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D-Index & Metrics

Social Sciences and Humanities

D-Index
36
Citations
4649
World Ranking
6530
National Ranking
470

Overview

Joanne Arciuli is a researcher affiliated with Flinders University in Australia, with a publication record that spans psychology and social sciences. Their work focuses extensively on developmental and educational psychology, education, cognitive neuroscience, experimental and cognitive psychology, and clinical psychology.

The scientist's main research topics include reading and literacy development, child development and digital technology, autism spectrum disorder research, language development and disorders, family and disability support research, language, metaphor, and cognition, and second language acquisition and learning.

Joanne Arciuli has contributed to a number of frequently published venues such as:

  • Journal of Experimental Child Psychology
  • British Journal of Educational Psychology
  • International Journal of Speech-Language Pathology
  • Autism
  • Language Speech and Hearing Services in Schools

Some of the recent published papers include:

  • Towards a unifying caring life-course theory for better self-care and caring solutions: A discussion paper (2021, Journal of Advanced Nursing)
  • Indigenous Australians with autism: A scoping review (2020, Autism)
  • Measuring children's auditory statistical learning via serial recall (2020, Journal of Experimental Child Psychology)
  • Embedding research codesign knowledge and practice: Learnings from researchers in a new research institute in Australia (2022, Research Involvement and Engagement)
  • A meta-analysis on the correlations between statistical learning, language, and reading outcomes (2023, Developmental Psychology)

Joanne Arciuli frequently collaborates with other researchers. Notable co-authors include Benjamin Bailey, Greig I. de Zubicaray, Katie L. McMahon, Eric Emerson, and Frank H. Guenther.

Best Publications

  • Statistical Learning Is Related to Reading Ability in Children and Adults

    Joanne Arciuli;Ian C. Simpson

  • Individual Differences in Statistical Learning Predict Children's Comprehension of Syntax.

    Evan Kidd;Joanne Arciuli

  • Statistical learning in typically developing children: the role of age and speed of stimulus presentation.

    Joanne Arciuli;Ian C. Simpson

  • The Role of Semantics and Grammatical Class in the Neural Representation of Words

    Gabriella Vigliocco;Jane Warren;Jane Warren;Simona Siri;Joanne Arciuli

  • The processing of lexical stress during visual word recognition : typicality effects and orthographic correlates

    Joanne Arciuli;Linda Cupples

  • Linguistic entrenchment: Prior knowledge impacts statistical learning performance

    Noam Siegelman;Louisa Bogaerts;Amit Elazar;Joanne Arciuli

  • Learning to Assign Lexical Stress during Reading Aloud: Corpus, Behavioral, and Computational Investigations.

    Joanne Arciuli;Padraic Monaghan;Nada Seva

  • Training secondary school teachers in instructional language modification techniques to support adolescents with language impairment: a randomized controlled trial.

    Julia Starling;Natalie Munro;Leanne Togher;Joanne Arciuli

  • “Um, I can tell you're lying”: Linguistic markers of deception versus truth-telling in speech

    Joanne Arciuli;David Mallard;Gina Villar

  • Developmental trajectory for production of prosody: lexical stress contrastivity in children ages 3 to 7 years and in adults.

    Kirrie J. Ballard;Danica Djaja;Joanne Arciuli;Deborah G. H. James

  • Why Word Learning is not Fast

    Natalie Munro;Elise Baker;Karla K McGregor;Karla K McGregor;Kimberley M Docking

  • Advancing Our Understanding of the Link between Statistical Learning and Language Acquisition: The Need for Longitudinal Data.

    Joanne Arciuli;Janne von Koss Torkildsen

  • Stressing what is important: Orthographic cues and lexical stress assignment

    Nada Ševa;Padraic Monaghan;Joanne Arciuli

  • Parents’ expectations, awareness, and experiences of accessing evidence-based speech-language pathology services for their children with autism

    Elle Jane Auert;David Trembath;Joanne Arciuli;Donna Thomas

  • Putting an "end" to the motor cortex representations of action words

    Greig I. de Zubicaray;Joanne Arciuli;Katie McMahon

  • Building an audio-visual corpus of Australian English: large corpus collection with an economical portable and replicable Black Box

    Denis Burnham;Dominique Estival;Steven Fazio;Jette Viethen

  • “Right on all Occasions?” – On the Feasibility of Laterality Research Using a Smartphone Dichotic Listening Application

    Josef Johann Bless;René Westerhausen;René Westerhausen;Joanne Arciuli;Kristiina Kompus

  • Reading as Statistical Learning.

    Joanne Arciuli

  • Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability

    Zhenghan Qi;Zhenghan Qi;Yoel Sanchez Araujo;Wendy C. Georgan;John D. E. Gabrieli;John D. E. Gabrieli

  • Effects of stress typicality during spoken word recognition by native and nonnative speakers of English: evidence from onset gating.

    Joanne Arciuli;Linda Cupples

  • Effects of Stress Typicality during Speeded Grammatical Classification.

    Joanne Arciuli;Linda Cupples

  • Statistical learning under incidental versus intentional conditions.

    Joanne Arciuli;Janne von Koss Torkildsen;David J. Stevens;Ian C. Simpson

  • Effects of ABRACADABRA Literacy Instruction on Children with Autism Spectrum Disorder

    Benjamin Bailey;Joanne Arciuli;Roger J. Stancliffe

  • Would you rather 'embert a cudsert' or 'cudsert an embert'?: How spelling patterns at the beginning of English disyllables can cue grammatical category

    Joanne Arciuli;Linda Cupples

Frequent Co-Authors

Kirrie J. Ballard
Kirrie J. Ballard University of Sydney
Evan Kidd
Evan Kidd Australian National University
Padraic Monaghan
Padraic Monaghan Lancaster University
Eric Emerson
Eric Emerson Lancaster University
Katie L. McMahon
Katie L. McMahon Queensland University of Technology
Mark Onslow
Mark Onslow University of Technology Sydney
Gabriella Vigliocco
Gabriella Vigliocco University College London
Denis K Burnham
Denis K Burnham Western Sydney University
Leanne Togher
Leanne Togher University of Sydney

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