- Reading and Language Laboratories
Graduate Student Advisees
- Michelle Colvin
- Evelyn Milburn
Education & Training
- PhD, Massachusetts Institute of Technology
Sentence comprehension; Syntactic, semantic, and referential processing; Reading.
Accepting Graduate Students:
Patson, N.D. & Warren, T. (2010). Evidence for distributivity effects in comprehension. Journal of Experimental Psychology: Learning, Memory and Cognition, 36 (3), 782-789.
Patson, N.D. & Warren, T. (2011). Building complex reference objects from dual sets. Journal of Memory and Language, 64 (4), 443-459.
Reichle, E., Vanyukov, P., Laurent, P., & Warren, T. (2008). Using depth-of-processing to examine attention allocation during reading. Vision Research, 48(17), 1831-1836.
Warren, T., McConnell, K., & Rayner, K. (2008). Effects of context on eye movements when reading about plausible and impossible events. Journal of Experimental Psychology: Learning, Memory and Cognition, 34(4), 1001-1010.
Warren, T., White, S.J., & Reichle, E.D. (2009). Investigating the cause of wrap-up effects: Evidence from eye movements and E-Z Reader. Cognition, 111(1), 132-137.
Patson, N.D. & Warren, T. (2010). Eye movements when reading implausible sentences: Investigating potential structural influences on semantic integration. Quarterly Journal of Experimental Psychology, 63(8), 1516-1532.
Warren, T. & McConnell, K. (2007). Disentangling the effects of selectional restriction violations and plausibility violation severity on eye-movements in reading. Psychonomic Bulletin & Review, 14(4), 770-775.
Warren, T. & Gibson, E. (2002). The influence of referential processing on sentence complexity. Cognition, 85, 79-112
Tokowicz, N., & Warren, T. (2010). Beginning adult L2 learners sensitivity to morphosyntactic violations: A self-paced reading study. European Journal of Cognitive Psychology, 22, 1092-1106.
Tokowicz, N., & Warren, T. (in press). (2010). Beginning adult L2 learners sensitivity to morphosyntactic violations: A self-paced reading study. European Journal of Cognitive Psychology