Vitae

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MORTON ANN GERNSBACHER
1202 West Johnson Street
University of Wisconsin-Madison
Madison, WI 53706-1611
(608) 262-6989 [fax (608) 262-4029]
MAGernsb [at] wisc [dot] edu     www.Gernsbacherlab.org

EDUCATION

  • Ph.D. 1983 University of Texas at Austin – Human Experimental Psychology
  • M.S. 1980 University of Texas at Dallas – Human Development
  • B.S. 1976 University of North Texas – Spanish, English, Education (Summa Cum Laude)

PROFESSIONAL EXPERIENCE

  • 2003 – Pres. Vilas Research Professor of Psychology, University of Wisconsin-Madison
  • 1994 – Pres. Sir Frederic C. Bartlett Professor of Psychology, University of Wisconsin-Madison
  • 1992 – 1994 Professor, Department of Psychology, University of Wisconsin-Madison
  • 1991 – 1992 Professor, Department of Psychology, University of Oregon
  • 1988 – 1991 Associate Professor, Department of Psychology, University of Oregon
  • 1983 – 1988 Assistant Professor, Department of Psychology, University of Oregon
  • 1980 – 1983 Research/Teaching Assistant, Department of Psychology, University of Texas at Austin
  • 1976 – 1980 High School Teacher, Texas Independent School Districts

HONORS AND AWARDS

  • 2014 Ernest Hilgard Lifetime Achievement Award, American Psychological Association
  • 2014 Psi Chi Distinguished Lecture, Western Psychological Association
  • 2013 Distinguished Scientific Contribution Award, Society for Text & Discourse
  • 2013 Riccuiti Lecture, Department of Human Development, Cornell University
  • 2010 Distinguished Service to Psychological Science, American Psychological Association
  • 2010 Distinguished Alumni Award, University of Texas at Dallas
  • 2010 Norman Anderson Distinguished Lecture, University of California, San Diego
  • 2009 George A. Miller Award for Outstanding Journal Article in Psychology
  • 2009 Inaugural Lufkin Honorary Lecture, Carleton College
  • 2008 Advisor to the SBE Directorate, National Science Foundation
  • 2008 Caskey Lecture, University of South Carolina
  • 2008 Elected Fellow of the American Educational Research Association
  • 2007 William James Distinguished Lecture, Southeastern Psychological Association
  • 2007 Ferne Forman Fisher Lecture, University of Kansas
  • 2007 John Kendall Lecture, Gustavus Adolphus College
  • 2006 Elected President of the Association for Psychological Science (formerly the American Psychological Society)
  • 2003 Elected Fellow, Society for Experimental Psychologists
  • 2001 Senior Research Fellow, National Institute of Deafness and Communication Disorders, National Institutes of Health
  • 2001 Faculty Development Award, University of Wisconsin-Madison
  • 2000 Distinguished Scientist Lecture, American Psychological Association
  • 1999 Vilas Associate Research Award, University of Wisconsin-Madison
  • 1998 Professional Opportunities for Women in Research and Education Award (POWRE), National Science Foundation
  • 1998 Hilldale Award for Distinguished Professional Accomplishment, University of Wisconsin-Madison
  • 1998 James McKeen Cattell Foundation Fellowship
  • 1996 Faculty Development Award, University of Wisconsin-Madison
  • 1995 Elected Fellow of the American Association for the Advancement of Science
  • 1994 Named “Sir Frederic C. Bartlett Professor,” University of Wisconsin-Madison
  • 1993 Elected Fellow of the American Psychological Society
  • 1992 Elected Fellow of the American Psychological Association
  • 1991 Inaugural Evan L. Brown Memorial Lecture, University of Nebraska at Omaha
  • 1989 Research Career Development (“K”) Award, National Institute of Neurological Disorders and Stroke, National Institutes of Health
  • 1989 Fulbright Research Scholar, Max Planck Institute, The Netherlands
  • 1986 University Recipient of Ersted Award for Distinguished University Teaching, University of Oregon
  • 1982 National Recipient of Edwin B. Newman “Excellence in Research” Award, Psi Chi & American Psychological Association
  • 1981 Phi Kappa Phi, National Scholastic Honor Society
  • 1981 National Institute of Mental Health Traineeship in Psycholinguistics
  • 1981 Dallenbach Award for Outstanding Graduate Student Accomplishment, University of Texas at Austin

PROFESSIONAL ACTIVITIES

  • American Association for the Advancement of Science, Annual Meeting Scientific Program Committee (2012-Present); Elected Member-at-Large (2007-11); Elected Member of the Electorate Nominating Committee (2001-04; Chair, 2003-04, 2013-Present)
  • American Psychological Association, President, Division 3 (2001-02); Chair of the Board of Scientific Affairs (2001); Elected member of the Board of Scientific Affairs (2000-02); Elected Member-at-Large of the Executive Committee, Division 3 (1994-97; 1998–2001; Chair of the Membership Committee, 1995-98; Chair of Fellows Committee, 2000-01; Chair of Awards Committee, 2010-11); Elected Member-at-Large of the Executive Committee, Division 1 (1997-2000; Chair of the Fellows Committee, 1997-2000)
  • Association for Psychological Science (formerly, American Psychological Society), President (2006-07); President-Elect (2005-06); Past President (2007-08); Chair of the Publications Committee (2001-05); Member of the Publications Committee (1995-96; 1998-99; 2001-05), Chair of the Program Committee (1997-98); Member of the Nominations Committee (2001-03); Member of the Janet Taylor Spence Award Committee (2012)
  • Cognitive Science Society, Co-organizer and Program Chair CogSci98, Twentieth Annual Conference (1997-98)
  • Cornell Institute for Research on Children, Advisory Board (2004-Present)
  • Federation of Cognitive and Behavioral Sciences, Representative (2000-01)
  • FABBS Foundation (formerly, Foundation for the Advancement of Behavioral and Brain Sciences), President (2010-11); Board of Advisors (2005-Present)
  • Midwestern Psychological Association, Program Committee (1995-98)
  • Nancy Lurie Marks Family Foundation, Autism and Communication Initiative Advisory Board (2000-02)
  • National Alliance for Autism Research, Medical Affairs Committee (2001-02)
  • Phi Kappa Phi, President (2014 – Present) Outreach Coordinator, University of Wisconsin-Madison chapter (2009-2014)
  • Psychonomic Society, Governing Board (1996-2001); Membership Committee (1996-98)
  • Society for Text and Discourse, President (1994-99); Board of Governors (1992-99)
  • Women in Cognitive Science, Advisory Board (2008-Present)

Journal Review Activities

  • Associate Editor, Cognitive Psychology (2003-2015)
  • Associate Editor, PLoS ONE (2013-2015)
  • Editor, Memory & Cognition (1997-2001)
  • Co-Editor, Psychological Science in the Public Interest (2004-2007)
  • Associate Editor, Encyclopedia of Psychology (1997-99)
  • Associate Editor, Language and Cognitive Processes (1994-97)
  • Advisory Editor, Human Cognitive Processing series (1996-2006)
  • Advisory Editor, Narrative Inquiry (1997-2007)

Editorial Boards: Cognitiva (Spain) (1990-2006), Cognitive Linguistics (2005-2007), Discourse Processes (1992-2015), Discourse Studies (1997-Present), Journal of Experimental Psychology: General (1990-95), Learning and Individual Differences (1993-2012), Psychonomic Bulletin and Review (1994-97)

