Western University PsychologyFaculty of Social Science

Debra Jared

Dr. Debra Jared

Cognitive, Developmental and Brain Sciences

Email: djjared@uwo.ca
Office: SSC 7330
Tel: 519-661-2111 ext. 84631

  • Bio

  • Publications

  • Research

Biographical Information

As an undergraduate I completed concurrent B. A. (Psychology) and B. Ed. (Primary-Junior) degrees at Queen's University in Kingston, Ontario. My common interest in these two programs was in how people develop into skilled readers. In 1983, I began graduate studies with Mark Seidenberg at McGill University. My graduate work focused on cognitive studies of adult word recognition, in particular on the role of phonological information in skilled silent reading and on how spelling-sound correspondences are represented in the mind. After completing my Ph. D. I went to McMaster University in Hamilton, Ontario on an NSERC postdoctoral fellowship to work with Betty Ann Levy. There I continued my work on skilled word recognition, conducting studies using both words in isolation and in natural text, and began to learn about reading development. I then spent a year in Massachusetts, in Keith Rayner's lab at the University of Massachusetts where I learned to conduct eyetracking studies of reading, and in Judy Kroll's lab at Mount Holyoke College where I began work on bilingual word recognition. I joined the faculty at the University of Western Ontario in 1993. I am currently a professor in the department of psychology in the Cognitive, Developmental and Brain Sciences area. I am a member of the Language and Concepts Research Group in that area.

Selected Publications

Jouravlev, O., & Jared, D. (in press). Cross-script orthographic and phonological preview benefits. Quarterly Journal of Experimental Psychology.  DOI 10.1080/17470218.2016.1226906

Jared, D. & Bainbridge, S. (2017). Reading homophone puns: Evidence from eye tracking. Canadian Journal of Experimental Psychology, 71, 3-13.

Jared, D., & O’Donnell, K. (2017). Skilled adult readers activate the meanings of high-frequency words using phonology: Evidence from eye tracking. Memory & Cognition, 43, 334-346.

Jared, D., Jouravlev, O., & Joanisse, M. F. (2017). The effect of semantic transparency on the processing of morphologically derived words: Evidence from decision latencies and event-related potentials. Journal of Experimental Psychology: Learning, Memory, & Cognition, 43, 422-450.

Burt, J. S., & Jared, D. (2016). The role of lexical expertise in reading homophones. Quarterly Journal of Experimental Psychology, 69, 1302-1321.

Jared, D., Ashby, J., Agauas, S. J., & Levy, B. A. (2016). Phonological activation of word meanings in Grade 5 readers. Journal of Experimental Psychology: Learning, Memory, & Cognition, 42, 524-541.

Jared, D. (2015). What is the theory? Comment on Paap, Johnson, and Sawi (2015): Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex, 73, 361-363.

Jared, D. (2015). Literacy and literacy development in bilinguals. In A. Pollatsek & R. Treiman (eds.), Handbook of reading. New York: Oxford University Press.

Ando, E., Matsuki, K., Sheridan, H., & Jared, D. (2015). The locus of Katakana-English masked phonological priming effects. Bilingualism: Language and Cognition, 18, 101-117.

Friesen, D. C., Jared, D., & Haigh, C. A. (2014). Phonological processing dynamics in bilingual word naming. Canadian Journal of Experimental Psychology, 68, 179-193.

Ando, E., Jared, D., Nakayama, M., & Hino, Y. (2014). Cross-script phonological priming with Kanji primes and English targets. Journal of Cognitive Psychology, 26, 858-870.

Jouravlev, O., Lupker, S. J., & Jared, D. (2014). Cross-language phonological activation: Evidence from masked onset priming and ERPs. Brain and Language, 134, 11-22.

Jouravlev, O., & Jared, D. (2014). Reading Russian-English homographs in sentence contexts: Evidence from ERPs. Bilingualism: Language and Cognition, 17, 153-168.

Hino, Y., Kusunose, Y., Lupker, S., & Jared, D. (2013). The processing advantage and disadvantage for homophones in lexical decision tasks. Journal of Experimental Psychology: Learning, Memory, & Cognition, 39, 529-551.

Jared, D., Poh, R., & Paivio, A. (2013). L1 and L2 picture naming in Mandarin-English bilinguals: A test of bilingual dual coding theory. Bilingualism: Language and Cognition, 16, 383-396.

Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2013). Discrimination of English and French orthographic patterns by biliterate children. Journal of Experimental Child Psychology, 114, 469-488.

Newman, R. L, Jared, D., & Haigh, C. A. (2012). Does phonology play a role when skilled readers read high-frequency words? Evidence from ERPs. Language and Cognitive Processes, 27, 1361-1384 . Available on-line from: http://www.tandfonline.com/doi/abs/10.1080/01690965.2011.603932

Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2012). Cross-language activation of phonology in young bilingual readers. Reading and Writing, 25, 1327-1343. Available on-line from: http://www.springerlink.com/content/p74810l658176443/

Friesen, D. C., & Jared, D. (2012). Cross-language phonological activation of meaning: Evidence from category verification. Bilingualism: Language and Cognition, 15, 145-156.

Jared, D., & Kroll, J. F. (2011). Cognitive processes in bilingual reading. In P. McCardle, J. Ren, & O. Tzeng (Eds.), Dyslexia across languages: Orthography and the brain-gene-behavior link (pp. 262-280). Baltimore: Brookes Publishing.

Jared, D., Cormier, P., Levy, B. A., & Wade-Woolley, L. (2011). Early predictors of biliteracy development in children in French Immersion: A four-year longitudinal study. Journal of Educational Psychology, 103, 119-139.

Haigh, C., & Jared, D. (2008). Phonological priming effects in bilinguals. In V. C. Mueller-Gathercole (Ed.), Proceedings of the International Conference on Models of Interaction in Bilinguals. Bangor, Wales: ESRC Centre for Research on Bilingualism in Theory & Practice at Bangor University. Available from http://bilingualism.bangor.ac.uk/conference/index_talks.php.en.

Jared, D., Haigh, C., & Friesen, D. (2008). Cross-language phonological activation in bilingual word naming. In V. C. Mueller-Gathercole (Ed.), Proceedings of the International Conference on Models of Interaction in Bilinguals. Bangor, Wales: ESRC Centre for Research on Bilingualism in Theory & Practice at Bangor University. Available from http://bilingualism.bangor.ac.uk/conference/index_talks.php.en.

Genesee, F., & Jared, D. (2008). Literacy development in early French Immersion programs. Canadian Psychology, 49, 140-147.

Jared, D. (2008). Large-scale literacy assessments of French Immersion students. Encyclopedia of language and literacy development (pp. 1-8). London, ON: Canadian Language and Literacy Research Network. Retrieved March 26, 2008 from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=238

Jared, D. (2008). Assessment of reading ability in French Immersion students. Encyclopedia of language and literacy development (pp. 1-7). London, ON: Canadian Language and Literacy Research Network. Retrieved March 26, 2008 from http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=239

Friesen, D., & Jared, D. (2007). Cross-language text- and word-level transfer effects in bilingual text processing. Memory & Cognition, 35, 1542-1556.

Haigh, C. A., & Jared, D. (2007). The activation of phonological representations by bilinguals while reading silently: Evidence from interlingual homophones. Journal of Experimental Psychology: Learning, Memory & Cognition, 33, 623-644.

Levy, B. A., Gong, Z., Hessels, S., Evans, M. A., & Jared, D. (2006). Understanding print: Early reading development and the contributions of home literacy experiences. Journal of Experimental Child Psychology, 93, 63-93.

Chateau, D. & Jared, D. (2003). Spelling-sound consistency effects in disyllabic word naming. Journal of Memory and Language, 48, 255-280.

Jared, D., & Szucs, C. (2002). Phonological activation in bilinguals: Evidence from interlingual homograph naming. Bilingualism: Language and Cognition, 5, 225-239.

Jared, D. (2002). Spelling-sound consistency and regularity effects in word naming. Journal of Memory and Language, 46, 723-750.

Chateau, D., Knudsen, E. V., & Jared, D. (2002). Masked priming of prefixes and the influence of spelling-meaning consistency. Brain and Language, 81, 587-600.

Jared, D., McRae, K., & Seidenberg, M. S. (2002). The basis of consistency effects in word naming. In G. T. M. Altmann (Ed.), Psycholinguistics: Critical concepts, Vol II (pp. 638-679). London: Routledge. (Reprinted from Journal of Memory and Language, 1990, 29, 687-715).

Jared, D., & Kroll, J. F. (2001). Do bilinguals activate phonological representations in one or both of their languages when naming words? Journal of Memory and Language, 44, 2-31.

Pexman, P. M., Lupker, S. J., & Jared, D. (2001). Homophone effects in lexical decision. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 139-156.

Chateau, D., & Jared, D. (2000). Exposure to print and word recognition processes. Memory & Cognition, 28, 143-153.

Jared, D., Levy, B. A., & Rayner, K. (1999). The role of phonology in the activation of word meanings during reading: Evidence from proofreading and eye movements. Journal of Experimental Psychology: General, 128, 219-264.

Jared, D. (1997). Evidence that strategy effects in word naming reflect changes in output timing rather than changes in processing route. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1424-1438.

Jared, D. (1997). Spelling-sound consistency affects the naming of high-frequency words. Journal of Memory and Language, 36, 505-529.

Jared, D., & Seidenberg, M. S. (1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: General, 120, 358-394.

Jared, D., McRae, K., & Seidenberg, M. S. (1990). The basis of consistency effects in word naming. Journal of Memory and Language, 29, 687-715.

McRae, K., Jared, D., & Seidenberg, M. S. (1990). On the roles of frequency and lexical access in word naming. Journal of Memory and Language, 29, 43-65.

Jared, D., & Seidenberg, M. S. (1990). Naming multisyllabic words. Journal of Experimental Psychology: Human Perception and Performance, 16, 92-105.

Butler, B. E., Jared, D., & Hains, S. (1984). Reading skill and the use of orthographic knowledge by mature readers. Psychological Research, 46, 337-353.

Research

The goal of my research program is to understand the mental representations and processes involved in the comprehension of written words and how these change with increasing reading skill, both in monolinguals and in bilinguals. A major focus of my work has been on understanding the role of phonological information in word recognition and how spelling-sound information is represented in the mind. Another focus is on how readers understand morphologically complex words. I have also been investigating whether bilinguals activate phonological information from one or both of their languages when reading in just one language. This work is supported by NSERC.

Graduate Students

Current: Nick Anderegg, Eriko Ando, Xuan Pan

Graduated: Dan Chateau (MA-1996, PhD-2001), Deanna Friesen (MA-2004, PhD-2009), Erin Knudsen (MA-1996, PhD-2001), Corinne Haigh (MA-2002, PhD-2007), Daniel Trinh (MSc-2008,PhD-2014), Michelle Waese (MSc-2006), Laura Westmaas (MSc-2010).