Faculty Profile

Dr.Jason Reimer

Jason F. Reimer

Professor
Ph.D., Univesity of Nebraska - Lincoln
Human Development; General Experimental Psychology
Cognitive Development

Contact Information

Office:534
Phone:909.537.5578
Fax:909.537.7003
Email:jreimer@csusb.edu

Full curriculum vitae

Research and Teaching Interests

Visual Word Recognition and the Development of Skilled-Reading

The overall goal of my research program in this area is to identify the nature of visual word recognition processes in adults and then apply this knowledge in an attempt to better understand how these same processes develop in less-skilled readers. The specific goals of this research program are to (a) better understand the cognitive processes that underlie visual word recognition in both skilled and less-skilled readers, (b) examine how visual word recognition processes change as reading skill/age increases, (c) develop a model of reading acquisition that can account for changes in lexical processing as reading skill improves, and (d) apply my research findings to reading instruction in the classroom.

Development of Executive Functions and Memory Processes in Children

With this line of research, I am interested in better understanding how the development of various central executive functions including inhibition, attention, and working memory affects the development of cognitive control in children. Cognitive control is a critical cognitive function that is used often in everyday activities such as inhibiting highly automatic responses, using various forms of information to control thought and action, and planning. In order to examine the development of cognitive control in children, I am currently adapting a highly-specified, neurobiologically-based theoretical framework (context processing) that has been proposed in the adult literature. Along with my collaborator Tom Lorsbach at the University of Nebraska at Omaha, we are currently conducted a set of experiments to examine whether this framework can be applied to cognitive control in children.

Representative Publications

Reimer, J. F., Radvansky, G. A., Lorsbach, T. C., & Armendarez, J. J. (2015, January 19). Event Structure and Cognitive Control. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication.

Reimer, J. F., Lorsbach, T. C., Bleakney, D. M., & McKinney, S. P. (2013). Temporal- and stimulus-based constraints to interactive-activation during visual word recognition in adult readers. American Journal of Psychology, 126 (1), 105-118.

Lorsbach, T. C., & Reimer, J. F. (2011). Developmental differences in the use of task goals in a cued version of the stroop task. British Journal of Developmental Psychology, 29, 138-147.

Lorsbach, T. C., & Reimer, J. F. (2010). Developmental differences in cognitive control: Goal representation and maintenance during a continuous performance task. Journal of Cognition and Development, 11 (2) , 185-216.

Reimer, J. F., Lorsbach, T. C., & Bleakney, D. M. (2008). Automatic semantic feedback during visual word recognition. Memory & Cognition, 36 (3), 641-658.

Lorsbach, T. C., & Reimer, J. F.(2008). Context processing and cognitive control in children and young adults. Journal of Genetic Psychology, 169 (1), 34-50.

Riefer, D. M., Chien, Y., & Reimer, J. F. (2007). Positive and negative generation effects in source monitoring. The Quarterly Journal of Experimental Psychology, 60 (10), 1389-1405.

Reimer, J. F. (2006). Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading, 29 (2), 194-212.

Lorsbach, T. C., & Reimer, J. F. (2005). Feature binding in children and young adults. Journal of Genetic Psychology, 166 (3), 313-327.

Schairer, K. S., Nizami, L., Reimer, J. F., & Jesteadt, W. (2003). Effects of peripheral nonlinearity on psychometric functions for forward-masked tones. Journal of the Acoustical Society of America, 113 (3), 1560-1573.

Nizami, L., Reimer, J. F., & Jesteadt, W. (2002). The mid-level hump at 2 kHz. Journal of the Acoustical Society of America, 112 (2), 642-653.

Reimer, J. F., Brown, J. S., & Lorsbach, T. C. (2001). Orthographically mediated inhibition effects: Evidence of activational feedback during visual word recognition. Psychonomic Bulletin and Review, 8 (1), 102-110.

Lorsbach, T. C., & Reimer, J. F. (1997). Developmental changes in the inhibition of previously relevant information. Journal of Experimental Child Psychology, 64, 317-342.

Student Research Projects

Current Graduate Students (Thesis Topic)

Dana Bleakney (Gender Differences in the Overregularization of Verbs)
Amina Saadaoui (Bilingualism and Cognitive Control)
Jackie Dziadosz (Role of Reinforcement in the Cognitive Control of Children)

Class Schedule

PSYC 640 - Advanced Research Methods
MW 12:00-1:50

PSYC 358: Cognitive Development
T TH 12:00-1:50

Related Links

March 19, 2013