Jocelyn R. Folk

Research Area:

• Psychological Science - Cognitive

Does Dr. Folk to recruit a doctoral student for the next incoming class?

Research Interests:

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. Recent work explores how individual differences influence how readers learn new word meanings and spellings from text. My laboratory includes an eye tracker 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. 

Courses Frequently Taught:

• Cognitive Neuroscience (undergraduate)
• General Psychology (undergraduate)
• General Psychology Honors (undergraduate)
• Cognitive Neuropsychology (graduate)
• Reading Processes (graduate)

PUBLICATIONS:

• Eskenazi, M.A, Askew, R. L, & Folk, J.R. (2023). Precision in measurement of lexical expertise: The selection of optimal items for a spelling assessment. Behavior Research Methods, 55, 623-632. https://doi.org/10.3758/s13428-022-01834-3.
• Upadhyay, S. S. N., Brusnighan, S. M., & Folk, J. R. (2022). Readers accurately monitor their incidental word learning success during silent reading. Acta Psychologica, 228, https://doi.org/10.1016/j.actpsy.2022.103653.
• de Long, S. & Folk, J. R. (2022). Learning to Spell Novel Words: The Relationship between Orthographic and Semantic Representations during Incidental Learning. Journal of Psycholinguistic Research, 51, 1101-1120. https://doi.org/10.1007/s10936-022-09886-4
• Deibel, M. E.  & Folk, J. R. (2022) Are there individual differences in learning homophones during silent reading? Journal of Psycholinguistic Research, 51, 1121-1142.   https://doi.org/10.1007/s10936-022-09889-1
• Eskenazi, M.A., Kemp, P., & Folk, J.R. (2021). Word Skipping during the Lexical Acquisition Process. Quarterly Journal of Experimental Psychology, 74(3), 548-558. https://doi.org/10.1177/1747021820967292
• Deibel, M. E.  & Folk, J. R. (2022) Are there individual differences in learning homophones during silent reading? Journal of Psycholinguistic Research, 51, 1121-1142. https://doi.org/10.1007/s10936-022-09889-1 
• Canda., A. M., & Folk, J.R. (2019). Orthographic Texture Effects During Spelling are Due to Variations in Representation Strength. Cognitive Neuropsychology. doi: 10.1080/02643294.2019.1656605
• Folk, J.R., & Eskenazi, M.A. (2018). Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements during Reading. Journal of Visual Experiments, 140, doi: 10.3791/58442.
• Eskenazi, M. A., Swischuk, N. K., Folk, J. R., & Abraham, A. N. (2018). Uninformative Contexts Support Word Learning for High-Skill Spellers, Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 2019-2025, doi:10.1037/xlm0000568.
• Eskenazi, M. A. & Folk, J.R. (2017). Regressions During Reading:  The Cost Depends on the Cause. Psychonomic Bulletin and Review, 24, 1211-1216, doi: 10.3758/s13423-016-1200-9
• Folk, J. R., & Eskenazi, M. A. (2016). Eye movement behavior during reading.  In Was, C. A., Sansosti, F. J., & Morris, B. J. (Eds.), Eye Tracking Technology Applications in Educational Research.  Hershey, PA:  IGI Global.