Jane Ashby, Ph.D.
Affiliations: | University of Massachusetts, Amherst, Amherst, MA |
Area:
Eye Movements, Reading, Visual Cognition, Language ProcessingGoogle:
"Jane Ashby"Mean distance: 18.61 (cluster 15) | S | N | B | C | P |
Parents
Sign in to add mentor| Keith Rayner | grad student | 2006 | U Mass Amherst | |
| (The nature of phonological representation in reading: Evidence from eye movements and event -related potentials.) | ||||
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Publications
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| Drieghe D, Veldre A, Fitzsimmons G, et al. (2019) The influence of number of syllables on word skipping during reading revisited. Psychonomic Bulletin & Review |
| Ashby J, Roncero C, de Almeida RG, et al. (2017) The Early Processing of Metaphors and Similes: Evidence from Eye Movements. Quarterly Journal of Experimental Psychology (2006). 1-25 |
| Scherr KC, Agauas SJ, Ashby J. (2016) The Text Matters: Eye Movements Reflect the Cognitive Processing of Interrogation Rights Applied Cognitive Psychology. 30: 234-241 |
| Jared D, Ashby J, Agauas SJ, et al. (2015) Phonological Activation of Word Meanings in Grade 5 Readers. Journal of Experimental Psychology. Learning, Memory, and Cognition |
| Jones MW, Ashby J, Branigan HP. (2013) Dyslexia and fluency: parafoveal and foveal influences on rapid automatized naming. Journal of Experimental Psychology. Human Perception and Performance. 39: 554-67 |
| Ashby J, Dix H, Bontrager M, et al. (2013) Phonemic awareness contributes to text reading fluency: Evidence from eye movements School Psychology Review. 42: 157-170 |
| Ashby J, Yang J, Evans KH, et al. (2012) Eye movements and the perceptual span in silent and oral reading. Attention, Perception & Psychophysics. 74: 634-40 |
| Rayner K, Pollatsek A, Ashby J, et al. (2012) Psychology of reading, second edition Psychology of Reading, Second Edition. 1-486 |
| Halderman LK, Ashby J, Perfetti CA. (2012) Phonology: An early and integral role in identifying words Visual Word Recognition Volume 1: Models and Methods, Orthography, and Phonology. 207-228 |
| Ashby J, Rayner K. (2012) Reading in alphabetic writing systems: Evidence from cognitive neuroscience Neuroscience in Education: the Good, the Bad, and the Ugly |