Dr. Wendy S. Francis
Dr. Francis' primary research interests are in four related areas of human cognition:
1. the functional organization of bilingual memory
2. transfer processes in human memory
3. representation of and access to words and concepts in long-term memory
4. the impact of working in a less fluent language on memory performance
The bilingual cognition laboratory has focused on the question of how bilinguals access their vocabulary in comprehension and production using simple tasks such as picture naming, translation, and semantic classification. The experiments have examined how the speed of access to vocabulary and associated concepts changes as a function of learning, including both experimental and pre-experimental experience, and the impact of a single learning episode over time. The effects of identical and partial repetitions of these tasks on response time are used to derive the processes involved and to elucidate the mechanisms of learning involved in repetition priming. Other projects examine transfer of learning across languages and how the greater attentional demands and lower familiarity of a less fluent language impact explicit and implicit memory processes.
UTEP Faculty Profile: http://academics.utep.edu/Default.aspx?tabid=70104&ID=wfrancis
Francis, W. S., Strobach, E. N., Penalver, R. M., Martínez, M., Gurrola, B. V., & Soltero, A. (in press). 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.
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., 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., 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.
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., Corral, N. I., Jones, M. L., & Sáenz, S. P. (2008). Decomposition of repetition priming components in picture naming. Journal of Experimental Psychology: General, 137, 566-590.
Francis, W. S., & Sáenz, S. P. (2007). Repetition priming endurance in picture naming and translation: Contributions of component processes. Memory & Cognition, 35, 481-493.
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.
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.
Francis, W. S. (1999). Cognitive integration of language and memory in bilinguals: semantic representation. Psychological Bulletin, 125, 193-222.
Ph.D., University of California, Los Angeles (1996)
Helen M. C. and J. Edward Stern Endowed Professor
Graduate Program Director and Associate Chair
PSYC 1303 - Statistical Methods
PSYC 3348 - Cognitive Psychology
PSYC 3320 - Learning & Memory
PSYC 5311 - ANOVA
PSYC 5335 - Categorical Data Analysis