*indicates student or post-doc co-author

*Brehm, L., Jackson, C.N., & Miller, K.A. (accepted) Speaker-specific processing of anomalous sentences. Quarterly Journal of Experimental Psychology. Accepted February 2018.

Jackson, C.N., *Mormer, E., & *Brehm, L. (accepted). The production of subject-verb agreement among Swedish and Chinese second language speakers of English. Studies in Second Language Acquisition. Accepted December 2017.

Jackson, C.N. (accepted). Second language acquisition of Germanic languages. In M. Putnam & B.R. Page (Eds.), Cambridge Handbook of Germanic Linguistics. Cambridge, UK: Cambridge University Press. Accepted August 2017.

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.

*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:

Jackson, C.N., & Ruf, H. (2017). The importance of prime repetition among intermediate-level second language learners. Studies in Second Language Acquisition. doi:

Jackson, C.N. (2017). Second language structural priming: A review of recent research and directions for future research. Second Language Research. doi:

*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:

*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:

*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:

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:

Jackson, C.N., & Ruf, H. (2017). The priming of word order in second language German. Applied Psycholinguistics, 38, 315-345. doi:

*Martin, I., & Jackson, C.N. (2016). Pronunciation training facilitates the learning and retention of L2 grammatical structures. Foreign Language Annals, 49, 658-676. doi:

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:

*Sippel, L., & Jackson, C. N. (2015). Teacher versus peer oral corrective feedback in the German language classroom. Foreign Language Annals, 48, 688-705. doi:  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:

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:

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:

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:

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:

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:

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:

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:

Jackson, C.N. (2008). Proficiency level and the interaction of lexical and morphosyntactic information during L2 sentence processing. Language Learning, 58, 875-909. doi:

Jackson, C.N. (2008). Processing strategies and the comprehension of sentence-level input by L2 learners of German. System, 36, 388-406. doi:

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: