung
• Blickbewegungen

 

Veröffentlichungen

• Roembke, T. C., & McMurray, B. (2021). Multiple components of statistical word learning are resource dependent: Evidence from a dual-task learning paradigm. Memory & Cognition, 49, 984-997. https://doi.org/10.3758/s13421-021-01141-w
• Roembke, T. C., Hazeltine, E, Reed, D.K., & McMurray, B. (2021). Automaticity as an independent trait in predicting reading outcomes in middle-school. Developmental Psychology, 57(3), 361–375. https://doi.org/10.1037/dev0001153
• Roembke, T. C., Freedberg, M., Hazeltine, E., & McMurray, B. (2020). Simultaneous training on overlapping grapheme phoneme correspondences augments learning and retention. Journal of Experimental Child Psychology, 191, 104731. https://doi.org/10.1016/j.jecp.2019.104731
• Tuosto, K., Johnston, J. T., Connolly, C., Lo, C., Sanganyado, E., Winter, K. A., Roembke, T. C., … Aamodt, C. M. (2020). Making science accessible. Science, 367(6473), 34-35. doi: 10.1126/science.aba6129
• Warren, D. E., Roembke, T. C., Covington, N. V., McMurray, B., & Duff, M. C. (2020). Cross-situational statistical learning of new words despite bilateral hippocampal damage and severe amnesia. Frontiers in Human Neuroscience, 13:448. https://doi.org/10.3389/fnhum.2019.00448
• Roembke, T. C., Hazeltine, E., Reed, D. K., & McMurray, B. (2019). Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. Journal of Educational Psychology, 111(2), 314-330. http://dx.doi.org/10.1037/edu0000279
• McMurray, B., Roembke, T. C., & Hazeltine, E. (2018). Field tests of learning principles to support pedagogy: Overlap and variability jointly affect sound/letter acquisition in first graders. Journal of Cognition and Development, 20(2), 222-252. https://doi.org/10.1080/15248372.2018.1526176
• Roembke, T. C., & Wiggs, K. K., & McMurray, B. (2018). Symbolic flexibility during unsupervised word learning in children and adults. Journal of Experimental Child Psychology, 175,17-36. https://doi.org/10.1016/j.jecp.2018.05.016
• Roembke, T. C., Wasserman, E. A., & McMurray, B. (2016). Learning in rich networks involves both positive and negative associations. Journal of Experimental Psychology: General, 145(8), 1062–74. https://doi.org/10.1037/xge0000187
• Roembke, T. C., & McMurray, B (2016). Observational word learning: Beyond propose-but-verify and associative bean counting. Journal of Memory and Language, 87, 105-127. https://doi.org/10.1016/j.jml.2015.09.005