Dr. Joanne Arciuli
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Qualifications: PhD (conferred 2004)
Positions held:
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Biography
Dr Arciuli’s research spans the disciplines of Psychology, Linguistics, Neuroscience and Speech Pathology. Areas of expertise include language, literacy and learning. In the area of language she is best known for her work on prosody (which spans healthy adults, typically developing children, and children with autism). Her research on the production and awareness of prosody is directly linked with key aspects of her research on literacy; for example, Dr Arciuli has extended connectionist approaches to reading to accommodate the reading aloud of polysyllabic words. In addition, much of her literacy research centres on reading and spelling development in children with developmental disabilities (e.g., autism; Down syndrome). Dr Arciuli’s research in the areas of language and literacy are complemented by her research on implicit learning, in particular, statistical learning, which is a mechanism thought to contribute to oral and written language proficiency.
She has over 100 research outputs – including 36 journal articles. These articles have been published in highly ranked journals such as Cortex (IF: 7.251), Cerebral Cortex (IF: 6.844, top 10% of journals in the category of Neuroscience), Journal of Memory and Language (IF: 4.014, top journal in the category of Linguistics), Neuropsychologia (IF: 3.949, top 10% of journals in the category of Experimental Psychology), Developmental Science (IF: 3.53) and Brain and Language (IF: 3.162). Her research methods include corpus analyses, behavioural testing, brain imaging (fMRI, PET), and computational modeling. She has published studies on English, Italian, and Japanese. She is currently collaborating with researchers in the US, UK, Norway, and Singapore.
Dr Arciuli has hosted a number of scientific meetings. One was on written language, the proceedings of which were published in issues of journals she guest-edited; Journal of Neurolinguistics and also Reading and Writing. Another was on communication in autism – she is co-editing a book on the topic with Dr Jon Brock for the Trends in Language Acquisition Research (TiLAR) series. She is on the Editorial Board of the journal Scientific Studies of Reading (top ranked reading journal at 5/177 in the category of Education and Educational Research).
Research Opportunities
Selected Publications
- Arciuli, J. & Paul, R. (in press). Sensitivity to Probabilistic Orthographic Cues to Lexical Stress in Adolescent Speakers with ASD and Typical Peers. Quarterly Journal of Experimental Psychology. (IF: 2.212)
- Ballard, K., Djaja, D., Arciuli, J., James, D., & van Doorn, J. (in press). Developmental trajectory for production of prosody: Lexical stress contrastivity in children 3 to 7 years and adults. Journal of Speech, Language, and Hearing Research. (IF: 2.147)
- Arciuli, J., & Simpson, I. (2012). Statistical learning is related to reading ability in children and adults. Cognitive Science, 36(2), 286-304. (IF: 2.322)
- Arciuli, J., & Simpson, I. (2012). Statistical learning is lasting and consistent over time. Neuroscience Letters, 517, 133-135. (IF: 2.055)
- Arciuli, J., & Simpson, I. (2011). Statistical learning in typically developing children: The role of age and speed of stimulus presentation. Developmental Science, 14(3), 464-473. (IF: 3.53)
- Arciuli, J. (2011). Manipulation of voice onset time during dichotic listening. Brain and Cognition, 76, 233-238. (IF: 2.838). APPEARS IN ISSUE MARKING 50TH ANNIVERSARY OF DICHOTIC LISTENING (DL) TECHNIQUE.
- Arciuli, J., Seva, N., & Monaghan, P. (2010). Learning to assign lexical stress during reading aloud: Corpus, behavioural and computational investigations. Journal of Memory and Language, 63, 180-196. (IF: 4.014)
- McKay, R., Arciuli, J., Atkinson, A., Bennett, E., & Pheils, E. (2010). Lateralisation of self-esteem: An investigation using a dichotically presented auditory adaptation of the Implicit Association Test. Cortex, 46(3), 367-373. (IF: 7.251). FEATURED IN BRITISH PSYCHOLOGY SOCIETY RESEARCH BLOG AND 2010 ISSUE OF THE PSYCHOLOGIST.
- Arciuli, J., & Monaghan, P. (2009). Probabilistic cues to grammatical category in English orthography and their influence during reading. Scientific Studies of Reading, 13(1), 73-93. (IF: 1.973)
- Vigliocco, G., Vinson, P., Arciuli, J., & Barber, H. (2008). The role of grammatical class on word recognition. Brain and Language, 105(3), 175-184. (IF: 3.162)
- Arciuli, J. & Slowiaczek, L. (2007). The where and when of linguistic word-level prosody. Neuropsychologia, 45, 2638-2642. (IF3.949)
- Vigliocco, G., Warren, J., Siri, S., Arciuli, J., Scott, S., & Wise, R. (2006). The role of semantics and grammatical class in the neural representation of words. Cerebral Cortex, 16(12), 1790-1796. (IF: 6.844)
Selected Grants
- Arciuli et al. (2012). University of Sydney Bridging Support Grant. $40K.
- Burhnam et al. (2010). The Big Australian Speech Corpus: An audio-visual speech corpus of Australian English. Granted by the Australian Research Council with co-contributions from universities and other research organisations. Total of around $1M.
- Arciuli et al. (2009-2010). Literacy development in children with developmental disabilities: The role of parents. Granted by the Institute of Social Sciences and the Faculties of Health Sciences, Medicine and Education at the University of Sydney. $70K.
- Carrol, Hibbbert, Bossomaier, Arciuli, Tulip and Cameron (2007-2009). Crisis management simulation: Developing a methodology for transforming communication response. Granted by the Australian Research Council and the Australian Defence Force. $455K.
- Arciuli and Monaghan (2007-2008). A cross-linguistic investigation of lexical stress using corpus analyses, behavioural testing and computational modeling. Granted by the Australian Research Council and the Economic and Social Research Council (UK). $112K (AUD) and 80K (GBP).