Professor Sally Andrews

A18 - Brennan MacCallum Building
The University of Sydney

Website Contact Details

Biographical details

Qualifications

Doctor of Philosophy (University of New South Wales), 1983

Bachelor of Arts (1st Class Honours) (University of New South Wales), 1975

Academic Appointments

Tutor, School of Psychology, University of New South Wales (February 1978 - June 1979: part-time; January 1981 - June 1983: full-time)

Research Psychologist, Quality Assurance Project, School of Psychiatry, Prince Henry Hospital (June 1983 - January 1984)

Lecturer, School of Psychology, University of New South Wales (February 1984 - July 1990)

Senior Lecturer, School of Psychology, University of New South Wales (July 1990 - Jan.1996)

Associate Professor, School of Psychology, University of New South Wales (January 1996 - Dec, 2001)

Head of School, School of Psychology, University of New South Wales (August 1999-2001)

Professor of Cognitive Psychology, School of Psychology, University of Sydney (Jan 2002-present)

Head of School, School of Psychology, University of Sydney (2005-2011)

Research interests

My research is based in cognitive psychology but integrates theories and methods from the domains of computer science, philosophy and neuroscience – the fields that define the discipline of cognitive science. As an individual researcher, and in collaboration with students and researchers from a range of disciplines, I have used a variety of methodologies to investigate how both healthy individuals and people suffering from psychiatric disorders attend to and analyse words and sentences.

The central focus of my research has been on lexical processing and its relationship to reading skill: how do skilled language users represent and retrieve their knowledge about the words; how do these cognitive capabilities develop; and how does lexical processing contribute to reading skill. My research has focused primarily on English, but I have also collaborated in research projects comparing speakers of different languages to determine how the characteristics of different writing systems, and their relationship to phonology and semantics, influences language processing.

Selected grants

2014

  • S Andrews: Internal Research - Non HERDC; Andrews S; University of Sydney/Startup Projects Psychology.

2012

  • Cracking the code for skilled reading: The role of lexical quality in word and sentence reading; Andrews S, Davis C, Davis C; Australian Research Council (ARC)/Discovery Projects (DP).

2011

  • Lexcial expertise and reading skill:why spelling benefits reading; Andrews S; DVC Research/Bridging Support Grant.

2010

  • Lexical expertise and reading skill: An experimental analysis of individual differences in written language proficiency; Andrews S; DVC Research/Bridging Support Grant.

2008

  • The ingredients of conscious identification; Harris I, Andrews S, Hayward W; Australian Research Council (ARC)/Discovery Projects (DP).

2006

  • Lexical expertise and reading skill: An experimental analysis of individuals; Andrews S; Australian Research Council (ARC)/Discovery Projects (DP).

2004

  • Enabling human communication: Tough problems in human communication with bold but informed solutiond drawing on sound, speech, and language research capabilities; Kenny D, et a, Jin C, Simpson J, van Doorn J, Dale R, Alais D, Andrews S, Barwick L, Cabrera D, Carlile S; Australian Research Council (ARC)/Research Networks (ARCRN).
  • Training for Adaptability: The role of errors exceptions and rules of thumb; Jesser K, Dewsnap G, Andrews S, Hesketh B, Neal A, Dewsnap G, Robeson P, Jesser K; Australian Research Council (ARC)/Linkage Projects (LP).

2003

  • Lexical retrieval and reading comprehension: Binding perceptual lexical and conceptual information in on-line reading; Andrews S; Australian Research Council (ARC)/Discovery Projects (DP).
  • Visiting Fellowship for Professor Keith Rayner; Australian Psychological Society/Fellowship.

2001

  • Testing detailed models of visual world identification: Decision and response contributions to performance; Andrews S; Australian Research Council (ARC)/Large Research Grants (LRG).

Selected publications

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Edited Books

  • Andrews, S. (2006). From Inkmarks to Ideas. Hove UK: Psychology Press.