Ad hoc reviewer for Attention and Performance; Behavioral and Brain Sciences; Behavior Research Methods, Instruments, & Computers; Biological Psychiatry; Brain and Cognition; Brain and Language; Cerebral Cortex; Child Development Perspectives; Cognition; Cognition and Emotion; Cognition and Instruction; Cognitive Science; Current Biology; Current Directions in Psychological Science; Developmental Review; Developmental Science; Disability Studies Quarterly; Experimental Brain Research; European Journal of Cognitive Psychology; Experimental Brain Research; Human Brain Mapping; Journal of Autism and Developmental Disorders; Journal of Child Psychology and Psychiatry; Journal of Clinical and Experimental Neuropsychology; Journal of Cognitive Neuroscience; Journal of Educational Psychology; Journal of Experimental Psychology: Applied; Journal of Experimental Psychology: Human Perception and Performance; Journal of Experimental Psychology: Learning, Memory, and Cognition; Journal of Memory and Language; Journal of Pragmatics; Journal of Speech, Language, and Hearing Research; Language and Speech; Linguistics; Nature; Neurocase; NeuroImage; Neuropsychologia; Neuropsychology; Neuroscience Letters; Perception & Psychophysics; Perspectives on Psychological Science; Pragmatics and Language; Proceedings of the National Academies of Science; Psychological Bulletin; Psychological Review; Psychological Science; Quarterly Journal of Experimental Psychology; Written Communication

Grant Review Activities

  • Congressionally Directed Medical Research Program: Chairperson, Autism Pilot Projects (2013); Chairperson, Autism Clinical Research (2011); Chairperson Autism Basic Science (2010); Chairperson, Autism Research (2009); Chairperson, Autism Research (2007)
  • International Benchmark Review of UK Psychology, ESRC, ESPRC, MRC, BBSR, British Psychological Society, and Experimental Psychology Society (2010)
  • National Science Foundation, Member of Committee of Visitors, (2006)
  • National Institute of Deafness and Communication Disorders, Member of CDRC Study Section (1999–2003)
  • National Institute of Child Health and Human Development, Member of HUD-1 Study Section (1993-97)
  • Pennsylvania Department of Health, Autism Services (2010)

Ad hoc reviewer for National Science Foundation; Air Force Office of Scientific Research; National Institutes of Health; Economic and Social Research Council (UK); Natural Sciences and Engineering Research Council of Canada; Spencer Foundation; Harry Frank Guggenheim Foundation; Ontario Mental Health Foundation; Toronto Hospital for Sick Children; The Leverhume Trust (UK); European Science Research Council; United States-Israel Binational Science Foundation

INVITED PRESENTATIONS

Keynote and Invited Addresses

  •  “The Changing Face of Disability in Higher Education,” The University of Wisconsin Librarian Reference Retreat, January, 2016
  • “Conversation on Autism and Sign Language,” American Academy of Arts and Sciences, Cambridge, MA, December, 2015
  •  “Five Tips for Professional Development,” Women in Science and Engineering Research, University of Wisconsin-Madison, December, 2015
  • “Diverse Brains,” Madison Kiwanis Club, September, 2015
  • “Different Lenses: One Vision,” Harvard School of Public Health, April, 2015
  • Diversity Day, Department of Psychology, University of Wisconsin-Madison, April, 2015
  • St Paul’s Liberty Lutheran Church, Deerfield, WI, March, 2015
  • “Conversations on Autism and Sign Language,” Stony Brook University, December, 2014
  • “Disability as Diversity,” Diversity Forum, University of Wisconsin-Madison, October, 2014
  • Walworth-Fontana Rotary Club, September, 2014
  • Committee of Psychology Teachers at Community Colleges, Washington, DC, August, 2014
  • “End the Stigma” Workshop, Kent State University, Kent, OH, April 2014
  • World University Networks Autism Conference, Hong Kong, January, 2014
  • Tri-State Undergraduate Psychology Research Conference, Cedar Rapids, IA, November, 2013
  • Cognitive Development Society, Memphis, TN, October, 2013
  • Society for Text & Discourse, Valencia, Spain, July, 2013
  • “Bring the Family” Address, Association for Psychological Science, Washington DC, May, 2013
  • Marshfield Founders’ Day Dinner, Marshfield, WI, April, 2013
  • UMINDS Neurodiversity Workshop, University of Michigan, Ann Arbor, MI, March, 2013
  • Association for Research in Memory, Attention, Decision-Making, Imagery, Language, Learning & Organized Perception, Laredo, TX, October, 2012
  • Wisconsin Rehabilitation & Transition Conference, Wisconsin Rehabilitation Association, Elkhart Lake, WI, April, 2012
  • Progress in Motor Control (PMC-VIII) Conference, Cincinnati, OH, July, 2011
  • Wisconsin Alumni Association Founder’s Day Dinner, Fond du Lac, WI, April, 2011
  • Midwest Society of Teachers of Psychology (MISTOP), February, 2011
  • Annual Red River Psychology Conference, Fargo, ND, March, 2010
  • Cognitive Science Research Day, Minneapolis, MN, March, 2010
  • UW Colleges Annual Meeting of Psychology faculty, Madison, WI, April, 2010
  • Wisconsin Department of Public Instruction, October, 2009
  • HCS-Net “Autism and Communication” Workshop, Sydney, Australia, August, 2009
  • Kiwanis Club of Belleville, WI, June, 2009
  • UConn/UCEDD Community Leadership Series on Autism Spectrum Differences, Cromwell, CT, June, 2009
  • Autism Society of Wisconsin Conference, Dells, WI, May, 2009
  • Giant Steps “Science, Respect, and Self-Determination; Towards Better Lives for Autistic People” Workshop, Montreal, CA, April, 2009
  • 22nd Annual Meeting of the CUNY Conference on Human Sentence Processing, Davis, CA, March, 2009
  • Barbara Rider Colloquium in Occupational Therapy, Kalamazoo, MI, October, 2008
  • Wisconsin Association of Rehab Nurses, Milwaukee, WI, August, 2008
  • Midwestern Psychological Association, Chicago, IL, May, 2008
  • Midwestern Conference on Professional Psychology, Mankato, MN, 2008
  • Pediatric Therapy Network R2K Conference, Long Beach, CA, February, 2008
  • Women in Cognitive Science conference, Long Beach, CA, November, 2007
  • 17th annual ARMADILLO (Association for Research in Memory, Attention, Decision making, Intelligence, Language, Learning, and Organization) Conference, San Antonio, TX, October, 2007
  • “Autism: Let’s Start Again from the Beginning” Conference, Montreal, CA, October, 2007
  • Jepson Leadership and Discovery Symposium, Richmond, VA, September, 2007
  • “Building Meaning from Language”, Tufts University, Medford, MA, June, 2007
  • 29th annual conference of the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL, January, 2007
  • “The Joy of Autism” Lecture Series and Gallery Exhibit, Toronto, CA, October, 2006
  • Autism National Committee, Nashua, New Hampshire, September, 2006
  • Brain Development & Learning: Making Sense of the Science, Vancouver, CA, August, 2006
  • Workshop on Metaphor and Story Comprehension, Kyoto University, January, 2006
  • First Annual KID Foundation Conference, Denver, CO, April, 2005
  • Autism Society of Minnesota, Minneapolis, MN, May, 2004
  • Third Annual Genevieve Staudt Guestship, Elmhurst College, Elmhust, IL, March, 2004
  • International Council for Developmental and Learning Disorders Annual Conference, Tysons Corners, VA, November, 2003
  • Autism Society of Southeast Wisconsin, Peewaukee, WI, October, 2003
  • ASD: Best Practice, Interventions and Programs Conference, Racine, WI, March, 2003
  • International Council for Developmental and Learning Disorders Annual Conference, Tysons Corners, VA, November, 2002
  • Sensory Integration: Praxis and Autism, Madison, WI, September, 2002
  • Autism Society of Minnesota Annual Conference, Minnetonka, MN, May, 2002
  • National Alliance for Autism Research Annual Conference, Washington, DC, April, 2002
  • Academy of Neurologic Communication Disorders and Sciences, New Orleans, LA, November, 2001
  • Science Seminar on Capitol Hill, July, 2001
  • Eastern Psychological Association, Baltimore, MD, March, 2000
  • Convocation Speaker, Austin College, March, 1998
  • Symposium on Experimental Psycholinguistics and Functional-Cognitive Approaches to Sentence and Discourse Processing, Sophienberg Castle, Copenhagen, January, 1998
  • Workshop on Textuality, Israel National Science Foundation, Tel Aviv University, December, 1997
  • Workshop on Text Representation, Centre for Language and Communication, The Netherlands, July, 1997
  • Eighth Annual Meeting of the Society for Text and Discourse, Utrecht, The Netherlands, July, 1997
  • Workshop on Methodological Issues in Interpreting, Centro Stefano Francini and the Swiss National Science Foundation, Monte Verita, Switzerland, January, 1997
  • American Society of Newspaper Editors and University of North Carolina Writing and Reading Conference, Chapel Hill, NC, October, 1996;
  • Workshop on Anaphora and Reference, Center for Research on Information, Nancy, France, September, 1995
  • Conference on Functional Approaches to Grammar, Albuquerque, NM, July, 1995
  • Tri-State Undergraduate Research Conference, Rockford, IL, November, 1994
  • Dalhousie Symposium on Reading and Dyslexia, Halifax, Nova Scotia, August, 1994
  • Banff Annual Seminar in Cognitive Science, Banff, Canada, May, 1994
  • American Educational Research Association (Interest Group on Basic Research in Reading and Literacy), New Orleans, LA, April, 1994
  • Sixty-fifth Annual Meeting of the Midwestern Psychological Association, Chicago, IL, April, 1993
  • Third International Association for the Empirical Study of Literature, Memphis, TN, May, 1992
  • First NSF Korea-US Cooperative Conference on Cognitive Science, Seoul, Korea, August, 1991
  • First Evan L. Brown Memorial Lecturer, University of Nebraska at Omaha, April, 1991
  • Third Annual CUNY Conference on Human Sentence Processing, CUNY Graduate School, NY, March, 1990
  • 68th Annual Meeting of the Western Psychological Association, San Francisco, CA, April, 1988
  • Fourth National Conference on Computers in Education, University of Oregon, August, 1985

