Jocelyn R. Folk
Education: Ph.D., University of South Carolina (1997)
Research Area: Experimental - Cognitive
My research interests center on understanding the cognitive processes underlying the ability to comprehend and produce written language, with emphasis on studies of reading and spelling abilities in skilled and less-skilled populations. My laboratory includes an eyetracker to explore moment-to-moment cognitive processing during reading. Additionally, my research involves studies of neurologically impaired individuals with acquired language impairments to investigate cognitive processes and representations involved in normal language processing and how they become impaired. I am also interested in understanding how hearing impairment influences how people read, focusing on the cognitive and linguistic skills of readers who are deaf.
Courses Frequently Taught
- Cognitive Neuroscience (undergraduate)
- General Psychology (undergraduate)
- General Psychology Honors (undergraduate)
- Cognitive Neuropsychology (graduate)
- Reading Processes (graduate)
Scholarly, Creative & Professional Activities
Eskenazi, M., & Folk, J. R. (2014). Skipped Words and Fixated Words Are Processed Differently During Reading. Psychonomic Bulletin and Review.
Patterson, T., & Folk, J. R. (2014). Lexical Influences on the Sublexical System during Nonword Spelling. SOJ Psychology, 1(3), 1-8.
Jones, A. C., Folk, J. R., & Brusnighan, S. M. (2012). Resolving syntactic category ambiguity: An eye-movement analysis. Journal of Cognitive Psychology.
Brusnighan, S. M., & Folk, J. R. (2012). Combining contextual and morphemic cures is beneficial during incidental vocabulary acquisition: Semantic transparency in novel compound word processing. Reading Research Quarterly, 47(2), 172-190.
Goldrick, M., Folk, J. R., & Rapp, B. (2010). Malaprop's neighborhood: Using word errors to reveal neighborhood structure. Journal of Memory and Language, 62, 113-34.
Jones, A. C., Folk, J. R., & Rapp, B. (2009). All Letters are not Equal: Sub-Graphemic Texture in Orthographic Working Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1389-1402.
Goldrick, M., Folk, J. R., & Rapp, B. (2004). Orthographic neighborhoods: Evidence from dysgraphia. Brain and Language, 94-95.
Lacruz, I., & Folk, J. R. (2004). Feedforward and feedback consistency effects for high and low frequency words in lexical decision and naming. Quarterly Journal of Experimental Psychology, 57(A), 1261-1284.
Folk, J. R., & Rapp, B. (2004). Interaction of lexical and sublexical information in spelling: Evidence from nonword priming. Applied Psycholinguistics, 25, 565-85.
Folk, J. R., & Jones, A. C. (2004). The purpose of lexical/sublexical interaction in spelling: Evidence from dysgraphia. Neurocase, 10, 65-69.