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Katharine Donnelly Adams

kda11 at

Katharine Donnelly Adams is a researcher in the Bilingualism and Language Development Lab at Penn State University.  She received her M.A.T and Ph.D. from the Eliot-Pearson Department of Human Development and Child Study at Tufts University.  She was a Research Teacher at Benchmark School, where she helped to develop the Word Detectives program, and at the Center for Reading and Language Research at Tufts, where she was a co-author and lead teacher for RAVE-O.  Her doctoral research focused on how to best deliver research-based interventions to students and teachers through summer programming and training.  These experiences highlighted the importance of second language learning and bilingualism for many students in reading development.  To address these questions, her post-doctoral studies use neurocognitive and behavioral methods to investigate how children and adults learn second languages in the classroom.  A primary goal of this research is to share results with teachers, schools, and families to better inform educational practices.

Rafał Jończyk

rzj54 at

Rafał Jończyk is a postdoctoral fellow in the Center for Language Science (CLS) at Penn State University and an associate professor at the Faculty of English of Adam Mickiewicz University in Poznań, Poland, where he received his PhD. His main research interests include investigating behavioural and neurophysiological underpinnings of emotion processing in monolingual and bilingual speakers from a pragmatic perspective. For his PhD, he investigated how contextual information modulates electrophysiological responses to emotional language in the first (L1) and second language (L2), providing novel neurocognitive evidence for suppression of negative information in L2. In his recent work, he focused on how bilingual speakers anticipate negative events when they operate in L1 and L2 context. His research findings carry implications for bilingual therapy and education. At CLS, he is investigating neural correlates of divergent thinking in the engineering design context. The core aim of this research is to understand the mechanism underlying divergent thinking and apply that knowledge to foster divergent thinking in engineering students.

Eric Pelzl

ezp218 at

Eric uses behavioral and neurophysiological (ERP) methods to understand how people learn the phonology (sounds) and lexicon (words) of a new language, and also how accented speech impacts listeners. As a former Chinese teacher, his research is often conducted in the context of Mandarin, and focuses on one of the common challenges learners of Mandarin discuss among themselves: lexical tones. Learn more at his website

Research interests: Chinese, second language acquisition, psycholinguistics, ERPs, lexical learning, phonology, lexical learning, accent, second language teaching

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