Applied Psycholinguistics

Papers
(The H4-Index of Applied Psycholinguistics is 12. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
Measuring bilingualism: The quest for a “bilingualism quotient”56
Bilingual language experience as a multidimensional spectrum: Associations with objective and subjective language proficiency47
Monolingual comparative normativity in bilingualism research is out of “control”: Arguments and alternatives39
How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada27
Working memory training enhances complex syntax in children with Developmental Language Disorder18
Socioeconomic status as a proxy for input quality in bilingual children?18
Domain-general auditory processing determines success in second language pronunciation learning in adulthood: A longitudinal study16
A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?16
The impact of older siblings on the language environment and language development of bilingual toddlers16
Testing the role of processing speed and automaticity in second language listening13
Individual differences in bilingual word recognition: The role of experiential factors and word frequency in cross-language lexical priming13
Alternating-color words facilitate reading and eye movements among second-language learners of Chinese13
Lingering misinterpretation in native and nonnative sentence processing: Evidence from structural priming12
Limits on expectation-based processing: Use of grammatical aspect for co-reference in L212
Quantifying individual differences in native and nonnative sentence processing12
The processing of multiword expressions in children and adults: An eye-tracking study of Chinese12
Justice and equity for whom? Reframing research on the “bilingual (dis)advantage”12
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