Graduate Student Research Award

The Graduate Student Research Award recognizes quality in predissertation work that is predominantly that of a graduate student. Accordingly, the graduate student must be first author on the paper. This award was previously referred to as the Outstanding Student Paper Award (1997-2019).

Past Winners

Malayka Mottarella: Skilled Readers Engage more Proactive Attentional Control Processes During a Working Memory Task

2019: Daniel P. Feller: Relations between Component Reading Skills, Inferences and Comprehension Performance in Community College Readers.

2019: Kole Norberg: Can Online Search Strategies Predict Learning from Internet Sources?

2018: Alison Jane Martingano: Overhearing Misunderstood Dialogue

2017: Reese Butterfuss: The Role of Inhibition in Reducing the Interference from Misconceptions During Reading

2016: Christopher Ryan Williams: Validating Semantic Anomalies

2015 – Laura K. Allen: Change Your Mind: Investigating the Effects of Self-Explanations in the Resolution of Misconceptions

2014 – David Markowitz: Linguistic Patterns in Fraudulent Science Writing Style

2013 – Johanna Maier: Two Ways to Attenuate the Text-Belief Consistency Effect in Multiple Text Comprehension: Standpoint Reading Goals and Metacognitive Training

2012 – Alexandra List: ‘I Was Looking for the Answer’: A Critical Examination of Multiple Source Use

2011 – Emily Smith: Tracking Spatial Information

2010 – Kris Liu: Hedging Memory

2009 – Mike Mensink: Evil geniuses: Inference from Mismatches between Trait Descriptions and Reader Preferences

2008 – Nick Duran: Automated Detection of Coordination between Child and Caregivers Using Natural Language Processing

2007 – Not awarded

2006 – Fabrice Cauchard: Do Visual Signals Extend the Vertical Visual Span in Processing of Expository Text? A Gaze-contingent Moving Window Study

2005 – Johann Ari Larusson: Using Discourse to Measure the Representational Work of Pilots During an Approach Briefing

2004 – David Havas: An Embodiment Basis for Emotional Language Comprehension

2003 – Carol Madden: All Words Require Lexical Disambiguation

2002 – Heather Hite Mitchell: The Effects of Context on the Appreciation and Comprehension of Jokes

2001 – Tobias Richter: Epistomological Evaluations in Comprehension of Expository Text

2000 – Johanna Kaakinen: Perspective Effects on Fixation Times and Memory for Text”

2000 – Rob Stanfield: The Effect of Verbal Context on Picture Recognition: Initial Support for Perceptual Symbol Theory

1999 – Michelle L. Gregory: Effects of Informativeness on Durational Shortening in Conversation

1998 – Ken Samuel: Discourse Learning: Dialogue Act Tagging With Transformation-based Learning

1997 – Andreas Schraam: Aspect and Causal inferences: Towards the Linguistic Component in a Process Model of Inference Generation in Text Comprehension

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