Note: Based on their role at the time of contribution, undergraduate students are indicated in blue, graduate students are indicated in green, other lab members are indicated in bold black.
Francis, W. S., Gurrola, B. V., & Martinez, M. (2022). Comprehension exposures to words in sentence contexts impact spoken word production. Memory & Cognition, 50, 192-215.
Francis, W. S. (2021). Using existing cognitive constructs to better understand bilingual memory. In W. S. Francis (Ed.), Bilingualism across the lifespan: Challenges and opportunities for cognitive research in a global society. New York: Routledge.
Tsuboi, N., Francis, W. S., & Jameson, J. T. (2021). How word comprehension exposures facilitate later spoken production: Implications for lexical processing and repetition priming. Memory, 29, 39-58.
Tsuboi, N., & Francis, W. S. (2020). Rethinking bilingual enhancement and dominance effects in associative learning of foreign language vocabulary: The role of proficiency in the mediating language. Journal of Memory and Language, 115, 104155.
Francis, W. S., Arteaga, M., M., Liaño, M. K., & Taylor, R. S. (2020). Temporal dynamics of free recall: The role of rehearsal efficiency in word frequency and bilingual language proficiency effects. Journal of Experimental Psychology: General, 149, 1477-1508.
Francis, W. S. (2020). Shared core meanings and shared associations in bilingual semantic memory: Evidence from research on implicit memory. International Journal of Bilingualism, 24, 464-477.
Francis, W. S., Strobach, E. N., Penalver, R. M., Martínez, M., Gurrola, B. V., & Soltero, A. (2019). Word-context associations in episodic memory are learned at the conceptual level: Word frequency, bilingual proficiency, and bilingual status effects on source memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 1852-1871.
Taylor, R. S., Francis, W. S., Borunda-Vazquez, L., & Carbajal, J. (2019). Mechanisms of word concreteness effects in explicit memory: Does context availability play a role? Memory & Cognition, 47, 169-181.
Francis, W. S., Taylor, R. S., Gutiérrez, M., Liaño, M. K., Manzanera, D. G., & Penalver, R. M. (2018). The effects of language proficiency on item recall and semantic clustering in free recall output: Evidence for shared semantic associations across languages. Memory, 26, 1364-1378.
Francis, W. S., MacLeod, C. M., & Taylor, R. S. (2017). Joint influence of visual and auditory words in the Stroop task. Attention, Perception, & Psychophysics, 79, 200-211.
Taylor, R. S., & Francis, W. S. (2017). Between-language repetition priming in antonym generation: Evidence that translation-equivalent adjectives have shared conceptual representations across languages. Memory, 25, 344-349.
Francis, W. S., Camacho, A., & Lara, C. (2014). Words translated in sentence contexts produce repetition priming in visual word comprehension and spoken word production. Memory & Cognition, 42, 1143-1154.
Francis, W. S. (2014). Repetition priming in picture naming: Sustained learning through the speeding of multiple processes. Psychonomic Bulletin & Review, 21, 1301-1308.
Francis, W. S., & Baca, Y. (2014). Effects of language dominance on item and order memory in free recall, serial recall, and order reconstruction. Memory, 22, 1060-1069.
Francis, W. S., Tokowicz, N., & Kroll, J. F. (2014). The consequences of language proficiency and difficulty of lexical access for translation performance and priming. Memory & Cognition, 42, 27-40.
Francis, W. S., & Strobach, E. N. (2013). The bilingual L2 advantage in recognition memory. Psychonomic Bulletin & Review, 20, 1296-1303.
de la Riva López, E. M., Francis, W. S., & García, J. (2012). Repetition priming within and between languages in verb generation: Evidence for shared verb concepts. Memory, 20, 358-373.
Francis, W. S., & Gutiérrez, M. (2012). Bilingual recognition memory: Stronger performance but weaker levels-of-processing effects in the less fluent language. Memory & Cognition, 40, 496-503.
