*indicates student or post-doc co-author
*Wadas, M., Goetze, J., & Jackson, C. N. (forthcoming). Going above and beyond: Motivations of L2 German learners (dis)continuing language study. Die Unterrichtspraxis Forthcoming, Spring 2024.
Jackson, C. N. (2023). Epilogue: Advances in L2 aligment and where we go from here. System, 114, 103023. https://doi.org/10.1016/j.system.2023.103023
Blanchette, F., *Flannery, E., Reed, P., & Jackson, C. N. (2023). Adaptation at the syntax-semantics interface: Evidence from a vernacular construction. Language and Speech. Firstview online: https://doi.org/10.1177/00238309231164972
Jackson, C. N. (2022). The psycholinguistics of adult second language acquisition. Godfroid, A., & Hopp, H. (Eds.), The Routledge handbook of second language acquisition and psycholinguistics (pp. 38-49). New York: Routledge.
*Piotti, A., *DeFelice, E., & Jackson, C.N. (2022). Benefits of collaboration: Students-as-partners work by an undergraduate student, a graduate student, and a faculty
member. Teaching and Learning Inquiry, 10. doi.org/10.20343/teachlearninqu.10.25
*Henry, N., Hopp, N., & Jackson C. N. (2022). Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German. Second Language Research, 3 (3), 397-422. doi.org/10.1177/0267658320963151
Grüter, T., *Zhu, X.A., & Jackson, C.N. (2021). Forcing prediction increases priming
and adaptation in second language production. Kaan, E., & Grüter, T. (Eds.),
Prediction in second language processing (pp. 207-231). Amsterdam, NL:
John Benjamins Press.
*Keppenne, V., *Hopman, E., & Jackson, C.N. (2021). Production training benefits both
comprehension and production of grammatical gender agreement in L2
German. Applied Psycholinguistics, 42, 907-936.907–936. doi.org/10.1017/S014271642100014X
*Brehm, L., Jackson, C.N., & Miller, K.L. (2021). Probabilistic online processing of
sentence anomalies. Language, Cognition and Neuroscience, 36(8), 959-983. doi.org/10.1080/23273798.2021.1900579
*Pelzl, E., Carlson, M.T., Guo, T., Jackson, C.N., & van Hell, J.G. (2021). Tuning out tone errors: Native listeners down-weight tones when hearing unsystematic tone
errors in foreign-accented Mandarin. Bilingualism: Language and Cognition,
24(1), 215-222. doi.org/10.1017/S1366728920000280
Blanchette, F., Reed, P., *Flannery, E., & Jackson, C.N. (2020). Linguistic diversity in Appalachia: The case of negative auxiliary inversion. American Speech, 95(3), 297-320. doi.org/10.1215/00031283-8220988
Jackson, C.N., & Hopp, H. (2020). Prediction error and implicit learning in L1 and L2 syntactic priming. International Journal of Bilingualism, 24(5-6), 895-911. doi.org/10.1177/1367006920902851.
Grey, S., & Jackson, C. N. (2020). The effects of learners’ perceptions and affective factors on L2 learning outcomes. Canadian Modern Language Review, 76(1), 2-30. doi.org/10.3138/cmlr.2018-0209
Jackson, C.N., Lorimor, H., & van Hell, J.G. (2020). The ERP correlates of predicting thematic roles during the comprehension of passive versus active sentences. Journal of Neurolinguistics, 54, 100886. Available online here: https://authors.elsevier.com/a/1aNTe3FHbnbe%7Eg
Sandberg, C., *Kerschen, K., *Carpenter, E., Paolieri, D., & Jackson, C.N. (2019). The benefits of abstract word training on productive vocabulary knowledge among second language learners. Applied Psycholinguistics, 40(6), 1331-1362. doi.org/10.1017/S0142716419000262
Jackson, C.N. (2019). Second language acquisition of Germanic languages. In M. Putnam & B.R. Page (Eds.), Cambridge Handbook of Germanic Linguistics (pp. 689-713). Cambridge, UK: Cambridge University Press.