Invited Colloquia

  • University of North Dakota, March 2015
  • MIT, Simons Center for Social Brain, March 2015
  • Stony Brook University, May, 2014
  • New York University, February, 2014
  • University of Iowa, DELTA Center, April, 2011
  • Wayne State University, Merrill-Palmer Institute, March, 2009
  • University of Pittsburgh, Department of Psychology, March, 2008
  • University of Wisconsin-Stout, C-NET Program, February, 2008
  • Stony Brook University (SUNY), Language, Mind, and Brain Program, December, 2007
  • University of Kansas, Department of Psychology, September, 2007
  • UT Southwestern, Center for BrainHealth, April, 2007
  • Washington University, Program in Neuroscience, January, 2007
  • Notre Dame University, Department of Psychology, November, 2006
  • Grand Rounds, Department of Pediatrics, University of Wisconsin-Madison, October, 2006
  • Kyoto University, Graduate School of Education, January, 2006
  • Washington University, Department of Psychology, September, 2005
  • Georgetown University Medical Center, Integrated Program in Neuroscience, May, 2005
  • University of Illinois, Chicago, Center for the Study of Learning, Instruction, & Teacher Development, October, 2003
  • MIND (Medical Investigations of Neurological Disorders) Institute, UCD Medical Center, February, 2002
  • University of California, Davis, Department of Human Development, February, 2002
  • Carnegie-Mellon University, Department of Computer Science, January, 2000
  • University of Pittsburgh, Learning, Research, and Development Center, January, 2000
  • University of Toronto, Department of Psychology, November, 1999
  • National Institutes of Health, Speech-Language Pathology Section, October, 1999
  • University of Oregon, Department of Linguistics, May, 1999
  • University of Oregon, Institute of Cognitive Science, May, 1999
  • University of Arizona, Department of Psychology, March, 1999
  • University of Wisconsin-Madison, Department of Sociology, February, 1999
  • University of Texas at Arlington, Department of Psychology, November, 1998
  • Texas Tech University, Department of Psychology, November, 1998
  • Northern Illinois University, Department of Psychology, April, 1998
  • University of California, San Diego, Department of Cognitive Science, March, 1998
  • University of Texas at Dallas, Program in Human Development, March, 1998
  • Tel Aviv University, Department of Linguistics, January, 1998
  • Notre Dame University, Department of Psychology, February, 1997
  • University of South Florida, Department of Psychology, January, 1997
  • Florida State University, Department of Psychology, January, 1997
  • University of Wisconsin-Madison, Department of Communication Science, February, 1996
  • University of Wisconsin-Milwaukee, Department of Linguistics, January, 1996
  • University of Pittsburgh, Department of Psychology, January, 1996
  • University of Colorado, Boulder, Institute for Cognitive Science, October, 1995
  • Université Paul Valéry, Department of Psychology, Montpellier III, France, September, 1995
  • Université de Nancy 2, France, Department of Infomatics, September, 1995
  • Université de Bourgogne, France, Department for the Study of Psychological Behavior, September, 1995
  • University of Minnesota-Twin Cities, Center for Research in Language, Perception, and Cognition, May, 1995
  • Indiana University, Department of Psychology, March, 1995
  • Ohio State University, Department of Psychology, October, 1994
  • University of Chicago, Department of Psychology, April, 1994
  • University of Illinois at Urbana-Champaign, Department of Psychology, March, 1994
  • Washington University, St. Louis, Department of Psychology, March, 1994
  • University of South Carolina, Department of Psychology, March, 1994
  • University of California, San Diego, Center for Research in Language, March, 1993
  • North Dakota State University, Department of Psychology, September, 1992
  • University of California, Santa Barbara, Department of Psychology, May, 1992
  • University of California, Berkeley, Department of Psychology, April, 1991
  • University of Nebraska at Omaha, Department of Psychology, April, 1991
  • University of Georgia, Center for Cognitive Science, March, 1991
  • University of Chicago, Department of Psychology, January, 1991
  • University of Wisconsin-Madison, Department of Psychology, November, December, 1990
  • University of California, San Diego, Department of Psychology, October, 1990
  • University of Edinburgh, UK, Department of Psychology, July, 1990
  • University of Glasgow, UK, Department of Psychology, July 1990
  • University of Durham, UK, Department of Psychology, July 1990
  • University of Cádiz, Spain, Department of Philology, June 1990
  • University of La Laguna, Spain, Department of Psychology, June, 1990
  • Max Planck Institute for Psycholinguistics, Netherlands, June, 1990
  • University of Padova, Italy, Department of Psychology, June, 1990
  • University of Bologna, Italy, Department of Psychology, June, 1990
  • University of Barcelona, Spain, Department of Experimental Psychology, May, 1990
  • University of Salamanca, Spain, Department of Psychology, May, 1990
  • Cambridge University, UK, Department of Psychology, May, 1990
  • Sussex University, UK, Laboratory in Experimental Psychology, April, 1990
  • University of Exeter, UK, Department of Psychology, April, 1990
  • Carnegie-Mellon University, Department of Psychology, November, 1989
  • University of Pittsburgh, Department of Psychology, November, 1989
  • University of Massachusetts-Amherst, Department of Psychology, May, 1989
  • University of Colorado, Boulder, Department of Psychology, March, 1989
  • University of Minnesota at Twin Cities, Department of Psychology, November, 1988
  • University of Texas at Austin, Department of Psychology, October, 1988
  • University of Rochester, Department of Psychology, August, 1988
  • University of California, Santa Cruz, Department of Psychology, March, 1987

