With a background in education and project management, Hannah is a Project Administrator for the Rees Centre.
She provides administrative support to a variety of projects, focussing on the Nuffield project, and acts as PA to our Director.
Dr Selena Nemorin is a UKRI Future Leaders Fellow and researcher/lecturer in sociology of digital technology at the University of Oxford.
Selena’s research focuses on critical theories of technology, surveillance studies, tech ethics, and youth and future media/technologies. She is currently working on the Fair-AIEd project which examines the role that public-private partnerships play in access and use of AI in emerging market economies.
Her past work includes research projects that have examined AI, IoT and ethics, the uses of new technologies in digital schools, educational equity and inclusion, as well as human rights policies and procedures in K-12 and post-secondary institutions.
Nemorin, S. (2018). Biosurveillance in New Media Marketing: World, Discourse, Representation. New York, NY: Palgrave Macmillan.
Selwyn, N., Nemorin, S., Johnson, N., & Bulfin, S. (2017). Everyday Schooling in the Digital Age: High School, High Tech? Oxford, UK: Routledge.
Bonami, B. & Nemorin, S. (2021). Through three levels of abstraction. Towards an ecological framework for making sense of new technologies in education. Education and Information Technologies. doi: 10.1007/s10639-020-10305-1
Gandy, Jr. O. H. & Nemorin, S. (2020). Transportation and smart city imaginaries: A critical analysis of proposals for the USDOT Smart City Challenge. International Journal of Communication, 14, 1232-1252.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2020). The ‘obvious’ stuff: exploring the mundane realities of students’ digital technology use in school. Digital Education Review, 37, https://revistes.ub.edu/index.php/der/article/view/30670
Ustek-Spilda, F., Powell, A. & Nemorin, S. (2019). Engaging with ethics in Internet of Things: Imaginaries in the social milieu of technology developers. Big Data and Society. July-Dec 1-12. doi: 10.1177/2053951719879468
Selwyn, N., Pangrazio, L., Nemorin, S., & Perrotta, C. (2019). What might the school of 2030 be like? An exercise in social science fiction. Learning, Media and Technology, 1-17. doi:10.1080/17439884.2020.1694944
Gandy, Jr. O. H. & Nemorin, S. (2018). Toward the political economy of ‘nudge’: Smart city variations. Information, Communication & Society. doi.org/10.1080/1369118X.2018.1477969
Williamson, B., Pykett, J. & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education. Discourse, 39(2), 258-275. doi:10.1080/01596306.2018.1394421
Nemorin, S. (2017). Affective capture in digital school spaces and the modulation of student subjectivities. Emotion, Space & Society, 24, 11-18. doi:10.1016/j.emospa.2017.05.007
Nemorin, S. (2017). Post-panoptic pedagogies: The changing nature of school surveillance in the digital age. Surveillance & Society. 15 (2): 239-253.
Nemorin, S. (2017). Neuromarketing and the ‘poor in world’ consumer: How the animalization of thinking underpins contemporary market research discourses. Consumption, Markets & Culture, 20 (1), 59-80 22. doi: 10.1080/10253866.2016.1160897
Nemorin, S. & Gandy, Jr. O.H. (2017). Exploring neuromarketing and its reliance on remote sensing: Social and ethical implications. International Journal of Communication, 11, 4824-4844.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson. N. (2017). Left to their own devices: The everyday realities of ‘one-to-one’ classrooms. Oxford Review of Education. doi: 10.1080/03054985.2017.1305047
Nemorin, S. (2016). The frustrations of digital fabrication: An auto/ethnographic exploration of 3D ‘Making’ in school. International Journal of Technology and Design Education. doi: 10.1007/s10798-016-9366-z
Nemorin, S. & Selwyn, N. (2016). Making the best of it? Exploring the realities of 3D printing in school. Research Papers in Education. doi: 10.1080/02671522.2016.1225802
Selwyn, N., Nemorin, S., & Johnson, N. (2016). High-tech, hard work: An investigation of teachers’ work in the digital age. Learning Media and Technology. doi:10.1080/17439884.2016.1252770
Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks – student perceptions of school as a context for digital technology use. Educational Studies 42(3), 239-251. doi: 10.1080/03055698.2016.1160824
Pinto, L. E. & Nemorin, S. (2015). Normalizing panoptic surveillance among children. Our Schools Our Selves, 24(2), 53-62.
