Publications

Bold: NERD Lab member

Farran, B. M., & Morett, L. M. (2024). Multimodal cues in L2 lexical tone acquisition: Current research and future directions. Frontiers in Education, 9, 1410795.  (PDF)

Morett, L. M., Cieśla, M., Bray, M. E., & Emmorey, K. (in press). Feeling signs: Motor encoding enhances sign language learning in hearing adults. Studies in Second Langauge Acquisition, 1-13. (PDF)

Morett, L. M. (in press). Multimodal processing in bilingualism and second language acquisition. In Chapelle, C. A. (Ed.), Encyclopedia of applied linguistics (2nd ed.), Wiley.  (PDF)

Cheimariou, S., & Morett, L. M. (2024). Beyond the N400: Confirmed & disconfirmed lexical predictions in aging. Communication Disorders Quarterly. 45 (3), 158-169.(PDF)

Morett, L. M. (2024). Examining gesture production in the presence of communication challenges. Journal of Visualized Experiments. (PDF)

Taresh, S. M., Morett, L. M., Zaid, S. M., Roslan, S., Taresh, M., Song, P., Noman, S., & Ahmad, N. A. (2024). Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification. Autism, 28 (1), 239-253. (PDF)

Morett, L. M. (2023). Observing gesture at learning enhances subsequent phonological and semantic processing of L2 words: An N400 study. Brain and Language, 246, 105327. (PDF)

Morett, L. M. (2023). Editorial: Language embodiment: Interdisciplinary methodological innovations-Volume II. Frontiers in Psychology, 14, 1251549. (PDF)

Nelson, C. M., White, S. W., Stoppelbein, L., Armstrong, M., Paul, M., & Morett, L. M. (2023). Experiences of students with ASD in online postsecondary education: A consensus-building investigation using the nominal group technique. Education and Training in Autism and Developmental Disabilities, 58. (PDF)

Morett, L. M., Nelson, C. M., Hughes-Berheim, S. S., & Scofield, J. (2023). Development of sensitivity to beat gesture and contrastive accenting in support of word learning in early childhood in boys and girls. First Language. (PDF)

Tomeny, T., Hudac, C. M., Malaia, E. A., Morett, L. M., Tomeny, K. R., Watkins, L., & Kana, R. K. (2023). Serving individuals with Autism Spectrum Disorder in the age of COVID-19: Special considerations for rural families. Rural Special Education Quarterly, 42 (2), 105-118. (PDF)

Stager, C. G., Morett, L. M., & Stelmach, A., Parente, A. G., Mickler, J., & Scofield, J. (2023). Children’s disambiguation of novel words varies by the number and position of phonological contrasts. Journal of Child Language, 50, 710-735. (PDF)

Morett, L. M. (2023). Editorial: Language embodiment: Principles, processes, and theories for learning and teaching practices in typical and atypical readers. Frontiers in Psychology, 14, 1144176. (PDF)

Rajeb, M., Wang, Y., Man, K., & Morett, L. M. (2023). Supporting students’ acceptance of online learning in a developing nation. Educational Technology Research and Development. (PDF)

Hughes-Berheim, S. S., Cheimariou, S., Shelley-Tremblay, J. F., Doheny, M. M., & Morett, L. M. (2022). Extending gesture’s impact on word learning to reading: A self-paced reading study. Discourse Processes, 59, 646-667. (PDF)

Morett, L. M. (2022). How to conduct experimental research illuminating gesture’s role in L2 acquisition. In G. Stam & K. Urbanski (Eds.), How to conduct second language acquisition research by analyzing gestures and multimodality in and outside the classroom. Routledge. (PDF)

Wilcox, G., Morett, L. M., Hawes, Z., & Dommett, E. J. (2022). Editorial: The role of educational neuroscience as a bridge between neuroscience and education. Frontiers in Education, 7, 962930. (PDF)

Yao, R., Guan, C. Q., MacWhinney, B., Smolen, E. R., & Morett, L. M. (2022). Gesture-speech integration in typical and atypical adolescent readers. Frontiers in Psychology, 13, 890962. (PDF)

Guan, C. Q., Meng, W., Morett, L. M., & Fraundorf, S. H. (2022). Mapping pitch accents to memory representations in spoken discourse among Chinese learners of English: Effects of L2 proficiency and working memory. Frontiers in Psychology, 13, 870152. (PDF)

Morett, L. M., Feiler, J. B., & Getz, L. M. (2022). Elucidating the influences of embodiment and conceptual metaphor on lexical and non-speech tone learning. Cognition, 222, 105014. (PDF)

Morett, L. M., Fraundorf, S. H., & McPartland, J. C. (2021). Eye see what you’re saying: Contrastive use of beat gesture and pitch accent affects online interpretation of spoken discourse. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47, 1494-1526. (PDF)

Guan, C. Q., Li, Y., Meng, W., & Morett, L. M. (2021). Curved vs. straight-line handwriting effects on word recognition in typical and dyslexic readers across Chinese and English. Frontiers in Psychology, 12, 745300. (PDF)