Hopp, H., *Bail, J., & Jackson, C.N. (2018). Frequency at the syntax-discourse interface: A bidirectional study on fronting options in L1/L2 German and L1/L2 English. Second Language Research, 36(1), 65-96. doi: http://dx.doi.org/10.1177/0267658318802985.
Lorimor, H., Jackson, C.N., & van Hell, J.G. (2018). The interaction of notional number and morphophonology in subject-verb agreement: A role for working memory. Quarterly Journal of Experimental Psychology, 72, 890-900. doi: http://dx.doi.org/10.1177/1747021818771887
*Brehm, L., Jackson, C.N., & Miller, K.A. (2018) Speaker-specific processing of anomalous sentences. Quarterly Journal of Experimental Psychology, 72, 764-778. doi: http://dx.doi.org/10.1177/1747021818771887.
Jackson, C.N., *Mormer, E., & *Brehm, L. (2018). The production of subject-verb agreement among Swedish and Chinese second language speakers of English. Studies in Second Language Acquisition, 40, 907-921. doi: http://dx.doi.org/10.1017/S0272263118000025
Jackson, C.N., *Fowler, C.J., *Gavin, B., & *Henry, N. (2018). Zusammenhänge zwischen der Sprachverarbeitung und dem Lernen neuer Strukturen unter erwachsenen Lernern [Connections between sentence processing and the acquisition of new structures among adult L2 learners]. In S. Schimke & H.Hopp (Eds.), Sprachverarbeitung im Zweitspracherwerb (pp. 299-324). Amsterdam: De Gruyter.
Jackson, C.N. (2018). Second language structural priming: A review of recent research and directions for future research. Second Language Research, 34(4), 539-552. doi: http://journals.sagepub.com/doi/full/10.1177/0267658317746207
*Hendricks, A.K., Miller, K., & Jackson, C.N. (2018). Regularizing unpredictable variation: Evidence from a naturalistic setting. Language, Learning and Development, 14, 42-60. Available online here: http://www.tandfonline.com/eprint/c436KzC5GB5DNdeFiPRN/full
Jackson, C.N., & Ruf, H. (2018). The importance of prime repetition among intermediate-level second language learners. Studies in Second Language Acquisition, 40, 677-692. doi: http://dx.doi.org/10.1017/S0272263117000365
*Fowler, C.J., & Jackson, C.N. (2017). Facilitating morphosyntactic and semantic prediction among second language speakers of German. Journal of Cognitive Psychology, 29, 883-901. Available online here: http://www.tandfonline.com/eprint/AQjtqCV8xwuqyGAa6x4i/full
*Henry, N., Hopp, H., & Jackson, C.N. (2017). Cue additivity and adaptivity in predictive processing. Language, Cognition and Neuroscience, 32, 1229-1249. Available online here: http://www.tandfonline.com/eprint/nSU2X6Gj848ScS46hFPf/full
*Henry, N., Jackson, C.N., & *DiMidio, J. (2017). The role of prosody and explicit instruction in Processing Instruction. Modern Language Journal, 101, 294-314. doi: http://dx.doi.org/10.1111/modl.12397.