Nemorin, S. (2017). Online safety. In SAGE Encyclopedia of Out-of-School Learning, K. Peppler (Ed). Thousand Oaks, CA: Sage.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2016). Toward a digital sociology of school. In Digital Sociologies, J. Daniels, K. Gregory, & T. McMillan Cottom (Eds). Bristol, UK: Policy Press.
Boler, M. & Nemorin, S. (2013). Dissent, truthiness, and war: New media landscapes of 21st century propaganda. In The Oxford Handbook of Propaganda Studies, R. Castronovo and J. Auerbach (Eds.). New York, NY: Oxford University Press.
Monographs and reports
Powell, A., Nemorin, S., Berner, A., Douglas-Jones, R., Fritsch, E., Hanteer, O., … Vega-Aurelio, D. (2017). Values and ethics in innovation for responsible technology in Europe. Report for the EU Commission: Enabling responsible ICT-related research and innovation.
Selwyn, N., Johnson, N., Nemorin, S., & Knight, E. (2016). Going online on behalf of others: An investigation of ‘proxy’ Internet consumers. Report for the Australian Communications Consumer Action Network, Sydney.
Laura currently supervises students on the MSc Education (Digital and Social Change) pathway. Her research interests include the intersection of ethics, learning and technology in marginalised communities.
Laura completed a DPhil in Education with the Learning and New Technologies research group in 2015. She has since contributed to a number of research projects at the Department of Education and the Oxford Internet Institute. A strong advocate of inclusive participatory methodologies and action research, she continues to practice in a school environment, supporting students with Specific Learning Difficulties (SpLD).
Hakimi L, Eynon R, Murphy VA. The Ethics of Using Digital Trace Data in Education: A Thematic Review of the Research Landscape. Review of Educational Research. 2021;91(5):671-717.
Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., Winters, N. (2021) Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+create program. Computers and Education Vol.175
Geniets, A., O’Donovan, J., Hakimi, L., Winters, N. (eds) (2021) Training for Community Health: Bridging the Global Health Care Gap: OUP
Aliya teaches on the Comparative and International Education MSc programme at the Department of Education after having taught at the Faculty of Education, University of Cambridge. Her research focuses on how women in the South navigate their agency in highly constrained circumstances. Her specialised areas of interest are the capability approach, negative capability, epistemic paradoxicality and justice, and the promotion of knowledges (plural) and Southern epistemologies. Aliya actively engages in issues around the politics of representation and knowledge production in the academe. Aliya is currently accepting doctoral students with an interest in these areas.
COVID-19 related school disruption and closures have significantly impacted the lives of students. Notably, these disruptions have had a multi-fold impact on children living in ethnic minority families. Although ethnic and racial inequalities are persistent across contexts, this project particularly engages with young adults and other family members belonging to Bangladeshi and Pakistani ethnic minority families living in England. Children in these families have been uniquely affected by the pandemic (Bayrakdar & Guveli, 2020), given the higher rates of prevalence of COVID among these communities and also greater and persistent structural inequalities.
Bangladeshi and Pakistani ethnic minority families have been identified as a focus of this research because firstly, these particular groups have been strongly impacted by COVID (Platt & Warwick, 2020; Trivedy et al., 2020) and secondly, their socio cultural specificities make them more susceptible to disadvantage during COVID related school closures (Bayrakdar & Guveli, 2020). Our particular focus is on secondary school children whose learning has been majorly disrupted due to national lockdowns and uncertainty regarding national assessments.
Therefore, this project aims to address the unique situation and experiences of these BAME families with secondary school age children to understand how COVID-related challenges are shaping their learning experiences, household dynamics and future aspirations.
This is an exploratory, project which fills an important gap in existing knowledge by taking a strong cultural lens to understanding how learning among Bangladeshi and Pakistani families could be supported, drawing on a deeper understanding of their lived realities and contextualised understanding of the challenges they face. The aim is not simply to reproduce a deficit discourse (which tends to be associated with families from these ethnic minority groups), but to understand family dynamics and the opportunities offered herein.
Professor Nidhi Singal and Dr Aliya Khalid
While globalisation aims to connect the world equitably, global perspectives are often privileged over the local. Often the voices of women from the South (metaphor for marginalised) are least heard. This project acknowledges that any ‘Global’ ideology of (Dis)order needs to include local women’s voices by studying how they have generated order/disorder to create ‘spaces of action’/reflection (defined as collectives). We propose a multi-phase, multi-method study of women’s ‘collective spaces’. We first explore how ‘collectives’ have been understood. We will learn from women themselves by conducting two interview based case studies on (i) access to reproductive healthcare (Northern Ireland/Ireland) and (ii) mothers’ collective experiences of educating their children during a pandemic (ethnic minority families in England). In bringing together law and education, archives and interviews, reproductive healthcare and education, this project offers a novel way of understanding – and recording – collective responses to local/global challenges.
‘Gendered Inequalities in Education and Capability Spaces for Women/Girls (and others) in Pakistan During Covid’
Project summary: This project explores the cumulative intersectional experiences of women/girls (and others) that are shaped by multidimensional inequalities existing in their physical (urban/rural) and social (market, society, community and family) settings. In particular, how gender interacts with the different vectors of disadvantage (for example, economic, technological, social, cultural and political) within the perimeters of their location (urban/rural) and setting (labour market, society and family) is to be explored. We refer to what we call ‘spaces of action/reflection’ that provide unique gendered experiences of seeking education. This project will thus conceptualise ‘spaces’ as those gendered experiences marked by economic, technological, social, cultural and political disadvantages that girls (and others) face in their locations (physical and social) as they seek education in the times of the pandemic. Hence, ‘space’ not only refers to the physical (urban/rural), but also, the social (community, family), cultural (society) and personal (psychological) aspects within which girls/women (and others) live and seek education.
This research aims to identify how these ‘spaces’ generate opportunities and constraints for girls/women (and others) in Pakistan. This exploration is essential today when Covid-19 has created ruptures in the supportive structures of educational provision. In this regard, it is essential to understand the limits and opportunities for girls/women’s (and that of others) education in Pakistan within these ‘spaces’ that have come about as a result of Covid-19 related educational and social restructuring of opportunities. In sum, the aim of the project is to contribute to international education by creating a deeper understanding of the gendered vulnerabilities that intersect with disadvantages and placement (physical and social) vectors to produce gendered experiences for the most marginalised in the context of Pakistan.
Dr Aliya Khalid and Dr Soufia Siddiqui
Khalid, A. (forthcoming). ‘Hearing their silences: Mothers agency as they support their daughters’ education in rural Punjab Pakistan’, Gender and Education.
Khalid, A., & Rose, P. (forthcoming). Mothers’ Capability to Influence their Daughters’ Education in Pakistan: Interconnections between mothers’ value of education, negative capability and agency. Journal of Human Development and Capabilities.
Khalid, A. (in preparation) ‘Comparisons of hope, education, and aspirations between Pakistani mothers and revolutionaries: The being and becoming of agents in the contexts of change’. Comparative Education
Khalid, A. & Singal, N. (in preparation) ”It’s made us stronger as a family’: Ethnic minority parenting experiences of educating children in England during Covid’. Journal of Family Studies
Singal, N. & Khalid, A. (in preparation) ”Time moves fast but it also goes slow’: Secondary school children’s experiences of ‘preparing’ for exams during lockdown in England. Children and Society
Khalid, A., Parpart, J. & Holmes, G. (Eds.) (in preparation) ‘ From the silence/voice binary to liminal spaces: Understanding gender, agency and power in a changing world’. Routledge
Khalid, A. & Siddiqi, S. (in preparation). Human Development Report 2022: Gendered inequalities in education and capability spaces for women/girls (and others) in Pakistan during Covid’. South Asia: Human Development Report UNDP
Dr Juliet Scott-Barrett is a Research Officer at the Oxford University Centre for Educational Assessment.
Juliet is currently working with Professor Therese N. Hopfenbeck, Dr Tracey Denton-Calabrese, Dr Samantha-Kaye Johnston and Dr Joshua McGrane on a research study funded by the Jacobs Foundation on exploring, evaluating and facilitating creativity and curiosity in the classroom. This research is being conducted in collaboration with the Australian Council for Educational Research and the International Baccalaureate.
In her previous post, she was a Project Associate at the Cambridge Centre for Teaching and Learning where she explored inclusive practices in Higher Education, and worked on cycles of Participatory Action Research identifying and addressing barriers to equal and accessible academic opportunities for all.
Juliet completed her doctoral studies at the University of Edinburgh, where she worked with Lego, voice-recorders and photography to explore children’s perspectives on school environments, communication and play. She also conducted a study interviewing researchers about conducting collaborative and meaningful research with autistic children and young people. She originally trained as a Secondary School teacher and has a PGCE and Masters in Education from the University of Cambridge.
Samantha-Kaye Johnston is a Research Officer at the Oxford University Centre for Educational Assessment (OUCEA).
Samantha-Kaye was formally educated in Jamaica, where she completed her Bachelor of Science in Psychology. In England, she received her Master of Arts in Education and then completed her Ph.D. in Psychology in Australia. Using a cognitive psychology lens, Samantha’s expertise and interest lie at the intersection of education and psychology. She aims to link these areas with evidence-based e-learning technologies to improve teaching, learning, and assessment outcomes.
Samantha has 10+ years of experience in the project management sector, where she has been actively involved in education development initiatives. In 2016, as part of her Project Capability, she founded the Marlon Christie scholarship, which provides a scholarship for Jamaican students with reading difficulties to attend university. As an extension of this project, Samantha founded Reading for Humanity, to elevate the science of reading, the science of learning, and the science of technology within the classroom. Her work is informed by her experience as an advocate and researcher in Jamaica, England, and Australia, primarily within the K-12 sector, as well as within non-governmental, private, community organisations, and United Nations bodies.
She has experience as a University Associate at Curtin University and Teaching Associate at Monash University, as part of their undergraduate and graduate psychology teaching teams. Within this space, she has been teaching and/or assessing various psychology units, including Introduction to Psychology, Developmental Psychology, Science and Professional Practice in Psychology, and Indigenous and Cross-Cultural Psychology.
During her time in the ed-tech sector, and in collaboration with UNESCO’s Future of Education Initiative, she conceptualised and spearheaded Project Seat-at-the-Table (Project SAT), an international qualitative research initiative that aimed at providing primary and secondary school students with the opportunity to provide their input on the future of technology in their education. As an affiliate at the Berkman Klein Centre for Internet and Society at Harvard University, Samantha’s seeks to strengthen internet governance within online learning. In particular, she is interested in ensuring that the rights of young students are protected while they interact within the digital space, including elevating the voices of students in decision-making processes.
Above all, Samantha believes that every child should have the same opportunity to shape their destiny, emphasing that we cannot always build the future for them, but we can build them for the future. Consequently, her goal is to ensure that teachers implement evidence-based pedagogical approaches that will strengthen 21st-century skills, including, critical thinking and creativity, in all students.
Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.
He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).
His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.
Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.
For further information, please click here.
Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.
Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.
Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.
Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.
Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.
Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.
Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.
Jim McKinley is an associate professor of Applied Linguistics in Higher Education at UCL Institute of Education, and a Senior Fellow of the Higher Education Academy.
He has been an associate of the EMI Oxford research group since arriving in the UK in 2016. Originally from the US, he later taught and studied in Australia and New Zealand, and also taught for many years on Japan’s oldest EMI program at Sophia University (2005-2016).
At Oxford, Jim regularly collaborates with Dr. Heath Rose as well as Prof. Victoria Murphy, has published with several DPhil students, and supervises dissertations on the MSc ALSLA and MSc ALLT programs.
Jim’s research mainly explores implications of globalisation for L2 writing, language education, and teaching in higher education. As principal investigator on the British Academy-funded project ‘Exploring the teaching-research nexus in higher education’ (2018), he continues to research and publish on the bifurcation of teaching and research in higher education and TESOL in the UK and internationally. Jim is a co-editor-in-chief of the journal System and series co-editor (with Dr Heath Rose) of Cambridge Elements: Language Teaching.
For further information, visit www.researchgate.net/profile/Jim-Mckinley.
Rose, H., McKinley, J., & Galloway, N. (2020). Global Englishes and Language Teaching: A systematic review of pedagogical research. Language Teaching. https://doi.org/10.1017/S0261444820000518
McKinley, J., McIntosh, S., Milligan, L. O., Mikolajewska, A. (2020). Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education. Higher Education. https://doi.org/10.1007/s10734-020-00595-2
Rose, H., McKinley, J., Xu, X., & Zhou, S. (2020). Investigating policy and implementation of English medium instruction in higher education institutions in China. British Council.
McKinley, J. & Rose, H. (Eds.) (2020). The Routledge Handbook of Research Methods in Applied Linguistics. Routledge.
Rose, H., McKinley, J. & Briggs Baffoe-Djan, J. (2020). Data Collection in Applied Linguistics Research. Bloomsbury.
Dunworth, K., Grimshaw, T., Iwaniec, J., & McKinley, J. (2019). Language and the development of intercultural competence in an ‘internationalised’ university: Staff and student perspectives. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1686698
McIntosh, S. McKinley, J., Milligan, L., & Mikolajewska, A. (2019). Whose values? Whose time? Issues of (in)visibility in academic practice in UK universities. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1637846
McKinley, J. (2019). Evolving the teaching-research nexus. TESOL Quarterly, 53(3), 875-884.
McKinley, J., Dunworth, K., Grimshaw, T., Iwaniec, J. (2019). Developing intercultural competence in the third space: postgraduate studies in the UK. Language and Intercultural Communication, 19(1), 9-22.
McKinley, J. & Rose, H. (2018). Conceptualizations of language errors, standards, norms and nativeness in English for research publication purposes. Journal of Second Language Writing, 42, 1-11.
McKinley, J. (2018). Integrating appraisal theory with possible selves in understanding university EFL writing. System, 78, 27-37.
Rose, H. & McKinley, J. (2018). Japan’s English medium instruction initiatives and the globalization of higher education. Higher Education, 75(1), 111-129.
Rose, H. & McKinley, J. (2017). The prevalence of pedagogy-related research in applied linguistics: Extending the debate. Applied Linguistics, 38(4), 599-604.
McKinley, J., & Rose, H. (Eds.) (2017). Doing Research in Applied Linguistics: Realities, Dilemmas and Solutions. Routledge.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
Prior to coming to the Department of Education Oxford, Liz held positions as an Associate Professor in the Division of Language Sciences at UCL and an Assistant Professor in Psychology at Warwick.
She was previously at Oxford as a Junior Research Fellow housed in the Department of Experimental Psychology and Linacre College. Her degrees are in Linguistics and Artificial Intelligence (University of Edinburgh; MA Hons) and Brain and Cognitive Sciences (University of Rochester, USA; MSc & PhD). Between her degrees, she worked briefly as Teacher of English to students of other languages.
Broadly speaking, Liz is interested in human language learning. Her research explores the extent to which this rests on input-driven, statistical learning processes, both in the context of learning a first native language, and in learning further languages in later childhood or adulthood. She is interested in learning that occurs both in naturalistic contexts and in input-limited contexts (such as the classroom), as well in the educational implications of statistical learning approaches for modern foreign language instruction. She also has an interest in the development of literacy and in language processing.
From a theoretical perspective, Liz has recently become interested in whether human language may be understood in terms of discriminative learning — a well-understood theory of learning developed in the study of animal learning. This work is funded by a grant from the Leverhulme Trust.
See also https://languagelearninglab-ox.com/
- Dong H, Clayards M, Brown H, Wonnacott E. 2019. The effects of high versus low talker variability and
individual aptitude on phonetic training of Mandarin lexical tones. PeerJ 7:e7191 https://doi.org/10.7717/peerj.7191
- Sinkeviciute, R., Brown, H., Brekelmans, G., & Wonnacott, E. (2019) The role of input variability and learner
age in second language vocabulary learning. Studies in Second Language Acquisition, 1-26.
- Samara, A., Singh, D., & Wonnacott, E. (2018) Statistical learning and spelling: Evidence from an incidental
learning experiment with children. Cognition, 182, 25-30. DOI 10.1016
- Amridge, B., Barak, L., Wonnacott, E., Bannard, C., & Sala, G. (2018) Effects of Both Preemption and Entrenchment in the Retreat from Verb Overgeneralization Errors: Four Reanalyses, an Extended Replication, and a Meta-Analytic Synthesis. Collabra: Psychology, 4(1), 23.
- Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209
- Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child
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- Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017) Language learning,
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- Fehér, O., Wonnacott, E., & Smith, K. (2016) Structural priming in artificial languages and the regularisation
of unpredictable variation. Journal of Memory and Language. 91, 158–180.
- Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good
enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). Pp. 855-879.
- Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014) Becoming a written word: Eye movements
reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248.
- Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The
Language Phenomenon, Springer.
- Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012) Input effects on the acquisition of a
novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478.
- Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with
child learners. Journal of Memory and Language, 65, 1-14.
- Perfors, A. & Wonnacott, E. (2011) Bayesian modelling of sources of constraint in language acquisition. In:
Arnon, Inbal and Clarke, Eve V., (eds.) Experience, variation and generalization : learning a first language. Amsterdam ; Philadelphia: John Benjamins , pp. 277-294
- Smith, K., & Wonnacott, E. (2010) Eliminating unpredictable variation through iterated learning. Cognition,
- Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of
verb argument constructions. Journal of Child Language, 37, 607-642.
- Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008) Acquiring and processing verb argument
structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209.
- Wonnacott, E., & Watson, G. (2008) Acoustic emphasis in four year olds. Cognition, 107, 1093-101.