Submissions from 2021
Eye-tracking as a window into assembled phonology in native and non-native reading, Katherine I. Martin and Alan Juffs
Submissions from 2020
The flipped classroom in ESL teacher education: An example from CALL, YuYen Lee and Katherine I. Martin
English Word and Pseudoword Spellings and Phonological Awareness: Detailed Comparisons From Three L1 Writing Systems, Katherine I. Martin, Emily Lawson, Kathryn Carpenter, and Elisa Hummer
The grammatical class effect is separable from the concreteness effect in language learning, Katherine I. Martin and Natasha Tokowicz
Submissions from 2019
Do me a syntax: Doggo memes, language games and the internal structure of English, Jeffrey Punske and Elizabeth Butler
Submissions from 2017
The impact of L1 writing system on ESL knowledge of vowel and consonant spellings, Katherine I. Martin
Submissions from 2016
Delayed valuation: a reanalysis of goal features, “upwards” complementizer agreement, and the mechanics of Case, Vicki Carstens
Cyclicity versus Movement: English Nominalization and Syntactic Approaches to Morpho-phonological Regularity, Jeffrey Punske
Submissions from 2015
Some PP modifiers of NP block relative readings in superlatives, Heidi Harley and Jeffrey Punske
Submissions from 2012
The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning, Katherine I. Martin and Nick C. Ellis