Invited Symposia

  • “Professional Visibility,” Women in Cognitive Science, Psychonomic Society, Minneapolis, MN November, 2012
  • “Grading Autistic People,” Autism Summer Institute, Institute of Disability, University of New Hampshire, August 2011
  • “Scientific Writing,” 20th, 21st, 22nd, and 23rd Annual Convention of the Association for Psychological Science, May, 2008, 2009, 2010 and 2011
  • “Stigma from Science: Group Differences, Not Deficits” 19th Annual Convention of the Association for Psychological Science, Washington, DC, May, 2007
  • “Advice from Journal Editors,” 18th Annual Convention of the American Psychological Society, New York, NY, May, 2006
  • “The Science of Autism,” Annual Meeting of the American Association for the Advancement of Science, St. Louis, MO, February, 2006
  • “International Symposium on Inhibition in the Mind,” 21st Century COE Program, Kyoto, Japan, January, 2006
  • “Whither Psychology?,” Council of Graduate Departments of Psychology, Sarasota, FL, February, 2006
  • “How to Get Published: Guidance From Journal Editors,” 17th Annual Convention of the American Psychological Society, Los Angeles, CA, May, 2005
  • “Is There a Core Deficit in Autism?,” 16th Annual Convention of the American Psychological Society, Chicago, IL, May, 2004
  • “Show Me the Money: Grant-getting for Graduate Students and New Faculty,” 16th Annual Convention of the American Psychological Society, Chicago, IL, May, 2004
  • “Profiles of Language Development Among Children with Autism,” 23rd Annual Symposium on Research in Child Language Disorders and 9th Congress of the International Association for the Study of Child Language, Madison, WI, July , 2002
  • “Making Inferences During Reading: New Directions from Behavioral, Computational and Cognitive Neuroscience Studies,” Twelfth Annual Meeting of the Society for Text and Discourse, Chicago, June, 2002
  • “Functional Brain Imaging and Higher Level Cognition,” 40th Annual Meeting of the Psychonomic Society, Los Angeles, November, 1999
  • “Mind, Brain, and Behavior,” 107th Annual Meeting of the American Psychological Association, Boston, August, 1999
  • “Inhibitory Processes in Psychology and Neuroscience,” 26th International Congress of Psychology, Montreal, Canada, August, 1996
  • “Inference Processes in Text Comprehension,” 26th International Congress of Psychology, Montreal, Canada, August, 1996
  • “Working Memory and Language,” 28th Annual Meeting of the Psychonomic Society, Los Angeles, CA, November, 1995
  • “Conceptions of Inhibition across Psychological Domains,” 7th Annual Meeting of the American Psychological Society, New York, NY, June, 1995
  • “Conceptions of Inhibition across Psychological Domains,” 66th Annual Meeting of the Midwestern Psychological Association, Chicago, IL, May, 1994
  • “What does it mean to be a scholar?,” American Educational Research Association (Interest Group on Basic Research in Reading and Literacy), New Orleans, LA, April, 1994
  • “Individual Differences in Text Comprehension,” 12th Biennial Meetings of the International Society for the Study of Behavioural Development, Recife, Brazil, July, 1993
  • “Cognitive Processes and Mechanisms in Reading and Writing,” 2nd Annual Meeting of the Society for Text and Discourse, San Diego, CA, June, 1992
  • “Cognitive Processes in Reading, Writing, and Listening,” 71st Annual Convention of the Western Psychological Association, San Francisco, CA, April, 1991
  • “Cross Disciplinary Approaches to Language Processing,” 6th Annual Meeting of the Cognitive Science Society, Boulder, CO, July, 1984

TEACHING ACCOMPLISHMENTS

Instructional Grants

  • University of Wisconsin-Madison, Trewartha Senior Thesis Grant (for M. Theresa Balinghasay), 2013. $1,000.
  • University of Wisconsin-Madison, Welton Sophomore Summer Honors Apprenticeship Award (for Phui Ng), 2011. $2,000.
  • University of Wisconsin-Madison, Credit Outreach Course, 2006-07. $48,453.
  • University of Wisconsin-Madison, Credit Outreach Course, 2004-05. $120,368.
  • University of Wisconsin-Madison, Credit Outreach Course, 2003-04. $106,134.
  • University of Wisconsin-Madison, Hilldale Faculty-Student Research Training Award (for Nicole Krause) Project: “Measuring the Broader Autism Phenotype,” 2004-05. $4,000.
  • University of Wisconsin-Madison, Online Course Development, 2002-03. $112,000.
  • University of Wisconsin-Madison, Faculty Development Award, 2001-02. $50,440.
  • University of Wisconsin-Madison, Hilldale Faculty-Student Research Training Award (for Erin Sieberlich) Project: “Use of Home Video to Confirm Parental Retrospective Report of Childhood Motor Skills,” 2001-02. $4,000.
  • University of Wisconsin-Madison, Faculty Mentor – University League Undergraduate Scholarship for Faculty Mentored Research (for Holly Herfel), 2001. $500.
  • University of Wisconsin-Madison, Faculty Mentor – Academic Staff Development Award (for Jennifer Binzak), 2000. $1500. 8
  • University of Wisconsin-Madison, Hilldale Faculty-Student Research Training Award (for Maureen O’Reilly) Project: “Toward a Dyspraxic Subtype of Autism Spectrum Disorder,” 2000-01. $4,000.
  • University of Wisconsin-Madison, Hilldale Faculty-Student Research Training Award (for Lana Shklyar) Project: “The Role of Suppression in Understanding Narrative Goals,” 1997-98. $4,000.
  • University of Wisconsin-Madison, Faculty Mentor – Academic Staff Development Award (for Seline Guidotti), 1997-98. $1500.
  • University of Wisconsin-Madison, Faculty Development Award, 1996-97. $35,622.
  • University of Wisconsin-Madison, Hilldale Faculty-Student Research Training Award (for Martha Fuiten) Project: “How Do We Process Acronyms?,” 1996-97. $4,000.
  • University of Wisconsin-Madison, Undergraduate Teaching Improvement Award, 1995. Project Director. Project: “Capstone Course Innovation,” $560.
  • University of Wisconsin-Madison, Undergraduate Teaching Improvement Award, 1992. Project Director. Project: “Workshop on Inquiry-Based Mode of Undergraduate Instruction,” $500.

Teaching Honors and Awards

  • Invited Faculty, Twenty-ninth annual National Institute on the Teaching of Psychology (2006)
  • Invited Faculty, First Annual Summer Course, “Brain Development and Learning: Making Sense of the Science” (2006)
  • Invited Faculty, Eighth, Ninth, Tenth, and Eleventh Interdisciplinary Council on Developmental and Learning Disorders (2004-06)
  • Invited Faculty, Third Annual Summer Course, “Autism: From Research to Practice” (2004)
  • Invited Faculty, Twelfth Annual Brazilian Linguistics Institute (1997)
  • Invited Faculty, Netherlands Graduate School in Linguistics (1997)
  • Keynote Speaker, Tri-State Undergraduate Research in Psychology Conference (1994)
  • University of Oregon Recipient of the Ersted Award for Distinguished University Teaching (1986)
  • Invited Faculty, Fourth National Conference on Computers in Education (1985)

Courses Taught

  • Introductory Psychology
  • Introductory and Advanced Research Methods
  • Laboratory in Experimental Psychology
  • Cognitive Psychology; Introductory and Advanced Psycholinguistics
  • Introduction to Cognitive Science
  • Autism

