*indicates student co-author

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

*Hendricks, A.K., Miller, K., & Jackson, C.N. (2017). Regularizing unpredictable variation: Evidence from a naturalistic setting. Language, Learning and Development. Available online here:

Jackson, C.N., *Fowler, C.J., *Gavin, B., & *Henry, N. (accepted). 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. Amsterdam: De Gruyter.

*Fowler, C.J., & Jackson, C.N. (2017). Facilitating morphosyntactic and semantic prediction among second language speakers of German. Journal of Cognitive Psychology. Available online here:

*Henry, N., Hopp, H., & Jackson, C.N. (2017). Cue additivity and adaptivity in predictive processing. Language, Cognition and Neuroscience. 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: