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Forschungsinteressen

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

 

Veröffentlichungen

• Roembke, T. C., Freedberg, M., Hazeltine, E., & McMurray, B. (2020). Overlap among vowels during training augments learning and retention of grapheme phoneme correspondence regularities. Journal of Experimental Child Psychology, 191, 104731. https://doi.org/10.1016/j.jecp.2019.104731
• Warren, D. E., Roembke, T. C., Covington, N. V., McMurray, B., & Duff, M. C. (2019). Cross-situational statistical learning of new words despite bilateral hippocampal damage and severe amnesia. Frontiers in Human Neuroscience, 13:448. doi: 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.
• McMurray, B., Roembke, T.C., & Hazeltine, E. (2018). How can field tests of principles of learning inform reading pedagogy? Overlap and variability jointly influence sound/letter learning. Journal of Cognition and Development, 20, 222-252.
• 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
• 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.
• 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.