RESEARCH AND RESEARCH TRAINING GRANTS

  • Worldwide University Network, 2013. Co-Principal Investigator: Project: “Scoping Survey of Autism Support and Resources: Social Integration of Diagnosis, Healthcare, and Support Systems,” $50,000.
  • Centers for Disease Control, 2006-10. Co-Investigator. Project: “Wisconsin Autism and Other Developmental Disability Surveillance” (PI: Maureen Durkin), $1,400,000.
  • National Institutes of Health, 2006-10. Co-Principal Investigator. Project: “Early Language Development within the Autism Spectrum,” $3,512,443.
  • NLM Family Foundation, 2008-09. Principal Investigator. Project: “Origin of Severe Speech Impairment in Autism,” $100,000.
  • National Institutes of Health, 2005-09. Program Director. Project: “Behavioral and Biological Approaches to Typical and Atypical Development,” $1,227,905.
  • National Institute of Mental Health, 2004-09. Co-Principal Investigator. Project: “A Twin Study of the Autism Spectrum,” $2,067,252.
  • Robert Wood Johnson Foundation, 2005-06. Co-Investigator. Project: “Working Group on Media Representations of Health Problems,” $50,000.9
  • University of Wisconsin-Madison, Graduate School, 2004-2005. Co-Principal Investigator. Project: “Early Language Abilities of Toddlers with Autism: Comparison to Late-Talking Toddlers without Autism,” $31,005.
  • Centers for Disease Control, 2003-05. Co-Investigator. Project: “Wisconsin Autism and Other Developmental Disability Surveillance” (PI: Maureen Durkin), $841,652.
  • National Institutes of Health, 2003-08. Co-Investigator. Program Project: “Social and Affective Processes in Autism” (PI: Helen Tager-Flusberg), $8,500,000.
  • National Alliance for Autism Research, 2003-04. Co-Principal Investigator. Project: “A Birth Register-based Twin Study of Autism Spectrum Disorders,” $118,910.
  • National Institute of Mental Health, 2003-05. Training Faculty. Training Grant: “Training in Emotion Research” (Program Director: Richard Davidson), $2,824,695.
  • National Institute of Deafness and Communication Disorders, 2002-07. Core Training Faculty. Project: “Interdisciplinary Research Training in Speech-Language Disorders” (Program Directors: Raymond Kent and Susan Ellis Weismer), $1,000,000.
  • National Institute of Deafness and Communication Disorders, 2001-03. Senior Fellow. Project: “Genetics of Autism and Other Communication Disorders”
  • National Alliance for Autism Research, 2001-02. Principal Investigator. Project: “Toward a Dyspraxic Subtype of Autism Spectrum Disorder,” $100,000.
  • National Institute of Child Health and Human Development, 2001-06. Core Investigator. Program Project: “Wisconsin Center on Mental Retardation and Human Development,” $7,730,052.
  • National Institute of Neurological Disorders and Stroke, 2000-04. Principal Investigator. Project: “Language Comprehension as Structure Building,” $648,000.
  • National Institute of Child Health and Human Development, 2000-05. Training Faculty. Training Grant: “Postdoctoral Training in Mental Retardation,” (Program Director, Leonard Abbeduto), $820,922.
  • University of Wisconsin-Madison, Graduate School, Vilas Associate Award, 1999-01. $70,000.
  • Army Research Institute, 1998-99. Principal Investigator. Project: “Learning to Suppress Competing Information: Do the Skills Transfer?,” $35,000.
  • National Science Foundation (POWRE), 1998-99. Principal Investigator. Project: “Training in FMRI of Language Comprehension,” $50,000.
  • National Institute of Mental Health, 1997-2002. Training Faculty. Training Grant: “Training in Emotion Research” (Program Director: Richard Davidson), $1,638,032.
  • Augmentation Awards for Science and Engineering Research Training, 1997-2000. Program Director. Project: “Training in Laboratory Investigations of Suppression and Enhancement,” $301,423.
  • Army Research Institute, 1996-98. Principal Investigator. Project: “Learning to Suppress Competing Information: Do the Skills Transfer?,” $35,000.
  • National Institute of Neurological Disorders and Stroke, 1995-99. Principal Investigator. Project: “Language Comprehension as Structure Building,” $697,055.
  • University of Wisconsin-Madison, Graduate School, WARF Named Professorship, 1994-99. $65,000.
  • Army Research Institute, 1994-96. Principal Investigator. Project: “Learning to Suppress Competing Information and Enhance Relevant Information,” $196,172.
  • University of Wisconsin-Madison, Graduate School, 1993-94. Principal Investigator. Project: “Learning to Suppress Competing Information and Enhance Relevant Information,” $16,540.
  • National Institute of Neurological Disorders and Stroke, 1991-95. Principal Investigator. Project: “Language Comprehension as Structure Building,” $466,609.
  • National Institute of Neurological Disorders and Stroke, 1989-94. Principal Investigator. Project: “Cognitive Processes and Mechanisms in Comprehension,” $300,000.
  • Air Force Office of Scientific Research, 1991-92. Principal Investigator. Project: “Laboratory Investigations of the Mechanisms of Suppression and Enhancement,” $37,257.10
  • Air Force Office of Scientific Research, 1989-91. Principal Investigator. Project: “Language Comprehension as Structure Building,” $154,560.
  • Air Force Office of Scientific Research, 1990-91. Principal Investigator. Project: “The Sylvia Beach Language Comprehension Conference, 1991,” $8983.
  • Air Force Office of Scientific Research, 1989-90. Principal Investigator. Project: “Investigating Individual Differences in General Comprehension Skill,” $25,749.
  • Air Force Office of Scientific Research, 1989-90. Principal Investigator. Project: “Initiating the Sylvia Beach Language Comprehension Conference,” $5562.
  • National Science Foundation, 1985-88. Principal Investigator. Project: “Cognitive Processes in Comprehension,” $90,062.
  • Biomedical Research Funds, University of Oregon, 1984-85. Principal Investigator. Project: “Developing a Multi-media Comprehension Battery,” $1200.
  • Faculty Summer Research Award, University of Oregon, Summer, 1984. Principal Investigator. Project: “Investigating General Comprehension Skill,” $3000.

PUBLICATIONS

Books

  • GERNSBACHER, M. A., & POMERANTZ, J. (2014). Psychology and the real world: Essays illustrating fundamental contributions to society (2nd edition). New York: Worth.
  • GERNSBACHER, M. A., PEW, R., HOUGH, L., & POMERANTZ, J. (2010). Psychology and the real world: Essays illustrating fundamental contributions to society. New York: Worth.
  • TRAXLER, M., & GERNSBACHER, M. A. (2006). Handbook of psycholinguistics, Second Edition. New York: Elsevier.
  • DERRY, S. J., SCHUNN, C., & GERNSBACHER, M. A. (Eds.) (2005). Interdisciplinary collaboration. Mahwah, NJ: Erlbaum.
  • SANDERS, T., & GERNSBACHER, M. A. (Eds.) (2004). Accessibility in text and discourse processing. Mahwah, NJ: Erlbaum.
  • GRAESSER, A. C., GERNSBACHER, M. A., & GOLDMAN, S. J. (Eds.) (2002). Handbook of discourse processes. Mahwah, NJ: Erlbaum.
  • GERNSBACHER, M. A., & DERRY, S. J. (Eds.) (1998). Proceedings of the 20th annual meeting of the Cognitive Science Society. Mahwah, NJ: Erlbaum.
  • GRAESSER, A. C., & GERNSBACHER, M. A. (Eds.) (1997). Discourse processes after two decades. New York: Ablex.
  • GERNSBACHER, M. A., & GIVÓN, T. (Eds.) (1995). Coherence in spontaneous text. Philadelphia, PA: John Benjamins.
  • GERNSBACHER, M. A. (Ed.) (1994). Handbook of psycholinguistics. San Diego, CA: Academic Press.
  • GERNSBACHER, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum.

