Current Research
Influence of Race-Related Voice and Visual Cues on Language Processing
Phonetic Characteristics of African American English Stressed BIN
Student Research
Research is the foundation of psychological science and an important component of any psychology major's undergraduate career.
Please fill out this form if you are interested in:
Samples of prior independent student work can be found here.
**I will be taking on one to two research assistants next term.**
Please fill out this form if you are interested in:
- Helping with an existing research project as a research assistant, or
- Developing your own independent study.
Samples of prior independent student work can be found here.
**I will be taking on one to two research assistants next term.**
Selected Conference Posters, Presentations, and Publications
Posters
Beyer, T., *Boninger, A., & *Michael, S. (2016, March). Social Influences on Language Processing. Poster presented at the 30th Annunal CUNY Conference on Human Sentence Processing, Massachusetts Institute for Technology, Boston, MA.
Beyer, T., *Boninger, A., & *Michael, S. (2016, September). Social Influences on Language Processing. Poster presented at the Linking social effects in language processing to social effects in language evolution, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands.
Beyer, T., Edwards*, K., & Fuller*, C. (2015, October). Processing across language varieties: the misinterpretation of African American English BIN by adult speakers of Standard American English. Poster presented at the 44th Annual New Ways of Analyzing Variation (NWAV), University of Toronto, Toronto, Canada.
Beyer, T., & Hudson Kam, C. L. (2015, May). Mere exposure may not lead to bidialectal competence. Poster presented at the 11th Annual Symposium of the Centre for Intercultural Language Studies, University of British Columbia, Vancouver, Canada.
Beyer, T., & Hudson Kam, C. L. (2006, March). Comparing off- and on-line measures of AAE- and SAE-speaking children’s comprehension of SAE tense. Poster presented at the On-line Methods in Children’s Language Processing, City University New York.
Presentations
Beyer, T., *Edwards, K., & *Fuller, C. (March, 2014). Flipping the Script: The Interpretation of African American English by Speakers of Standard American English. Paper presented at the Georgetown University Roundtable (GURT), Washington, D.C.
Beyer, T., & Hudson Kam, C. L. (2007, November). The Comprehension of Standard American English Morphology by 6- and 7-year-old Speakers of African American English. Paper presented at the 32nd Annual Boston University Conference on Language Development, Boston, MA.
Publications
Beyer, T., *Edwards, K. A., & *Fuller, C. C. (2015). Misinterpretation of African American English BIN by Adult Speakers of Standard American English. Language and Communication, 45, 59-69, doi: 10.1016/j.langcom.2015.09.001
Beyer, T., & Hudson Kam, C. (2012). First and second graders’ interpretation of Standard American English morphology across varieties of English. First Language, 32, 208-227.
Beyer, T., & Hudson Kam, C. (2009). Some cues are stronger than others: The (non)interpretation of 3rd person present –s as a tense marker by 6- and 7-year-olds. First Language, 29, 209-228.
Beyer, T., & Hudson Kam, C. (2008). The role of orthographic gender in cognition. Technical Report, CRL-0802. La Jolla, CA: University of California, San Diego, Center for Research in Language.
* Denotes Student Author
Beyer, T., *Boninger, A., & *Michael, S. (2016, March). Social Influences on Language Processing. Poster presented at the 30th Annunal CUNY Conference on Human Sentence Processing, Massachusetts Institute for Technology, Boston, MA.
Beyer, T., *Boninger, A., & *Michael, S. (2016, September). Social Influences on Language Processing. Poster presented at the Linking social effects in language processing to social effects in language evolution, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands.
Beyer, T., Edwards*, K., & Fuller*, C. (2015, October). Processing across language varieties: the misinterpretation of African American English BIN by adult speakers of Standard American English. Poster presented at the 44th Annual New Ways of Analyzing Variation (NWAV), University of Toronto, Toronto, Canada.
Beyer, T., & Hudson Kam, C. L. (2015, May). Mere exposure may not lead to bidialectal competence. Poster presented at the 11th Annual Symposium of the Centre for Intercultural Language Studies, University of British Columbia, Vancouver, Canada.
Beyer, T., & Hudson Kam, C. L. (2006, March). Comparing off- and on-line measures of AAE- and SAE-speaking children’s comprehension of SAE tense. Poster presented at the On-line Methods in Children’s Language Processing, City University New York.
Presentations
Beyer, T., *Edwards, K., & *Fuller, C. (March, 2014). Flipping the Script: The Interpretation of African American English by Speakers of Standard American English. Paper presented at the Georgetown University Roundtable (GURT), Washington, D.C.
Beyer, T., & Hudson Kam, C. L. (2007, November). The Comprehension of Standard American English Morphology by 6- and 7-year-old Speakers of African American English. Paper presented at the 32nd Annual Boston University Conference on Language Development, Boston, MA.
Publications
Beyer, T., *Edwards, K. A., & *Fuller, C. C. (2015). Misinterpretation of African American English BIN by Adult Speakers of Standard American English. Language and Communication, 45, 59-69, doi: 10.1016/j.langcom.2015.09.001
Beyer, T., & Hudson Kam, C. (2012). First and second graders’ interpretation of Standard American English morphology across varieties of English. First Language, 32, 208-227.
Beyer, T., & Hudson Kam, C. (2009). Some cues are stronger than others: The (non)interpretation of 3rd person present –s as a tense marker by 6- and 7-year-olds. First Language, 29, 209-228.
Beyer, T., & Hudson Kam, C. (2008). The role of orthographic gender in cognition. Technical Report, CRL-0802. La Jolla, CA: University of California, San Diego, Center for Research in Language.
* Denotes Student Author