Dr. Jana Hasenäcker

seit 2020: Postdoc, Universität Erfurt, Angewandte Linguistik / Psycholinguistik

2017–2020: Postdoc, International School for Advanced Studies (SISSA) Triest (Italien), Language, Learning, and Reading Lab

2016–2017: Postdoc, Max-Planck-Institut für Bildungsforschung Berlin, MPRG REaD

2016: Promotion in Psychologie, Freie Universität Berlin

2013–2016: Doktorandin, Max-Planck-Institut für Bildungsforschung Berlin, MPRG REaD

2011–2013: Master of Arts in Linguistik, Humboldt-Universität zu Berlin

2008–2011: Bachelor of Arts in Germanistischer Linguistik und Nordeuropa-Studien, Humboldt-Universität zu Berlin

• visuelle Worterkennung
• orthographische Verarbeitung
• Lesen und Leseerwerb

SoSe 2023

• Seminar „Statistik in R“ (M.A. Sprachwissenschaft)

SoSe 2022 

• Seminar „Angewandte Statistik für Linguist*innen“ (M.A. Sprachwissenschaft)
• Seminar "Psycholinguistisches Experi­mentalpraktikum“ (M.A. Sprachwissenschaft)

WiSe 21/22

• Seminar „Spracherwerb“ (M.A. Sprachwissenschaft)

SoSe 2021

• Seminar Neurocognition of Language Development (M.A. Sprachwissenschaft, M.A. Psychologie)

WiSe 20/21

• Seminar Visuelle Worterkennung (M.A. Sprachwissenschaft)

Hasenäcker, J., & Domahs, F. (2023). Prosody affects visual perception in polysyllabic words: Evidence from a letter search task. Quarterly Journal of Experimental Psychology, Online First. doi:10.1177/17470218231176691

Hasenäcker, J., Mousikou, P., & Schroeder, S. (2023). The role of morphology in reading development. In: Crepaldi, D. (Ed.). Linguistic Morphology in the Mind and Brain. Routledge.

Amenta, S.*, Hasenäcker, J.,* Crepaldi, D.** & Marelli, M.** (2022). Prediction at the intersection of sentence context and word form: Evidence from eye movements and self-paced reading. Psychonomic Bulletin & Review, Online First Publication. doi:10.3758/s13423-022-02223-9 (*shared first authorship, **shared last authorship)

Hasenäcker, J., & Schroeder, S. (2022). Specific predictors of length and frequency effects in German beginning readers: Testing component processes of sublexical and lexical reading in the DRC. Reading and Writing, 35, 1627-1650. doi:10.1007/s11145-021-10251-5

Hasenäcker, J., & Schroeder, S. (2022). Transposed and substituted letter effects across reading development: A longitudinal study. Journal of Experimental Psychology:  Learning, Memory, and Cognition, 48(8), 1202-1218. doi:10.1037/xlm0001064

Hasenäcker, J., Solaja, O., & Crepaldi, D. (2021). Does morphological structure modulate access to embedded word meaning in child readers? Memory & Cognition, 49, 1334-1347. doi:10.3758/s13421-021-01164-3

Hasenäcker, J., Ktori, M., & Crepaldi, D. (2021). Morpheme position coding in reading development as explored with a letter search task. Journal of Cognition, 4(1):16, 1-18. doi:10.5334/joc.153

Mousikou, P., Nüesch, L., Hasenäcker, J., & Schroeder, S. (2021). Reading morphologically complex words in German: the case of particle and prefixed verbs. Language, Cognition, and Neuroscience. doi:10.1080/23273798.2020.1810291

Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2020). Morphological priming in children: Disentangling the effects of school-grade and reading skill. Scientific Studies of Reading, 1-16. doi:10.1080/10888438.2020.1729768

Hasenäcker, J., Solaja, O., & Crepaldi, D. (2020). Food in the corner and money in the cashews: Semantic activation of embedded stems in the presence or absence of a morphological structure. Psychonomic Bulletin & Review, 27(1), 155-161. doi:10.3758/s13423-019-01664-z

Hasenäcker, J., Verra, L., & Schroeder, S. (2019). Comparing length and frequency effects in children across modalities. Quarterly Journal of Experimental Psychology, 72 (7), 1682-1691. doi:10.1177/1747021818805063

Hasenäcker, J., & Schroeder, S. (2019). Compound reading in German: effects of constituent frequency and whole-word frequency in children and adults. Journal of Experimental Psychology:  Learning, Memory, and Cognition, 45(5), 920-933. doi: 10.1037/xlm0000623

Hasenäcker, J., Schröter, P., & Schroeder, S. (2017). Investigating developmental trajectories of morphemes as reading units in German. Journal of Experimental Psychology:  Learning, Memory, and Cognition, 43, 1093-1108. doi: 10.1037/xlm0000353

Hasenäcker, J., & Schroeder, S. (2017). Syllables and morphemes in German reading development: Evidence from second-graders, fourth-graders and adults. Applied Psycholinguistics, 38, 733-753. doi:10.1017/S0142716416000412

Hasenäcker, J., Beyersmann, E., & Schroeder, S. (2016). Masked morphological priming in German-speaking adults and children: Evidence from response time distributions. Frontiers in Psychology, 7, 1-11. doi:10.3389/fpsyg.2016.00929

Hasenäcker, J. (2016). Learning to read complex words: Morphological processing in reading acquisition. Doktorarbeit, Freie Universität Berlin. Full text.

EPPP Sprachbeherrschung

Erfurter Open Science Initiative (EFOSI)

European Society for Cognitive Psychology (ESCoP)

Society for the Scientific Study of Reading (SSSR)