Carrie N. Jackson

1.0k total citations
43 papers, 616 citations indexed

About

Carrie N. Jackson is a scholar working on Cognitive Neuroscience, Language and Linguistics and Developmental and Educational Psychology. According to data from OpenAlex, Carrie N. Jackson has authored 43 papers receiving a total of 616 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Cognitive Neuroscience, 25 papers in Language and Linguistics and 25 papers in Developmental and Educational Psychology. Recurrent topics in Carrie N. Jackson's work include Neurobiology of Language and Bilingualism (28 papers), Second Language Acquisition and Learning (22 papers) and EFL/ESL Teaching and Learning (16 papers). Carrie N. Jackson is often cited by papers focused on Neurobiology of Language and Bilingualism (28 papers), Second Language Acquisition and Learning (22 papers) and EFL/ESL Teaching and Learning (16 papers). Carrie N. Jackson collaborates with scholars based in United States, Germany and Netherlands. Carrie N. Jackson's co-authors include Paola E. Dussias, Holger Hopp, Susan C. Bobb, Janet G. van Hell, Laurel Brehm, Karen Miller, Mary Grantham O’Brien, Leah Roberts, Katharina Spalek and Alison Eisel Hendricks and has published in prestigious journals such as Modern Language Journal, Language Learning and System.

In The Last Decade

Carrie N. Jackson

42 papers receiving 579 citations

Peers

Carrie N. Jackson

DEP

ECP

Willem M. Mak Netherlands

Sarah Grey United States

Tamar Degani Israel

Sarah Bernolet Belgium

Jill Jegerski United States

Bene Bassetti United Kingdom

Gregory D. Keating United States

Heike Behrens Germany

Gisela Grañena Spain

Jennifer Spenader Netherlands

Willem M. Mak Netherlands

Carrie N. Jackson

408 ×0.9

DEP

432 ×1.1

288 ×0.9

204 ×1.3

ECP

144 ×2.0

Citations per year, relative to Carrie N. Jackson Carrie N. Jackson (= 1×) peers Willem M. Mak

Countries citing papers authored by Carrie N. Jackson

Since Specialization

Citations

This map shows the geographic impact of Carrie N. Jackson's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Carrie N. Jackson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Carrie N. Jackson more than expected).

Fields of papers citing papers by Carrie N. Jackson

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Carrie N. Jackson. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Carrie N. Jackson. The network helps show where Carrie N. Jackson may publish in the future.

Co-authorship network of co-authors of Carrie N. Jackson

This figure shows the co-authorship network connecting the top 25 collaborators of Carrie N. Jackson. A scholar is included among the top collaborators of Carrie N. Jackson based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Carrie N. Jackson. Carrie N. Jackson is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Goetze, Julia, et al.. (2024). Going above and beyond: Motivations of L2 German learners to (dis)continue language study. Die Unterrichtspraxis/Teaching German. 57(1). 87–102. 1 indexed citations

Jackson, Carrie N.. (2023). Epilogue: Advances in L2 alignment and where we go from here. System. 114. 103023–103023.

Hopp, Holger & Carrie N. Jackson. (2023). Asymmetrical effects of cross-linguistic structural priming on cross-linguistic influence in L2 learners. Applied Psycholinguistics. 44(2). 205–236. 5 indexed citations

Jackson, Carrie N., et al.. (2022). Benefits of Community: Students-as-Partners Work by an Undergraduate Student, a Graduate Student, and a Faculty Member. Teaching & Learning Inquiry The ISSOTL Journal. 10. 2 indexed citations

Jackson, Carrie N. & Holger Hopp. (2020). Prediction error and implicit learning in L1 and L2 syntactic priming. International Journal of Bilingualism. 24(5-6). 895–911. 12 indexed citations

Jackson, Carrie N., et al.. (2020). Cue coalitions and additivity in predictive processing: The interaction between case and prosody in L2 German. Second language Research. 38(3). 397–422. 16 indexed citations

Sandberg, Chaleece, et al.. (2019). The benefits of abstract word training on productive vocabulary knowledge among second language learners. Applied Psycholinguistics. 40(6). 1331–1362. 3 indexed citations

Brehm, Laurel, Carrie N. Jackson, & Karen Miller. (2018). Speaker-specific processing of anomalous utterances. Quarterly Journal of Experimental Psychology. 72(4). 764–778. 17 indexed citations

Jackson, Carrie N., et al.. (2017). Facilitating morphosyntactic and semantic prediction among second language speakers of German. Journal of Cognitive Psychology. 29(8). 883–901. 2 indexed citations

10.

Hendricks, Alison Eisel, Karen Miller, & Carrie N. Jackson. (2017). Regularizing Unpredictable Variation: Evidence from a Natural Language Setting. Language Learning and Development. 14(1). 42–60. 9 indexed citations

11.

Jackson, Carrie N., et al.. (2017). The impact of L1 structural frequency and cognate status on the timing of L2 production. Journal of Cognitive Psychology. 29(5). 535–550. 3 indexed citations

12.

Jackson, Carrie N., et al.. (2015). Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom. Foreign Language Annals. 48(4). 688–705. 39 indexed citations

13.

Bobb, Susan C., Judith F. Kroll, & Carrie N. Jackson. (2014). Lexical constraints in second language learning: Evidence on grammatical gender in German^*. Bilingualism Language and Cognition. 18(3). 502–523. 6 indexed citations

14.

O’Brien, Mary Grantham, Carrie N. Jackson, & Alison Eisel Hendricks. (2013). Making use of cues to sentence length in L1 and L2 German*. Linguistic Approaches to Bilingualism. 3(4). 448–477. 1 indexed citations

15.

O’Brien, Mary Grantham, et al.. (2012). Cross-linguistic differences in prosodic cues to syntactic disambiguation in German and English. Applied Psycholinguistics. 35(1). 27–70. 14 indexed citations

16.

Jackson, Carrie N. & Janet G. van Hell. (2011). The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English. IRAL - International Review of Applied Linguistics in Language Teaching. 49(3). 195–219. 15 indexed citations

17.

Jackson, Carrie N. & Mary Grantham O’Brien. (2011). The Interaction between Prosody and Meaning in Second Language Speech Production¹. Die Unterrichtspraxis/Teaching German. 44(1). 1–11. 12 indexed citations

18.

Jackson, Carrie N. & Susan C. Bobb. (2009). The processing and comprehension of wh-questions among second language speakers of German. Applied Psycholinguistics. 30(4). 603–636. 40 indexed citations

19.

Jackson, Carrie N.. (2008). Proficiency Level and the Interaction of Lexical and Morphosyntactic Information During L2 Sentence Processing. Language Learning. 58(4). 875–909. 62 indexed citations

20.

Jackson, Carrie N. & Paola E. Dussias. (2008). Cross-linguistic differences and their impact on L2 sentence processing. Bilingualism Language and Cognition. 12(1). 65–82. 50 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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