Francis, W. S., & Goldmann, L. L. (2011). Repetition priming within and between languages in semantic classification of concrete and abstract words. Memory, 19,653-663.
Francis, W. S., Durán, G., Augustini, B. K., Luévano, G., Arzate, J. C., & Sáenz, S. P. (2011). Decomposition of repetition priming processes in word translation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 187-205.
Francis, W. S., Fernandez, N. P., & Bjork, R. A. (2010). Conceptual and non-conceptual repetition priming in category exemplar generation: Evidence from bilinguals. Memory, 18, 787-789.
Francis, W. S., Corral, N. I., Jones, M. L., & Sáenz, S. P. (2008). Decomposition of repetition priming components in picture naming. Journalof Experimental Psychology: General, 137, 566-590. View Article
Francis, W. S., Sáenz, S. P. (2007). Repetition priming endurance in picture naming and translation: Contributions of component processes. Memory & Cognition, 35, 481-493. View Article
Francis, W. S., & Gallard, S. L. K. (2005). Concept mediation in trilingual translation: Evidence from response times and repetition priming patterns. Psychonomic Bulletin & Review, 12, 1082-1088. View Article
Francis, W. S. (2005). Bilingual semantic and conceptual representation. In Kroll, J.F. & de Groot, A.M.B. (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 251-267). New York, NY: Oxford University Press.
Francis, W. S., Augustini, B. K., & Sáenz, S. P. (2003). Repetition priming in picture naming and translation depends on shared processes and their difficulty: Evidence from Spanish-English bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 1283-1297. View Article
Francis, W. S., Romo, L. F., & Gelman, R. (2002). Syntactic structure, grammatical accuracy, and content in second-language writing: An analysis of skill learning and on-line processing. In R. R. Heredia & J. Altarriba (Eds.), Bilingual sentence processing (pp. 317-337). Amsterdam: Elsevier Science Publishers. View Chapter
Gelman, R., Romo, L. F., & Francis, W. S. (2002). Notebooks as windows on learning: The case of a science-into-ESL program. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition processes in development and learning (pp. 269-293). Cambridge, UK: Cambridge University Press.
Francis, W. S. (2000). Clarifying the cognitive experimental approach to bilingual research. Bilingualism: Language and Cognition, 3, 13-15. View Article
Francis, W. S. (1999). Cognitive integration of language and memory in bilinguals: semantic representation. Psychological Bulletin, 125, 193-222. View Article
Francis, W. S. (1999). Analogical transfer of problem solutions within and between languages in Spanish-English bilinguals. Journal of Memory and Language, 40, 301-329. View Article
Gabrieli, J. D. E., Vaidya, C. J., Stone, M., Francis, W. S., Thompson-Schill, S. L., Fleischman, D. A., Tinklenberg, J. R., Yesavage, J. A., & Wilson, R. S. (1999). Convergent behavioral and neuropsychological evidence for a distinction between identification and production forms of repetition priming. Journal of Experimental Psychology: General, 128, 479-498. View Article
Illes, J., Francis, W. S., Desmond, J. E., Gabrieli, J. D. E., Glover, G. H., Poldrack, R. A., Lee, C. J., & Wagner, A. D. (1999). Convergent cortical representation of semantic processing in bilinguals. Brain and Language, 70, 347-363. View Article
Francis, W. S., & Wickens, T. D. (1996). Competition in analogical transfer: When does a lightbulb outshine an army? In G. W. Cottrell (Ed.), Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society (pp. 340-345). Mahwah, NJ: Erlbaum.
Gelman, R., Meck, G., Romo, L. F., Meck, B., Francis, W., Fritz, C. O. (1995). Integrating science concepts into intermediate English as a Second Language (ESL) instruction. In R. F. Macias & R. G. Garcia-Ramos (Eds.) Changing schools for changing students: An anthology of research on language minorities, schools, & society (pp. 181-203). Santa Barbara and Santa Cruz, CA: University of California Press.