Book Chapters

  • Andrews, S., Reynolds, G. (2013). Why it is Easier to Wreak Havoc than Unleash Havoc: The Role of Lexical Co-occurrence, Predictability and Reading Proficiency in Sentence Reading. In M. Anne Britt, Susan R. Goldman, Jean-Francois Rouet (Eds.), Reading - From Words to Multiple Texts, (pp. 72-91). New York: Routledge.
  • Andrews, S. (2012). Individual differences in skilled visual word recognition and reading: The role of lexical quality. In James Adelman (Eds.), Visual Word Recognition Volume 2: Meaning and context, individuals and development, (pp. 151-172). Sussex, UK: Psychology Press.
  • Andrews, S. (2006). All about words: A lexicalist perspective on reading. In Sally Andrew (Eds.), From Inkmarks to Ideas, (pp. 318-347). Hove UK: Psychology Press.
  • Andrews, S. (2005). Nature and nurture in learning to speak and learning to read. In Westen D, Burton L and Kowalski R (Eds.), Psychology: Australian and New Zealand edition, (pp. 325-326). Milton, QLD: John Wiley & Sons.
  • Shoolman, N., Andrews, S. (2003). Racehorses, reindeer, and sparrows: Using masked priming to investigate morphological influences on compound word identification. In Kinoshita, Lupker (Eds.), Masked Priming: The State of the Art, (pp. 241-278). NY: Psychology Press.

Journals

  • Veldre, A., Andrews, S. (2014). Lexical quality and eye movements: Individual differences in the perceptual span of skilled adult readers. The Quarterly Journal of Experimental Psychology, 67(4), 703-727. [More Information]
  • Andrews, S., Lo, S. (2013). Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary. Journal of Memory and Language, 68(3), 279-296. [More Information]
  • Loh, V., Andrews, S., Hesketh, B., Griffin, B. (2013). The Moderating Effect of Individual Differences in Error-Management Training: Who Learns From Mistakes? Human Factors, 55(2), 435-448. [More Information]
  • Hersch, J., Andrews, S. (2012). Lexical Quality and Reading Skill: Bottom-Up and Top-Down Contributions to Sentence Processing. Scientific Studies of Reading, 16(3), 240-262. [More Information]
  • Andrews, S., Lo, S. (2012). Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 152-163. [More Information]
  • Harris, I., Murray, A., Hayward, W., O'Callaghan, C., Andrews, S. (2012). Repetition Blindness Reveals Differences Between the Representations of Manipulable and Nonmanipulable Objects. Journal of Experimental Psychology: Human Perception and Performance, 38(5), 1228-1241. [More Information]
  • Andrews, S., Hersch, J. (2010). Lexical Precision in Skilled Readers: Individual Differences in Masked Neighbor Priming. Journal of Experimental Psychology: General, 139(2), 299-318. [More Information]
  • Andrews, S., Bond, R. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity. Reading and Writing, 22(6), 687-711. [More Information]
  • Andrews, S. (2008). Lexical Expertise and Reading Skill. Psychology of Learning and Motivation: Advances in Research and Theory, 49, 247-281.
  • Newell, B., Cavenett, T., Andrews, S. (2008). On the immunity of perceptual implicit memory to manipulations of attention. Memory and Cognition, 36(4), 725-734.
  • Bond, R., Andrews, S. (2008). Repetition blindness in sentence contexts: Not just an attribution? Memory and Cognition, 36(2), 295-313.
  • Anstey, K., Butterworth, P., Borzycki, M., Andrews, S. (2006). Between- and within-individual effects of visual contrast sensitivity on perceptual matching, processing speed, and associative memory in older adults. Gerontology: international journal of experimental, clinical, behavioral, regenerative and technical gerontology, 52(2), 124-130.
  • Andrews, S., Woollams, A., Bond, R. (2005). Spelling-sound typicality only affects words with digraphs: Further qualifications to the generality of the regularity effect on word naming. Journal of Memory and Language, 53(4), 567-593. [More Information]
  • Drobny, J., Anstey, K., Andrews, S. (2005). Visual memory testing in older adults with age-related visual decline: A measure of memory performance or visual functioning? Neuropsychology, Development and Cognition. Section A: Journal of Clinical and Experimental Neuropsychology, 27(4), 425-435. [More Information]
  • Andrews, S., Miller, B., Rayner, K. (2004). Eye Movements And Morphological Segmentation Of Compound Words: There Is A Mouse In Mousetrap. European Journal of Cognitive Psychology, 16(1-2), 285-311.
  • Newell, B., Andrews, S. (2004). Levels Of Processing Effects On Implicit And Explicit Memory Tasks: Using Question Position To Investigate The Lexical-Processing Hypothesis. Experimental Psychology, 51(2), 132-144.
  • Andrews, S. (2003). E-Z Reader's assumptions about lexical processing: Not so easy to define the two stages of word identification? Behavioral and Brain Sciences, 26(4), 477-478.
  • Anstey, K., Dain, S., Andrews, S., Drobny, J. (2002). Visual abilities in older adults explain age-differences in Stroop and fluid intelligence but not face recognition: Implications for the vision-cognition connection. Neuropsychology, Development and Cognition. Section B: Aging, Neuropsychology and Cognition: a journal on normal and dysfunctional development, 9(4), 253-265.
  • Andrews, S., Heathcote, A. (2001). Distinguishing common and task-specific processes in lexical retrieval: A matter of some moment? Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 514-544.