Articles and Chapters

  • GERNSBACHER, M. A. (in preparation). Neurodiversity. To appear in BioSocieties (Special Issue).
  • Gernsbacher, M. A. (2017). The use of person-first language in scholarly writing may accentuate stigma. Journal of Child Psychology and Psychiatry, 58, 859-86.
  • GERNSBACHER, M. A. MORSON, E. M., & GRACE, E. J. (2016). Language and speech in autism. Annual Review of Linguistics, 2, 413-425.
  • GERNSBACHER, M. A. (2015). Video captions benefit everyone. Policy Insights from the Behavioral and Brain Sciences, 2, 195-202.
  • GERNSBACHER, M. A., MORSON, E. M., & GRACE, E. J. (2015). Language development and autism. In G. Hickok & S. Small (Eds.), Neurobiology of Language (pp. 879-886). New York: Elsevier.
  • GERNSBACHER, M. A. (2015). Diverse brains. The General Psychologist, 49, 29-37.
  • GERNSBACHER, M. A. (2014). Internet-based communication. Discourse Processes, 51, 359-373.
  • GERNSBACHER, M. A. (2014). Why Internet-based education? Frontiers in Psychology, 5, 1530. doi:10.3389/fpsyg.2014.01530
  • GERNSBACHER, M. A., & KASCHAK, M. (2013). Text comprehension. In D. Reisberg (Ed.), The oxford handbook of cognitive psychology (pp. 462-474). New York: Oxford University Press.
  • STEVENSON, J. L., & GERNSBACHER, M. A. (2013). Abstract spatial reasoning as an autistic strength. PLoS ONE 8, e59329. doi:10.1371/journal.pone.0059329
  • GERNSBACHER, M. A. (2012). Seeking funding from private foundations. In R. Sternberg (Ed.), Writing successful grant proposals from the top down and bottom up (pp. 273-280). Thousand Oaks, CA: Sage.
  • GERNSBACHER, M. A., & PRIPAS-KAPIT, S. (2012). Who’s missing the point? A commentary on claims that autistic persons have a specific deficit in figurative language comprehension. Metaphor & Symbol, 27, 93–105.
  • KASCHAK, M., & GERNSBACHER, M. A. (2012). Changing language. In S. Bischoff & C. Jany (Eds.), Functional approaches to language (pp. 149-175). Berlin: De Gruyter Mouton.
  • ELLIS WEISMER, S., GERNSBACHER, M. A., STRONACK, S., KARASINSKI, C., EERNISSE, E., ERICKSON, C., & SINDBERG, H. (2011). Lexical and grammatical skills in toddlers on the autism spectrum compared to late talking toddlers. Journal of Autism and Developmental Disorders, 41, 1065-1075. [PMID: 21061053]
  • GALLESE, V., GERNSBACHER, M.A., HEYES, C., HICKOK, G., & IACOBONI, M. (2011). Mirror neuron forum. Perspectives on Psychological Science, 6, 369–407.
  • GERNSBACHER, M. A. (2011). Understanding acronyms. In K. Allan and K. M. Jaszczolt (Eds.), Salience and defaults in utterance processing (pp. 151-163). Berlin: Walter de Gruyter.
  • KELLETT, K. A., STEVENSON, J. L., & GERNSBACHER, M. A. (2011). The role of the cerebellum in language processing. In M. Faust (Ed.), Handbook of the neuropsychology of language (pp. 294-316). Hoboken, NJ: Blackwell-Wiley.
  • SOULIÈRES, I., DAWSON, M., GERNSBACHER, M. A., & MOTTRON, L. (2011). The level and nature of autistic intelligence II: What about Asperger Syndrome? PLoS One 6, e25372. doi:10.1371/journal.pone.0025372
  • STEVENSON, J. L., HARP, B. & GERNSBACHER, M. A. (2011). Infantilizing autism. Disability Studies Quarterly, 31, 14.
  • DAWSON, M., & GERNSBACHER, M. A. (2010). The effectiveness of intensive autism programmes. The Lancet, 375, 722-723.
  • GERNSBACHER, M. A. (2010). Stigma from psychological science: Group differences, not deficits. Perspectives on Psychological Science, 5, 687.
  • STILP, R. L.H., GERNSBACHER, M. A., SCHWEIGERT, E. K., ARNESON, C. L., & GOLDSMITH, H. H. (2010). Genetic variance for autism screening items in an unselected sample of toddler-age twins. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 269-278. PMCID: PMC2947446
  • GERNSBACHER, M. A. (2009). A conspicuous absence of scientific leadership: The illusory epidemic of autism. In G. R. Goethals and J. T. Wren (Eds.), Leadership and discovery (pp. 157-169). New York: Palgrave MacMillan.
  • GERNSBACHER, M. A., & KASCHAK, M. (2009). Language and psychology 1950-present: A brief overview. Cambridge History of Linguistics. Cambridge, UK: Cambridge University Press.
  • AKHTAR, N., & GERNSBACHER, M. A. (2008). On privileging the role of gaze in infant social cognition. Child Development Perspectives, 2, 60-66.
  • DAWSON, M., MOTTRON, L., & GERNSBACHER, M. A. (2008). Learning in autism. In H. L Roediger, III (Ed.), Cognitive psychology of memory, Vol. 2, Learning and memory: A comprehensive reference (pp. 759-772). Oxford: Elsevier.
  • FOERTSCH, J., & GERNSBACHER, M. A. (2008). When the medium illuminates the content: Exploiting the unique features of online communication. Innovate: Journal of Online Education, 4, 3.
  • GERNSBACHER, M. A. (2008). Autism without borders. Nature (Medicine), 14, 241.
  • GERNSBACHER, M. A., SAUER, E. A., GEYE, H. M., SCHWEIGERT, E. K., & GOLDSMITH, H. H. (2008). Infant and toddler oral- and manual-motor skills predict later speech fluency in autism. Journal of Child Psychology and Psychiatry, 49, 43-50.
  • GERNSBACHER, M. A., STEVENSON, J. L., KHANDAKAR, S., & GOLDSMITH, H. H. (2008). Autistics’ atypical joint attention: Policy implications and empirical nuance. Child Development Perspectives, 2, 49-52.
  • GERNSBACHER, M. A., STEVENSON, J. L., KHANDAKAR, S., & GOLDSMITH, H. H. (2008). Why does joint attention look atypical in autism? Child Development Perspectives, 2, 38-45.
  • ROOS, E. M., MCDUFFIE, A. S., ELLIS WEISMER, S., & GERNSBACHER, M. A. (2008). A comparison of contexts for assessing joint attention in toddlers on the autism spectrum. Autism, 12, 275-291.
  • AKHTAR, N., & GERNSBACHER, M. A. (2007). Joint attention and vocabulary development: A critical look. Language and Linguistic Compass, 1/3, 195-207.12
  • DAWSON, M., SOULIÈRES, I., GERNSBACHER, M. A., & MOTTRON, L. (2007). The level and nature of autistic intelligence. Psychological Science, 18, 657-662.
  • GERNSBACHER, M. A. (2007). The eye of the beholder. Observer, 20, 5, 44.
  • GERNSBACHER, M. A. (2007). On not being human. Observer, 20, 5, 32.
  • GERNSBACHER, M. A. (2007). Neural diversity. Observer, 20, 5, 15.
  • GERNSBACHER, M. A. (2007). The true meaning of research participation. Observer, 20(1), 5, 13.
  • HALPERN, D., BENBOW, C., GEARY, D., GUR, R., HYDE, J. S., & GERNSBACHER, M. A. (2007). Sex, math and scientific achievement. Scientific American, 44-52.
  • HALPERN, D., BENBOW, C., GEARY, D., GUR, R., HYDE, J. S., & GERNSBACHER, M. A. (2007). The science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8, 1-51.
  • GERNSBACHER, M. A. (2006). Toward a behavior of reciprocity. Journal of Developmental Processes, 1, 139-152.
  • GERNSBACHER, M. A., DAWSON, M., & MOTTRON, L. (2006). Autism: Common, heritable, but not harmful. Behavioral and Brain Sciences, 29, 113-114.
  • GERNSBACHER, M. A., & LEVINSON, R., & BROOKHART, S. (2006). American Psychological Society. In N. Salkind (Ed.), The Encyclopedia of Measurement and Statistics. New York: Sage.
  • GOLDSMITH, H. H., VAN HULLE, C. A., ARNESON, C. L., SCHREIBER, J. E., & GERNSBACHER, M. A. (2006). A population-based twin study of parentally reported tactile and auditory defensiveness in young children. Journal of Abnormal Child Psychology, 34, 378-392.
  • DALTON, K. M., NACEWICZ, B. M., JOHNSTONE, T., SCHAEFER, H. S., GERNSBACHER, M. A., GOLDSMITH, H. H., ALEXANDER, A. L., & DAVIDSON, R. J. (2005). Gaze-fixation and the neural circuitry of face processing in autism. Nature Neuroscience, 8, 519-526.