Jackson, C.N., *Massaro, A., & Hopp, H. (2017). The impact of structural frequency and cognate status on the timing of L2 production. Journal of Cognitive Psychology, 29, 535-550. Available here: http://www.tandfonline.com/eprint/dHt8M3c5HCPKqjJevAMv/full
Jackson, C.N., & Ruf, H. (2017). The priming of word order in second language German. Applied Psycholinguistics, 38, 315-345. doi: https://doi.org/10.1017/S0142716416000205
*Martin, I., & Jackson, C.N. (2016). Pronunciation training facilitates the learning and retention of L2 grammatical structures. Foreign Language Annals, 49, 658-676. doi: http://dx.doi.org/
Lorimor, H., Jackson, C. N., Spalek, K., & van Hell, J.G. (2016). The impact of notional number and grammatical gender on agreement with conjoined noun phrases. Language, Cognition and Neuroscience, 31, 646-661. doi: http://dx.doi.org/10.1080/23273798.2015.1136426
*Sippel, L., & Jackson, C. N. (2015). Teacher versus peer oral corrective feedback in the German language classroom. Foreign Language Annals, 48, 688-705. doi: http://dx.doi.org/ pdf of supplemental material
*Bobb, S.C., Kroll, J.F., & Jackson, C.N. (2015). Lexical constraints in second language learning: Evidence on grammatical gender in German. Bilingualism: Language and Cognition, 18, 502-523. doi: https://dx.doi.org/10.1017/S1366728914000534
Lorimor, H., Jackson, C. N., & Foote, R. (2015). How gender affects number: Cue-based retrieval of agreement information. Language, Cognition and Neuroscience, 30, 947-954. doi: http://dx.doi.org/10.1080/23273798.2015.1047461
O’Brien, M.G., Jackson, C.N., & *Gardner, C.E. (2014). Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English. Applied Psycholinguistics, 35, 27-70. doi: https://doi.org/10.1017/S0142716412000252
O’Brien, M.G., Jackson, C.N., *Hendricks., A.. (2013). Making use of cues to sentence length in L2 and L2 German. Linguistic Approaches to Bilingualism, 3, 448-477.
Jackson, C.N., Dussias, P.E., & *Hristova, A. (2012). Using eye-tracking to study on-line processing among intermediate L2 learners of German. International Review of Applied Linguistics and Language Teaching, 50, 101-133. pdf of supplemental material
Jackson, C.N., & van Hell, J.G. (2011). The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English. International Review of Applied Linguistics and Language Teaching, 49, 195-219. doi: https://doi.org/10.1515/iral.2011.012
Jackson, C.N., O’Brien, M.G., & *Gardner, C.E. (2011). Prosodic cues to syntactic disambiguation in L2 German. In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of the 35th annual Boston University Conference on Language Development, Volume 1 (pp. 308-320). Boston, MA: Cascadilla Press.
Jackson, C.N., & O’Brien, M.G. (2011). The interaction between prosody and meaning in second language speech production. Die Unterrichtspraxis, 44, 1-11. doi: http://dx.doi.org/10.1111/j.1756-1221.2011.00087.x
Jackson, C.N. (2010). The processing of subject-object ambiguities by English and Dutch L2 learners of German. In B. VanPatten & J. Gegerski (Eds.), Second language processing and parsing: issues in theory and research (pp. 207-230). Amsterdam, NL: John Benjamins.
Jackson, C.N., & Roberts, L. (2010). Animacy affects the processing of subject-object ambiguities in the L2: Evidence from self-paced reading with German L2 learners of Dutch. Applied Psycholinguistics, 31, 671-691. doi: https://doi.org/10.1017/S0142716410000196
Jackson, C.N., & *Bobb, S.C. (2009). The processing and comprehension of wh-questions among second language speakers of German. Applied Psycholinguistics, 30, 630-636. doi: https://doi.org/10.1017/S014271640999004X
Jackson, C.N., & Dussias, P.E. (2009). Cross-linguistic differences and their impact on L2 sentence processing. Bilingualism: Language and Cognition, 12, 65-82. doi: https://doi.org/10.1017/S1366728908003908
Jackson, C.N. (2008). Proficiency level and the interaction of lexical and morphosyntactic information during L2 sentence processing. Language Learning, 58, 875-909. doi: http://dx.doi.org/10.1111/j.1467-9922.2008.00481.x
Jackson, C.N. (2008). Processing strategies and the comprehension of sentence-level input by L2 learners of German. System, 36, 388-406. doi: http://dx.doi.org/10.1016/j.system.2008.02.003
Jackson, C.N. (2007). The use and non-use of semantic information, word order, and case markings during comprehension by L2 learners of German. Modern Language Journal, 91, 418-432. doi: http://dx.doi.org/10.1111/j.1540-4781.2007.00588.x