- visuelle Worterkennung
- orthographische Verarbeitung
- Lesen und Leseerwerb
SoSe 2024
- Seminar „Statistik in R“ (M.A. Sprachwissenschaft)
SoSe 2023
- Seminar „Statistik in R“ (M.A. Sprachwissenschaft)
WiSe 22/23
- Seminar „Spracherwerb“ (M.A. Sprachwissenschaft)
SoSe 2022
- Seminar „Angewandte Statistik für Linguist*innen“ (M.A. Sprachwissenschaft)
- Seminar "Psycholinguistisches Experimentalpraktikum“ (M.A. Sprachwissenschaft)
WiSe 21/22
- Seminar „Spracherwerb“ (M.A. Sprachwissenschaft)
SoSe 2021
- Seminar Neurocognition of Language Development (M.A. Sprachwissenschaft, M.A. Psychologie)
WiSe 20/21
- Seminar Visuelle Worterkennung (M.A. Sprachwissenschaft)
Hasenäcker, J., Nadalini, A., & Crepaldi, D. (2024). Sub-word orthographic processing and semantic activation as revealed by ERPs. Language, Cognition and Neuroscience, 1–13. doi:10.1080/23273798.2024.2430275
Hasenäcker, J., & Domahs, F. (2024). Same same but different – The graded influence of vowel quality and prosodic prominence on letter detection. Quarterly Journal of Experimental Psychology, 0(0). doi:10.1177/17470218241293742
Hasenäcker, J., & Domahs, F. (2023). Prosody affects visual perception in polysyllabic words: Evidence from a letter search task. Quarterly Journal of Experimental Psychology, 77(3), 563-576. doi:10.1177/17470218231176691
Hasenäcker, J., Mousikou, P., & Schroeder, S. (2023). The role of morphology in reading development. In: Crepaldi, D. (Ed.). Linguistic Morphology in the Mind and Brain. Routledge.
Amenta, S.*, Hasenäcker, J.,* Crepaldi, D.** & Marelli, M.** (2022). Prediction at the intersection of sentence context and word form: Evidence from eye movements and self-paced reading. Psychonomic Bulletin & Review, Online First Publication. doi:10.3758/s13423-022-02223-9 (*shared first authorship, **shared last authorship)
Hasenäcker, J., & Schroeder, S. (2022). Specific predictors of length and frequency effects in German beginning readers: Testing component processes of sublexical and lexical reading in the DRC. Reading and Writing, 35, 1627-1650. doi:10.1007/s11145-021-10251-5
Hasenäcker, J., & Schroeder, S. (2022). Transposed and substituted letter effects across reading development: A longitudinal study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(8), 1202-1218. doi:10.1037/xlm0001064
Hasenäcker, J., Solaja, O., & Crepaldi, D. (2021). Does morphological structure modulate access to embedded word meaning in child readers? Memory & Cognition, 49, 1334-1347. doi:10.3758/s13421-021-01164-3
Hasenäcker, J., Ktori, M., & Crepaldi, D. (2021). Morpheme position coding in reading development as explored with a letter search task. Journal of Cognition, 4(1):16, 1-18. doi:10.5334/joc.153
Mousikou, P., Nüesch, L., Hasenäcker, J., & Schroeder, S. (2021). Reading morphologically complex words in German: the case of particle and prefixed verbs. Language, Cognition, and Neuroscience. doi:10.1080/23273798.2020.1810291
Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2020). Morphological priming in children: Disentangling the effects of school-grade and reading skill. Scientific Studies of Reading, 1-16. doi:10.1080/10888438.2020.1729768
Hasenäcker, J., Solaja, O., & Crepaldi, D. (2020). Food in the corner and money in the cashews: Semantic activation of embedded stems in the presence or absence of a morphological structure. Psychonomic Bulletin & Review, 27(1), 155-161. doi:10.3758/s13423-019-01664-z
Hasenäcker, J., Verra, L., & Schroeder, S. (2019). Comparing length and frequency effects in children across modalities. Quarterly Journal of Experimental Psychology, 72 (7), 1682-1691. doi:10.1177/1747021818805063
Hasenäcker, J., & Schroeder, S. (2019). Compound reading in German: effects of constituent frequency and whole-word frequency in children and adults. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45(5), 920-933. doi: 10.1037/xlm0000623
Hasenäcker, J., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1093-1108. doi: 10.1037/xlm0000353
Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second-graders, fourth-graders and adults. Applied Psycholinguistics, 38, 733-753. doi:10.1017/S0142716416000412
Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology, 7, 1-11. doi:10.3389/fpsyg.2016.00929
Hasenäcker, J. (2016). Learning to read complex words: Morphological processing in reading acquisition. Doktorarbeit, Freie Universität Berlin. Full text.
Erfurter Open Science Initiative (EFOSI)
German Word Nerd Network (GeWoNN)
European Society for Cognitive Psychology (ESCoP)
Society for the Scientific Study of Reading (SSSR)