Roche, J. M., Zgonnikov, A., & Morett, L. M. (2021). Cognitive processing of miscommunication in interactive listening: An evaluation of listener indecision and cognitive effort. Journal of Speech, Language, and Hearing Research, 64, 159-175. (PDF)

Wilcox, G., Morett, L. M., Hawes, Z., & Dommett, E. J. (2021). Why educational neuroscience needs educational and school psychology to effectively translate neuroscience to educational practice. Frontiers in Psychology, 11, 618449. (PDF)

Morett, L. M., Landi, N., Irwin, J., & McPartland, J. C. (2020). N400 amplitude, latency, and variability reflect temporal integration of beat gesture and pitch accent during language processing. Brain Research, 1747, 147059. (PDF)

Hughes-Berheim, S. S., Morett, L. M., & Bulger, R. (2020). Semantic relationships between representational gestures and their lexical affiliates are evaluated similarly for speech and text. Frontiers in Psychology, 11, 2808. (PDF)

Morett, L. M., Roche, J. M., Fraundorf, S. H., & McPartland, J. C. (2020). Contrast is in the eye of the beholder: Infelicitous beat gesture increases cognitive load during online spoken discourse comprehension. Cognitive Science, 44, e12912. (PDF)

Morett, L. M. (2020). The influence of tonal and atonal bilingualism on children's lexical and non-lexical tone perception. Language and Speech, 63 (2), 221-241. (PDF)

Morett, L. M., & Fraundorf, S. H. (2019). Listeners consider alternative speaker productions in discourse comprehension and memory: Evidence from beat gesture and pitch accenting​. ​Memory and Cognition, 47, 1515–1530. (PDF)

Morett, L. M. (2019). The power of an image: Images, not glosses, enhance learning of concrete L2 words in beginning learners. ​Journal of Psycholinguistic Research, 48, 643-664. (PDF)

Morett, L.M. (2018). In hand and in mind: Effects of gesture production and viewing on second language word learning. Applied Psycholinguistics. (PDF)

Morett, L. M., O’Hearn, K., Lynn, A. S., Luna, B., & Ghuman, A. S. (2016). Altered gesture and speech production in ASD detract from in-person communicative quality. Journal of Autism and Developmental Disorders, 46, 998–1012. (PDF)

Morett, L. M. (2015). How the hands cue the mind: effects of iconicity and enactment on sign language acquisition. Journal of Cognitive Psychology, 27, 251–276. (PDF)

Morett, L. M., & Chang, L. Y. (2015). Emphasizing sound and meaning in tonal language acquisition: a gesture training study. Language, Cognition and Neuroscience, 30, 347–353. (PDF)

Morett, L. M. (2014). When hands speak louder than words: the role of gesture in the communication, encoding, and recall of a novel second language. The Modern Language Journal, 98, 834–853. (PDF)

Morett, L. M., & MacWhinney, B. (2013). Syntactic transfer in English-speaking Spanish learners. Bilingualism: Language and Cognition, 16, 132–151. (PDF)

Morett, L. M., Clegg, B. A., Blalock, L. D., & Mong, H. M. (2009). Applying multimedia learning theory to map learning and driving navigation. Transportation Research Part F: Traffic Psychology & Behaviour, 12, 40–49. (PDF)

Proceeding Papers

Morett, L. M. (2023). Observing gestures during L2 word learning facilitates differentiation between unfamiliar speech sounds and word meanings. In M. Goldwater, F. Anggoro, B. Hayes, & D. Ong (Eds.), Proceedings of the 45th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society. (PDF)

Morett, L. M. (2022). Task-based and individual differences influence the effect of gesture observation on novel L2 speech sound learning. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society. (PDF)

Morett, L. M., Fraundorf, S. H., & McPartland, J. C. (2019). Eye see what you're saying: Beat gesture facilitates online resolution of contrastive referring expressions in spoken discourse. In A. Goel, C. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Meeting of the Cognitive Science Society. ​Austin, TX: Cognitive Science Society. (PDF)

​Morett, L. M., Roche, J. M., Fraundorf, S. H., & McPartland, J. C. (2018). Pupillometry and multimodal processing of beat gesture and pitch accent: The eye’s hole is greater than the sum of its parts. In C. Kalish, M. Rau, J. Zhu, & T. Rogers (Eds.), Proceedings of the 40th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society. (PDF)

Morett, L. M., MacWhinney, B., & Gibbs, R. W. (2012). The role of gesture in second language word learning: acquisition, communication, and retention. In N. Miyake, D. Peebles, & R. Cooper (Eds.), Proceedings of the 34th Annual Meeting of the Cognitive Science Society. (PDF)

Morett, L. M., MacWhinney, B., & Gibbs, R. W. (2012). The effects of mental imagery and embodied action on L2 word learning. In N. Miyake, D. Peebles, & R. Cooper (Eds.), Proceedings of the 34th Annual Meeting of the Cognitive Science Society. (PDF)

Morett, L. M. (2012). How the hands cue the mind: the effects of iconicity and enactment on sign language acquisition. In N. Miyake, D. Peebles, & R. Cooper (Eds.), Proceedings of the 34th Annual Meeting of the Cognitive Science Society. (PDF)

In Progress