Katrina Connell
Katrina Connell
Lab Manager and Research Coordinator, Spanish, Italian, & Portuguese, Penn State University
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Citata da
Citata da
English Learners’ Use of Segmental and Suprasegmental Cues to Stress in Lexical Access: An Eye‐Tracking Study
K Connell, S Hüls, MT Martínez‐García, Z Qin, S Shin, H Yan, A Tremblay
Language Learning 68 (3), 635-668, 2018
Experience with a second language affects the use of fundamental frequency in speech segmentation
A Tremblay, J Namjoshi, E Spinelli, M Broersma, T Cho, S Kim, ...
PloS one 12 (7), e0181709, 2017
Speech segmentation is adaptive even in adulthood: Role of the linguistic enviornment
J Namjoshi, A Tremblay, E Spinelli, M Broersma, MT Martínez-García, ...
Mandarin third tone sandhi may be incompletely neutralizing in perception as well as production
S Politzer-Ahles, K Connell, L Pan, Y Hsu
19th International Congress of Phonetic Sciences, 2019
The timing of acoustic vs. perceptual availability of segmental and suprasegmental information
K Connell, A Tremblay, J Zhang
Tonal Aspects of Languages 2016, 99-102, 2016
The use of segmental and suprasegmental information in lexical access: A first- and second-language Chinese investigation
KS Connell
University of Kansas, 2017
Phonologically cued lexical anticipation in L2 english: a visual world eye-tracking study
K Connell, MG Puscama, J Pinzon-Coimbra, J Rembalsky, G Xu, ...
Proceedings of the 45th Annual Boston University Conference on Language …, 2021
Effects of native language on the use of segmental and suprasegmental cues to stress in English word recognition: an eye-tracking study
K Connell, S Hüls, MT Martínez-García, Z Qin, S Shin, H Yan, A Tremblay
The Journal of the Acoustical Society of America 140 (4), 3336-3336, 2016
Grammatical Gender in Spoken Word Recognition in School-Age Spanish-English Bilingual Children.
A Baron, K Connell, ZM Griffin
Frontiers in Psychology 13, 788076-788076, 2022
Time course of Chinese and Korean listeners’ use of stress in English word recognition
K Connell, S Hüls, MT Martínez-García, Z Qin, S Shin, B Yan, A Tremblay
The role of input in learning Spanish variation by native Spanish speakers
L Rodrigo, K Connell, K Harrington, D Miller, MR Pellela, JRV Kroff, ...
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