Conferences

  • Donkin, C., Heathcote, A., Brown, S., Andrews, S. (2009). Non-Decision Time Effects in the Lexical Decision Task. Annual Conference of the Cognitive Science Society, Austin, TX: Cognitive Science Society.
  • Loh, V., Andrews, S., Hesketh, B., Griffin, B. (2007). Person attributes in error training: Who learns from their mistakes? 22nd Annual Conference of the Society for Industrial and Organizational Psychology, New York: SIOP (Society for Industrial and Organizational Psychology).
  • Loh, V., Griffin, B., Andrews, S., Hesketh, B. (2006). Learning from Errors: An attribute-treatment interaction approach to training outcomes. 33rd Australasian Experimental Psychology Conference, Brisbane, Australia.

2014

  • Veldre, A., Andrews, S. (2014). Lexical quality and eye movements: Individual differences in the perceptual span of skilled adult readers. The Quarterly Journal of Experimental Psychology, 67(4), 703-727. [More Information]

2013

  • Andrews, S., Lo, S. (2013). Is morphological priming stronger for transparent than opaque words? It depends on individual differences in spelling and vocabulary. Journal of Memory and Language, 68(3), 279-296. [More Information]
  • Loh, V., Andrews, S., Hesketh, B., Griffin, B. (2013). The Moderating Effect of Individual Differences in Error-Management Training: Who Learns From Mistakes? Human Factors, 55(2), 435-448. [More Information]
  • Andrews, S., Reynolds, G. (2013). Why it is Easier to Wreak Havoc than Unleash Havoc: The Role of Lexical Co-occurrence, Predictability and Reading Proficiency in Sentence Reading. In M. Anne Britt, Susan R. Goldman, Jean-Francois Rouet (Eds.), Reading - From Words to Multiple Texts, (pp. 72-91). New York: Routledge.

2012

  • Andrews, S. (2012). Individual differences in skilled visual word recognition and reading: The role of lexical quality. In James Adelman (Eds.), Visual Word Recognition Volume 2: Meaning and context, individuals and development, (pp. 151-172). Sussex, UK: Psychology Press.
  • Hersch, J., Andrews, S. (2012). Lexical Quality and Reading Skill: Bottom-Up and Top-Down Contributions to Sentence Processing. Scientific Studies of Reading, 16(3), 240-262. [More Information]
  • Andrews, S., Lo, S. (2012). Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 152-163. [More Information]
  • Harris, I., Murray, A., Hayward, W., O'Callaghan, C., Andrews, S. (2012). Repetition Blindness Reveals Differences Between the Representations of Manipulable and Nonmanipulable Objects. Journal of Experimental Psychology: Human Perception and Performance, 38(5), 1228-1241. [More Information]

2010

  • Andrews, S., Hersch, J. (2010). Lexical Precision in Skilled Readers: Individual Differences in Masked Neighbor Priming. Journal of Experimental Psychology: General, 139(2), 299-318. [More Information]

2009

  • Andrews, S., Bond, R. (2009). Lexical expertise and reading skill: Bottom-up and top-down processing of lexical ambiguity. Reading and Writing, 22(6), 687-711. [More Information]
  • Donkin, C., Heathcote, A., Brown, S., Andrews, S. (2009). Non-Decision Time Effects in the Lexical Decision Task. Annual Conference of the Cognitive Science Society, Austin, TX: Cognitive Science Society.