  • GERNSBACHER, M. A., DAWSON, M., & GOLDSMITH, H. H. (2005). Three reasons not to believe in an autism epidemic. Current Directions in Psychological Science, 14, 55-58.
  • GERNSBACHER, M. A., DISSANAYAKE, C., GOLDSMITH, H. H., MUNDY, P. G., ROGERS, S. J., & SIGMAN, M. (2005). Autism and deficits in attachment behavior. Science, 307, 1201-1203.
  • GERNSBACHER, M. A., & FRYMIARE, J. (2005). Does the autistic brain lack core modules? Journal of Developmental and Learning Disorders, 9, 3-16.
  • GERNSBACHER, M. A., GEYE, H. M., & ELLIS WEISMER, S. (2005). The role of language and communication impairments within autism. In P. Fletcher & J. C. Miller (Eds.), Language disorders and developmental theory (pp. 73-93). Philadelphia, PA: John Benjamins.
  • GERNSBACHER, M. A., & KASCHAK, M. (2005). Discourse processes. In K. Brown (Ed.), The Encyclopedia of Language and Linguistics, 2nd Edition, Vol. 3 (pp. 654-659). Oxford, UK: Elsevier.
  • AMAN, M. G., NOVOTNY, S., SAMANGO-SPROUSE, C., LECAVALIER, L., LEONARD, E., GADOW, K. D., KING, B. H., PEARSON, D. A., GERNSBACHER, M. A., & CHEZ, M. (2004). Outcome measures for clinical drug trials in autism. CNS Spectrums, 9, 36-47.
  • GERNSBACHER, M. A. (2004). Language is more than speech: A case study. Journal of Developmental and Learning Disorders, 8, 81-98.
  • GERNSBACHER, M. A. (2004). On our mind: Salience, context, and figurative language. Metaphor and Symbol, 19, 165-168.
  • GERNSBACHER, M. A., & ROBERTSON, D. A. (2004). Watching the brain comprehend discourse. In A. Healy (Ed.), Experimental cognitive psychology and its applications (pp. 157-168). Washington, DC: APA Publications.
  • GERNSBACHER, M. A., ROBERTSON, R. R. W., PALLADINO, P., & WERNER, N. K. (2004). Managing mental representations during narrative comprehension. Discourse Processes, 37, 145–164.
  • KIM, S., LEE, J., & GERNSBACHER, M. A. (2004). The advantage of first mention in Korean: The temporal contributions of syntactic, semantic, and pragmatic factors. Journal of Psycholinguistic Research, 33, 475-491.
  • LINDERHOLM, T., GERNSBACHER, M. A., VAN DEN BROEK, P., NENIDE, L., ROBERTSON, R. R. W., & SUNDERMEIR, B. (2004). Suppression of story character goals during reading. Discourse Processes, 37, 67-78.
  • SANDERS, T. J. M., & GERNSBACHER, M. A. (2004). Accessibility in text and discourse. Discourse Processes, 37, 79-90.
  • GERNSBACHER, M. A. (2003). Is one style of autism early intervention “scientifically proven?” Journal of Developmental and Learning Disorders, 7, 19-25.
  • GOLDSMITH, H. H., GERNSBACHER, M. A., CRABBE, J., DAWSON, G., GOTTESMAN, I. I., HEWITT, J., MCGUE, M., PEDERSON, N., PLOMIN, R., ROSE, R., & SWANSON, J. (2003). Research psychologists’ roles in the genetic revolution. American Psychologist, 58, 318-319.
  • ROBERTSON, D. A., & GERNSBACHER, M. A. (2003). Neuroimaging and language: Evolving stories from the brain. In T. Givón (Ed.), The evolution of language. Philadelphia, PA: John Benjamins.
  • GERNSBACHER, M. A. (2002). Language is more than speech. The Association of the Severely Handicapped, 28, 26-27.
  • GERNSBACHER, M. A., & KASCHAK, M. (2002). Neuroimaging studies of language production and comprehension. Annual Review of Psychology, 54, 91-114.
  • KASCHAK, M., & GERNSBACHER, M. A. (2002). Psycholinguistics. In L. Nadel (Ed.), Encyclopedia of Cognitive Sciences. London, UK: Nature Publishing Group.
  • KASCHAK, M., & GERNSBACHER, M. A. (2002). Language comprehension. In L. Nadel (Ed.), Encyclopedia of Cognitive Sciences. London, UK: Nature Publishing Group.
  • GERNSBACHER, M. A., & ROBERTSON, R. R. W. (2001). The definite article as a cue to map thematic information. In M. M. Louwerse & W. Van Peer (Eds), Thematics: Interdisciplinary studies. Amsterdam/Philadelphia: John Benjamins.
  • DICK, F., BATES, E., WULFECK, B., UTMAN, J. A., DRONKERS, N., & GERNSBACHER, M. A. (2001). Language deficits, localization, and grammar: Evidence for a distributive model of language breakdown in aphasic patients and neurologically intact individuals. Psychological Review, 108, 757-788.
  • GERNSBACHER, M. A., KEYSAR, B., ROBERTSON, R. R. W., & WERNER, N. K. (2001). The role of suppression and enhancement in understanding metaphors. Journal of Memory and Language, 45, 433-450.
  • GERNSBACHER, M. A., ROBERTSON, R. R. W., & WERNER, N. K. (2000). The costs and benefits of meaning. In D. Gorfein (Ed.), On the consequences of meaning selection (pp. 119-137). Washington, DC: APA Publications.
  • GERNSBACHER, M. A., & ST. JOHN, M. F. (2000). Modeling suppression in lexical access. In D. Gorfein (Ed.), On the consequences of meaning. Washington, DC: APA Publications.
  • ROBERTSON, D. A., GERNSBACHER, M. A., GUIDOTTI, S. J., ROBERTSON, R. W. R., IRWIN, W., MOCK, B. J., & CAMPANA, M. E. (2000). Functional neuroanatomy of the cognitive process of mapping during discourse comprehension. Psychological Science, 11, 255-260. [PMID: 11273413]
  • BEEMAN, M. J., BOWDEN, E. M., & GERNSBACHER, M. A. (2000). Right and left hemisphere cooperation for drawing predictive and coherence inferences during normal story comprehension. Brain and Language, 71, 310-336.
  • GERNSBACHER, M. A., & FOERTSCH, J. (1999). Three models of discourse comprehension. In S. Garrod & M. J. Pickering (Eds.), Human language processing (pp. 283-299). East Sussex, UK: Psychology Press.
  • GERNSBACHER, M. A., & MCKINNEY, V. M. (1999). Review of “Comprehension: A Paradigm for Cognition,” American Scientist, 87, 568.
  • GERNSBACHER, M. A., & ROBERTSON, R. R. W. (1999). The role of suppression in figurative language comprehension. Journal of Pragmatics, 31, 1616-1630.
  • GERNSBACHER, M. A., TALLENT, K. A., & BOLLIGER, C. M. (1999). Disordered discourse in schizophrenia as described by the Structure Building Framework. Discourse Studies, 1, 355-372.14
  • GERNSBACHER, M. A., HALLADA, B. M., & ROBERTSON, R. R. W. (1998). How automatically do readers infer fictional characters’ emotional states? Scientific Studies of Reading, 2, 271-300.
  • GREENO, J. G., CLANCEY, W. J., LEWIS, C., SEIDENBERG, M., DERRY, S., GERNSBACHER, M. A., LANGLEY, P., SHAFTO, M., GENTNER, D., LESGOLD, A., & SEIFERT, C. M. (1998). Efforts to encourage multidisciplinarity in the Cognitive Science Society (commentary). Cognitive Science, 22, 131-132.
  • ST. JOHN, M. F., & GERNSBACHER, M. A. (1998). Learning and losing syntax: Practice makes perfect and frequency builds fortitude. In A. F. Healy & L. E. Bourne, Jr. (Eds.), Foreign language learning: Psycholinguistic experiments on training and retention (pp. 231-255). Mawah, NJ: Erlbaum.
  • FAUST, M. E., BALOTA, D. A., DUCHEK, J. M., GERNSBACHER, M. A., & SMITH, S. (1997). Inhibitory control during sentence processing in individuals with dementia of the Alzheimer type. Brain and Language, 57, 225-253.
  • FOERTSCH, J., & GERNSBACHER, M. A. (1997). In search of gender neutrality: Is singular they a cognitively efficient substitute for generic he? Psychological Science, 8, 106-111.
  • GERNSBACHER, M. A. (1997). Attenuating interference during comprehension: The role of suppression. In D. L. Medin (Ed.), The psychology of learning and motivation (pp. 85-104). San Diego, CA: Academic Press.
  • GERNSBACHER, M. A. (1997). First mention drives how people read and comprehend language. In Writing and reading today: An interdisciplinary discussion. Reston, VA: American Society of Newspaper Editors.
