1991, Ph.D., Psychology, Language and Cognition program, University of Rochester.
1990, M.A., Psychology, Language and Cognition program, University of Rochester.
1986, A.B., Psychology, Washington University in St. Louis.
Dr. Boland investigates the basic cognitive processes that underlie word recognition and sentence comprehension. Her research interests include the psychology of language; sentence comprehension, word recognition & discourse processing. How is syntactic knowledge stored and accessed? What is the relationship between syntactic and semantic processing? How are linguistic ambiguities resolved? Under what circumstances is unambiguous linguistic input difficult to comprehend?
Beddor, P., McGowen, K., Boland, J., Coetzee, A., and Brasher, A. (2013). The time course of perception of coarticulation. Journal of the Acoustical Society of America, 133, 2350-2366.
Boland, J. E. (in press). Review of A History of Psycholinguistics: The pre-Chomskyan era, by Willem J. M. Levelt. Historiographia Linguistica, International Journal for the History of the Language Sciences.
Khanna, M. & Boland, J. E. (2010). Children’s use of language context in lexical ambiguity resolution. Quarterly Journal of Experimental Psychology, 63, 160-193.
Zhang, Y., Yu, J. & Boland, J. E. (2010). Semantics Doesn’t Need a Processing License from Syntax in Reading Chinese. Journal of Experimental Psychology: Learning, Memory & Cognition, 36, 765-781.
Hsieh, Y., Boland, J. E. , Zhang, Y., & Yan, M. (2009). Syntactic ambiguity resolution in Chinese: Semantic cues and Parallel structures. Language and Cognitive Processes, 24, 1227-1264.