Skip to main content

Research Repository

Advanced Search

All Outputs (6)

Discourse-pragmatic markers, fillers and filled pauses: Pragmatic, cognitive, multimodal and sociolinguistic perspectives (2022)
Journal Article
Beeching, K., Howie, G., Kirjavainen, M., & Piasecki, A. E. (2022). Discourse-pragmatic markers, fillers and filled pauses: Pragmatic, cognitive, multimodal and sociolinguistic perspectives. Pragmatics and Cognition, 29(2), 181-194. https://doi.org/10.1075/pc.00025.bee

Despite being the object of considerable research effort over several decades, the status and function of discourse-pragmatic markers (DPMs), fillers and filled pause (FPs) continue to be at the forefront of an expanding field of scholarly debate.... Read More about Discourse-pragmatic markers, fillers and filled pauses: Pragmatic, cognitive, multimodal and sociolinguistic perspectives.

The effect of language-specific characteristics on English and Japanese speakers' ability to recall number information (2020)
Journal Article
Kirjavainen, M., Kite, Y., & Piasecki, A. E. (2020). The effect of language-specific characteristics on English and Japanese speakers' ability to recall number information. Cognitive Science, 44(12), Article e12923. https://doi.org/10.1111/cogs.12923

The current paper presents two experiments investigating the effect of presence versus absence of compulsory number marking in a native language on a speaker’s ability to recall number information from photos. In Experiment 1, monolingual English and... Read More about The effect of language-specific characteristics on English and Japanese speakers' ability to recall number information.

Re-examining the effects of word writing on vocabulary learning (2018)
Journal Article
Webb, S., & Piasecki, A. (2018). Re-examining the effects of word writing on vocabulary learning. ITL, 169(1), 72-94. https://doi.org/10.1075/itl.00007.web

This study investigated the effects of word writing on vocabulary learning by comparing three conditions in which there was (a) limited time to write words, (b) unlimited time to write words, and (c) a non-writing word-picture pairs comparison. Non-n... Read More about Re-examining the effects of word writing on vocabulary learning.

Are you reading what I am reading? The impact of contrasting alphabetic scripts on reading English (2015)
Journal Article
Iakovleva, T., Piasecki, A. E., & Dijkstra, T. (2015). Are you reading what I am reading? The impact of contrasting alphabetic scripts on reading English. CEUR Workshop Proceedings, 1347, 112-116

This study examines the impact of the crosslinguistic similarity of translation equivalents on word recognition by Russian-English bilinguals, who are fluent in languages with two different but partially overlapping writing systems. Current models fo... Read More about Are you reading what I am reading? The impact of contrasting alphabetic scripts on reading English.

The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2 (2014)
Journal Article
Elgort, I., & Piasecki, A. E. (2014). The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2. Bilingualism: Language and Cognition, 17(3), 572-588. https://doi.org/10.1017/S1366728913000588

Deliberate vocabulary learning is common in the L2, however, questions remain about most efficient and effective forms of this learning approach. Bilingual models of L2 word learning and processing can be used to make predictions about outcomes of le... Read More about The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2.