  • GERNSBACHER, M. A. (1997). Generic pronominal anaphora: The case of the English singular they. Verbum, 19, 67-84.
  • GERNSBACHER, M. A. (1997). Group differences in suppression skill. Aging, Neuropsychology, and Cognition, 4, 175-184.
  • GERNSBACHER, M. A. (1997). Two decades of structure building. Discourse Processes, 23, 265-304.
  • GERNSBACHER, M. A., & SHLESINGER, M. (1997). The proposed role of suppression in simultaneous interpretation. Interpreting, 2, 119-140.
  • GRAESSER, A. C., GERNSBACHER, M. A., & GOLDMAN, S. R. (1997). Cognition. In T. A. van Dijk (Ed.), Discourse: A multidisciplinary introduction (pp. 292-319). London: Sage.
  • FAUST, M. E., & GERNSBACHER, M. A. (1996). Cerebral mechanisms for suppression of inappropriate information during sentence comprehension. Brain and Language, 53, 234-259.
  • GARNHAM, A., TRAXLER, M. J., OAKHILL, J., & GERNSBACHER, M. A. (1996). The locus of implicit causality effects in comprehension. Journal of Memory and Language, 35, 517-543.
  • GERNSBACHER, M. A. (1996). Coherence cues mapping during comprehension. In J. Costermans & M. Fayol (Eds.), Processing interclausal relationships in the production and comprehension of text (pp. 3-21). Hillsdale, NJ: Erlbaum.
  • CARREIRAS, M., GERNSBACHER, M. A., & VILLA, V. (1995). The advantage of first mention in Spanish. Psychonomic Bulletin and Review, 2, 124-129.
  • GERNSBACHER, M. A. (1995). The Structure Building Framework: What it is, what it might also be, and why. In B. K. Britton, & A. C. Graesser, (Eds.), Models of text understanding (pp. 289-311). Hillsdale, NJ: Erlbaum.
  • GERNSBACHER, M. A., & FAUST, M. (1995). Skilled suppression. In F. N. Dempster & C. N. Brainerd (Eds.), Interference and inhibition in cognition (pp. 295-327). San Diego, CA: Academic Press.
  • GERNSBACHER, M. A., & JESCHENIAK, J. (1995). Cataphoric devices in spoken discourse. Cognitive Psychology, 29, 24-58.
  • GERNSBACHER, M. A., & ROBERTSON, R. R. W. (1995). Reading skill and suppression revisited. Psychological Science, 6, 165-169.15
  • HAENGGI, D., KINTSCH, W., & GERNSBACHER, M. A. (1995). Spatial situation models and text comprehension. Discourse Processes, 19, 173-199.
  • TRAXLER, M. J., & GERNSBACHER, M. A. (1995). Improving coherence in written communication. In M. A. Gernsbacher & T. Givón (Eds.), Coherence in spontaneous text (pp. 216-237). Philadelphia, PA: John Benjamins.
  • FOERTSCH, J., & GERNSBACHER, M. A. (1994). In search of complete comprehension: Getting “minimalists” to work. Discourse Processes, 18, 271-296.
  • GERNSBACHER, M. A. (1994). Activating knowledge of fictional characters’ emotional states. In C. A. Weaver, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 141-155). Hillsdale, NJ: Erlbaum.
  • TOMLIN, R. S., & GERNSBACHER, M. A. (1994). (Eds.) Special issue of Studies in Second Language Acquisition. Cambridge, MA: Cambridge University Press.
  • TOMLIN, R. S., & GERNSBACHER, M. A. (1994). Cognitive foundations of second language acquisition. Studies in Second Language Acquisition, 16, 129-132.
  • GERNSBACHER, M. A. (1993). Less skilled readers have less efficient suppression mechanisms. Psychological Science, 4, 294-298.
  • HAENGGI, D., GERNSBACHER, M. A., & BOLLIGER, C. M. (1993). Individual differences in situation-based inferencing during narrative text comprehension. In H. van Oostendorp & R. A. Zwaan (Eds.), Naturalistic text comprehension: Vol. LIII. Advances in discourse processing (pp. 79-96). Norwood, NJ: Ablex.
  • TRAXLER, M. J., & GERNSBACHER, M. A. (1993). Improving written communication through perspective taking. Language and Cognitive Processes, 8, 311-334.
  • CARREIRAS, M., & GERNSBACHER, M. A. (1992). Comprehending conceptual anaphors in Spanish. Language and Cognitive Processes, 7, 281-299.
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  • GERNSBACHER, M. A., GOLDSMITH, H. H., & ROBERTSON, R. R. W. (1992). Do readers mentally represent characters’ emotional states? Cognition & Emotion, 6, 89-111.
  • GERNSBACHER, M. A., & ROBERTSON, R. R. W. (1992). Knowledge activation versus sentence mapping when representing fictional characters’ emotional states. Language and Cognitive Processes, 7, 353-371.
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  • GERNSBACHER, M. A., & FAUST, M. (1991). The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 245-262.
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  • GERNSBACHER, M. A., VARNER, K. R., & FAUST, M. (1990). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430-445.
  • HARGREAVES, D., & GERNSBACHER, M. A. (1990). Review of S. N. Sridhar’s, “Cognition and Sentence Production.” American Journal of Psychology, 103, 418-424.16
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  • GERNSBACHER, M. A., & SHROYER, S. (1989). The cataphoric use of the indefinite this in spoken narratives. Memory & Cognition, 17, 536-540.
  • GERNSBACHER, M. A., HARGREAVES, D., & BEEMAN, M. (1989). Building and accessing clausal representations: The advantage of first mention versus the advantage of clause recency. Journal of Memory and Language, 28, 735-755.
  • BEEMAN, M., & GERNSBACHER, M. A. (1988). Real time language comprehension research using the Apple-Psych system. Behavior Research Methods, Instrumentation, and Computers, 20, 164-170.
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  • BARTLETT, J. C., GERNSBACHER, M. A., TILL, R. E. (1987). Remembering left-right orientation of pictures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 27-35.
  • DIEHL, R. L., KLUENDER, K. R., FOSS, D. J., PARKER, E. M., & GERNSBACHER, M. A. (1987). Vowels as islands of reliability. Journal of Memory and Language, 26, 564-573.
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  • GERNSBACHER, M. A., & HARGREAVES, D. (1986). Cognitive availability of sentence participants. In R. S. Tomlin & S. DeLancey (Eds.), Proceedings of the Pacific Linguistics Conference. Eugene: OR.
  • GERNSBACHER, M. A. (1985). Contemporary readings on cognition: Beyond serial boxes. Contemporary Psychology, 30, 289-290.
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  • GERNSBACHER, M. A. (1985). Why do speakers violate linguistic conventions? In R. S. Tomlin & S. DeLancey (Eds.), Proceedings of the Pacific Linguistics Conference, Eugene: OR.
  • GERNSBACHER, M. A. (1984). Resolving twenty years of inconsistent interactions between lexical familiarity and orthography, concreteness, and polysemy. Journal of Experimental Psychology: General, 113, 256-281.
  • GERNSBACHER, M. A. (1984). Cross-disciplinary approaches to language processing. Proceedings of the Cognitive Science Society, 6, 82-88.
  • GERNSBACHER, M. A. (1984). Educating with computers: Insights from contemporary cognitive psychology and video games. The computer: Extension of the human mind. Eugene, OR: Center for Advanced Technology.
  • BARTLETT, J. C., TILL, R. E., GERNSBACHER, M. A., & GORMAN, W. (1983). Age-related differences in memory for lateral orientation of pictures. Journal of Gerontology, 38, 439-446.
  • FOSS, D. J., & GERNSBACHER, M. A. (1983). Cracking the dual code: Toward a unitary model of phoneme identification. Journal of Verbal Learning and Verbal Behavior, 22, 609-632.
  • GERNSBACHER, M. A., & GOLDSMITH, H. H. (1983). Evaluating cognitive constructs using structural equation modeling. Proceedings of the Cognitive Science Society, 5, 133-145.