Janet L. McDonald, Professor
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4116
Many of my research projects deal with language learning in adulthood. If you have studied a foreign language in high school or college, you probably have encountered some frustration. Unlike your native language, acquired when you were a child, learning a second language in adulthood seems effortful and difficult. Your ultimate level of mastery in the second language is also likely to be much less than that of native speakers. Some researchers speculate this is because there is a biologically determined critical period for language acquisition—that is, that language must be acquired early in life for mastery to be nativelike.
I am interested in alternative explanations of age of acquisition effects on language mastery based on cognitive processes. In particular, I am interested in exploring how differences in phonological ability, working memory capacity and processing speed influence grammatical mastery. My lab has examined this relationship in adult second language speakers, native speakers under processing stress, and in native speaking children.
There are numerous research opportunities in my lab for students who are interested in language acquisition, language comprehension or bilingualism (or who are bilingual themselves!)
- PSYC 2001 Honors Introductory Psychology
- PSYC 2016 Statistics for the Behavioral Sciences
- PSYC 7030 Cognitive Bases of Behavior
- HNRS 3000 Psychological Methods
Comeaux, I. & McDonald, J. L. (in press).Determining the effectiveness of visual input enhancement across multiple linguistic cues. Language Learning.
McDonald, J. L., Seidel, C. M., Hammarlund, R. & Oetting, J. B. (in press). Working memory performance in children with and without SLI in two nonmainstream dialects of English. Applied Psycholinguistics.
McDonald, J. L. (2008). Grammaticality judgments in children: The role of age, working memory, and phonological ability. Journal of Child Language, 35, 247-268.
McDonald, J. L. (2008). Differences in the cognitive demands of word order, plurals, and subject-verb agreement constructions. Psychonomic Bulletin & Review, 15, 980-984.
McDonald, J. L. (2006). Alternatives to the critical period hypothesis: Processing-based explanations for poor grammaticality judgment performance by late second language learners. Journal of Memory & Language, 55, 381-401.