2008

  • Andrews, S. (2008). Lexical Expertise and Reading Skill. Psychology of Learning and Motivation: Advances in Research and Theory, 49, 247-281.
  • Newell, B., Cavenett, T., Andrews, S. (2008). On the immunity of perceptual implicit memory to manipulations of attention. Memory and Cognition, 36(4), 725-734.
  • Bond, R., Andrews, S. (2008). Repetition blindness in sentence contexts: Not just an attribution? Memory and Cognition, 36(2), 295-313.

2007

  • Loh, V., Andrews, S., Hesketh, B., Griffin, B. (2007). Person attributes in error training: Who learns from their mistakes? 22nd Annual Conference of the Society for Industrial and Organizational Psychology, New York: SIOP (Society for Industrial and Organizational Psychology).

2006

  • Andrews, S. (2006). All about words: A lexicalist perspective on reading. In Sally Andrew (Eds.), From Inkmarks to Ideas, (pp. 318-347). Hove UK: Psychology Press.
  • Anstey, K., Butterworth, P., Borzycki, M., Andrews, S. (2006). Between- and within-individual effects of visual contrast sensitivity on perceptual matching, processing speed, and associative memory in older adults. Gerontology: international journal of experimental, clinical, behavioral, regenerative and technical gerontology, 52(2), 124-130.
  • Andrews, S. (2006). From Inkmarks to Ideas. Hove UK: Psychology Press.
  • Loh, V., Griffin, B., Andrews, S., Hesketh, B. (2006). Learning from Errors: An attribute-treatment interaction approach to training outcomes. 33rd Australasian Experimental Psychology Conference, Brisbane, Australia.

2005

  • Andrews, S. (2005). Nature and nurture in learning to speak and learning to read. In Westen D, Burton L and Kowalski R (Eds.), Psychology: Australian and New Zealand edition, (pp. 325-326). Milton, QLD: John Wiley & Sons.
  • Andrews, S., Woollams, A., Bond, R. (2005). Spelling-sound typicality only affects words with digraphs: Further qualifications to the generality of the regularity effect on word naming. Journal of Memory and Language, 53(4), 567-593. [More Information]
  • Drobny, J., Anstey, K., Andrews, S. (2005). Visual memory testing in older adults with age-related visual decline: A measure of memory performance or visual functioning? Neuropsychology, Development and Cognition. Section A: Journal of Clinical and Experimental Neuropsychology, 27(4), 425-435. [More Information]

2004

  • Andrews, S., Miller, B., Rayner, K. (2004). Eye Movements And Morphological Segmentation Of Compound Words: There Is A Mouse In Mousetrap. European Journal of Cognitive Psychology, 16(1-2), 285-311.
  • Newell, B., Andrews, S. (2004). Levels Of Processing Effects On Implicit And Explicit Memory Tasks: Using Question Position To Investigate The Lexical-Processing Hypothesis. Experimental Psychology, 51(2), 132-144.

2003

  • Andrews, S. (2003). E-Z Reader's assumptions about lexical processing: Not so easy to define the two stages of word identification? Behavioral and Brain Sciences, 26(4), 477-478.
  • Shoolman, N., Andrews, S. (2003). Racehorses, reindeer, and sparrows: Using masked priming to investigate morphological influences on compound word identification. In Kinoshita, Lupker (Eds.), Masked Priming: The State of the Art, (pp. 241-278). NY: Psychology Press.

2002

  • Anstey, K., Dain, S., Andrews, S., Drobny, J. (2002). Visual abilities in older adults explain age-differences in Stroop and fluid intelligence but not face recognition: Implications for the vision-cognition connection. Neuropsychology, Development and Cognition. Section B: Aging, Neuropsychology and Cognition: a journal on normal and dysfunctional development, 9(4), 253-265.

2001

  • Andrews, S., Heathcote, A. (2001). Distinguishing common and task-specific processes in lexical retrieval: A matter of some moment? Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 514-544.

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