shelia.kennison@okstate.edu
Associate Professor
IRB Chair
Founder & Co-Director of the Oklahoma Network for Teaching of Psychology (ONTOP)
Director, Undergraduate Minor in Cognitive Science
Faculty Councilor representing the College of Arts & Sciences, 2009-present
Education
A.B, Harvard University
Ph.D., University of Massachusetts, Amherst
Postdoc in Cognitive Neuroscience, Univ. of Illinois, Urbana-Champaign
Awards
Outstanding Faculty Member, Dept. of Psychology, 2002 & 2003
Oklahoma Psychological Society Outstanding Psychology Teacher, 2004
Junior Faculty Award for Scholarly Excellence, College of Arts and Sciences, 2006
Regents Distinguished Teaching Award, 2007
APA's Committee on Women In Psychology Leadership Institute, 2008
Psi Chi Advisor Research Award, 2008
Research
Visit the Cognitive Science Laboratory
Dr. Kennison investigates language processing across the lifespan, including how linguistic knowledge is organized in memory, hemispheric differences in word processing in monolinguals and bilinguals, the cognitive processes involved in reading, language acquisition, and bilingualism.
Grants
Kennison, S. M. (2005). Tracking the time course of integrative semantic processing. National Science Foundation, $272,953, 36 months.
Kristopher, B. I., and Kennison, S. M. (2009). The effect of mortality reminders on weapon bias. National Science Foundation Predoctoral Fellowship, $121,500, 36 months.
Gelfand, s., High, M., Harrist, S., Kennison, S. M., & Page, M. C. (under review). Helping moral people act ethically. National Science Foundation, $299,999, 36 months.
Kennison, S. M., & Page, M. C. (in preparation). REU Site: Basic and applied research in Social, Cognitive, and Language Processes. National Science Foundation, 36 months.
Research Publications
Kennison, S. M., & Vaughn, J. E. (in preparation). The role of working memory in the processing of pronouns and anaphors.
Kennison, S. M., & Richardson, L. (in preparation). The time course of integrative semantic interpretation for regular and irregular plural nouns.
Bowers, J. M., & Kennison, S. M. (in preparation). Differences in hemispheric processing of high and low age of acquisition words for left- and right-handers.
Kennison, S. M., and Sun, B. (under review). Comprehending anaphoric and cataphoric pronouns in Chinese: Evidence for cross-language differences in referential processing.
Bowers, J. M., & Kennison, S. M. (under review). The effect of age of acquisition in bilingual translation.
Bowers, J. M., & Kennison, S. M. (under revision). Differences in hemispheric processing of high and low age of acquisition words. Brain and Language
Kennison, S.M., Bowers, J. M., & Fernandez, E. C. (under revision). Comprehending different combinations of referents: Implications for theories of discourse processing.Discourse Processes.
Kennison, S. M.,, Fernandez, E. C., & Bowers, J. M. (under revision). The role of semantic and phonological information in bilingual word production: Evidence from Spanish-English bilinguals.Bilingualism: Language and Cognition.
Longoria, A. D., Page, M., Hubbs-Tait, L., & Kennison, S. M. (2009, in press). The relationship between social competence and verbal skills in young children. Early Childhood Development and Care.
Kennison, S.M. (2009). The use of verb information in parsing. Journal of Psycholinguistic Research, 38, 363-378.
Kennison, S. M., Fernandez, E. C., & Bowers, J. M. (2009). Processing differences for anaphoric and cataphoric pronouns: Implications for theories of referential processing. Discourse Processes, 46, 25-35.
Kennison, S. M. (2007). Why children in the U.S. read less well than children in other industrialized countries: Directions for future research. Public Policy Forum, 3 24-37.
Kennison, S. M. (2005). Different time courses of integrative semantic processing for plural and singular nouns: Implications for theories of sentence processing. Cognition, 97, 269-294.
Kennison, S. M. (2004). The effect of phonemic repetition on syntactic ambiguity resolution: Implications for models of working memory. Journal of Psycholinguistic Research, 33, 493-516.
Kennison, S. M. (2003). Comprehending the pronouns her, him, and his: Implications for theories of referential processing. Journal of Memory and Language, 49, 335-352.
Kennison, S. M., Sieck, J. P., and Briesch, K. A. (2003). Evidence for a late occurring effect of phoneme repetition in silent reading. Journal of Psycholinguistic Research, 32, 297-312.
Kennison, S. M. and Trofe, J. L. (2003). A role for word-specific gender stereotype information in language comprehension. Journal of Psycholinguistic Research, 31, 65-81.
Kennison, S. M. (2001). Limitations on the use of verb information in sentence comprehension. Psychonomic Bulletin & Review, 8, 132-138.
Friel, B. M., & Kennison, S. M. (2001). Identifying German-English cognates, false cognates, and non-cognates: Methodological issues and descriptive norms.Bilingualism: Language & Cognition, 4, 249-274.
Kennison, S. M. (2000). An assessment of American English usage for ninety-seven sentence complement-taking nouns. Journal of Psycholinguistic Research, 29, 249-264.
Kennison, S. M. (1999) Processing agentive ‘by’-phrases in complex event and non event nominals. Linguistic Inquiry, 30, 502-508.
Kennison, S. M. (1999). American English usage frequencies for noun phrase and tensed sentence complement-taking verbs. Journal of Psycholinguistic Research, 28, 165-177.
Kennison, S.M., & Gordon, P.C. (1997). Comprehending referential expressions during reading: Evidence from eye tracking. Discourse Processes, 24, 229-252.
Clifton, C., Jr., Kennison, S. M., & Albrecht, J. (1997). Reading the words 'her', 'his', and 'him': Implications for parsing principles based on frequency and on structure. Journal of Memory and Language, 36, 276-292.
Kennison, S. M., and Clifton, C. (1995). Determinants of parafoveal preview benefit in high and low working memory capacity readers: Implications for eye movement control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 68-81.
Schmauder, A. R., Kennison, S. M., and Clifton, C. (1991). On the conditions necessary for obtaining argument structure complexity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 1188 1192.
Gordon, P. C., Schaeffer, C.P., and Kennison, S. M. (1991). Disambiguation of segmental dependencies by extended phonetic context. Language and Speech, 34, 157 176.
Teaching
Dr. Kennison is the coordinator for Psychology 1113 (Introductory Psychology) and teaches Psychology 5660 (Teaching Practicum), which prepares graduate students to teach Psych 1113. Each fall, she teaches Psyc 6223 (Research Design). In the past, she has taught Quantitative Methods, Experimental Psychology, Honors Introductory Psychology, Language Development, and Cross Cultural Cognition.
Visit Dr. Kennison's GRE Web Page
Teaching Publications
Kennison, S. M., & Fernandez, E. C. (2006). Study guide for Craig and Dunn’s Essentials in Human Development. Upper Saddle River, New Jersey: Prentice Hall.
Kennison, S. M. (2006). Test bank for Craig and Dunn’s Essentials in Human Development. Upper Saddle River, New Jersey: Prentice Hall.
Kennison, S. M. (2006). Instructor’s Resource Manual for Craig and Dunn’s Essentials in Human Development. Upper Saddle River, New Jersey: Prentice Hall.
Kennison, S.M. (2008). Test bank for Nairne’s Psychology (5th edition). Belmont, CA: Cengage Larning.
Williams, P., & Kennison, S. M.(under contract). Interactive Statistics (2nd Edition). New York: New York: Worth.
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