Janet Van Hell
Professor of Psychology and Linguistics
Director of the Linguistics Program
Associate Director of the Center for Language Science
- Ph. D., University of Amsterdam, 1998
I am interested in the cognitive and neurocognitive processes related to language development, second language learning, and bilinguals’ use of two languages. My students and I combine behavioral, neuropsychological, and linguistic techniques to study patterns of cross-language interaction and transfer in second language learners at different levels of proficiency, as well as neural and cognitive mechanisms involved in code-switching. We also study sign-speech bilinguals who use spatial and oral languages from two different modalities. A second research theme focuses on language development in school-aged children with typical or atypical development, including children with dyslexia or with specific language impairment, and children who are deaf.
* denotes a student author
Poarch*, G., & Van Hell, J. G. (in press). Executive functions and inhibitory control inmultilingual children: Evidence from second language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology.
Van Hell, J. G., & Kroll, J. F. (in press). Using electrophysiological measures to track the mapping of words to concepts in the bilingual brain: a focus on translation. In J. Altarriba & L. Isurin (Eds.), Memory, Language, and Bilingualism: Theoretical and Applied Approaches. New York: Cambridge University Press.
Van Hell, J. G. & Poarch*, G. J. (in press). Lexical and conceptual representations in second language acquisition. In M. Gullberg & J. Williams (Eds.), The Encyclopedia of Applied Linguistics.
Poarch*, G. J. & Van Hell, J. G. (2012). Cross-language activation in children’s speech production: Evidence from second language learners, bilinguals, and trilinguals. Journal of Experimental Child Psychology, 111 (3),419-438.
Schwartz, A. I. & Van Hell, J. G. (2012). Bilingual visual word recognition in sentence context. In J. Adelman (Ed.), Visual Word Recognition (pp. 131-150). Psychology Press.
Van Beijsterveldt*, L. M., & Van Hell, J. G. (2012). The development of deaf writers’ tense marking in narrative and expository text: a bimodal bilingual perspective. Bilingualism: Language and Cognition, 15, 128-144.
Van Hell, J. G., & Tanner, D. (2012). Second language proficiency and cross-language lexical activation.Language Learning, 62,148-171.
Hermans, D., Ormel, E., Van den Besselaar*, R., & Van Hell, J. G. (2011). Lexical activation in bilinguals’ speech production is dynamic: How language ambiguous words can affect cross-language activation.Language and Cognitive Processes, 26 (10), 1687-1709.
Jackson, C. N., & Van Hell, J. G. (2011). The effects of L2 proficiency level on the processing of wh-questions among Dutch second language speakers of English. International Review of Applied Linguistics in Language Teaching, 49 (3), 195-219.
Brenders*, P., Van Hell, J. G., & Dijkstra, T. (2011). Word recognition in child second language learners: Evidence from cognates and false friends. Journal of Experimental Child Psychology, 109, 383-396.
Kootstra*, G. J., Van Hell, J. G., & Dijkstra, T. (2010). Alignment in the production of code-switched sentences: The role of word order and dialogue partner. Journal of Memory and Language, 63, 210-236.
Kroll, J. F., Van Hell, J. G., Tokowicz, N., & Green, D. W. (2010). The Revised Hierarchical model: A critical review and assessment. Bilingualism: Language and Cognition, 13 (3), 373-381.
Van Beijsterveldt*, L. M. & Van Hell, J. G. (2010). Lexical noun phrases in texts written by deaf children and adults with different proficiency levels in sign language. International Journal of Bilingual Education and Bilingualism, 13 (4), 439-468.
Van Hell, J. G., & Tokowicz, N. (2010). Event-related brain potentials and second language learning: Syntactic processing in late L2 learners at different L2 proficiency levels. Second Language Research, 26 (1),43-74.
De Jong, T., van Gog, T., Jenks, K., Manlove, S., Van Hell, J.G., Jolles, J., van Merrienboer, J., van Leeuwen, T., Boschloo, A. (2009). Explorations in Learning and the Brain. On the Potential of Cognitive Neuroscience for Educational Science. Springer. ISBN: 978-0-387-89511-6.
Kootstra*, G. J., Van Hell, J. G., & Dijkstra, T. (2009). Two speakers, one dialogue: An interactive alignment perspective on codeswitching in bilingual speakers. In: L. Isurin, D. Winford, & K. de Bot (Eds.),Multidisciplinary approaches to code switching (pp. 129-159). Amsterdam / Philadelphia: John Benjamins.
Van Beijsterveldt*, L. M., & Van Hell, J. G. (2009). Evaluative expression in deaf children’s written narratives.International Journal of Language and Communication Disorders, 44 (5), 675-692.
Van Beijsterveldt*, L. M., & Van Hell, J. G. (2009). Structural priming of adjective-noun structures in hearing and deaf children. Journal of Experimental Child Psychology, 104 (2), 179-196.
Van Hell, J. G., & Witteman*, M. J. (2009). The neurocognition of switching between languages: A review of electrophysiological studies. In: L. Isurin, D. Winford, & K. de Bot (Eds.), Multidisciplinary approaches to code switching (pp. 53-84). Amsterdam / Philadelphia: John Benjamins.
Van Hell, J. G. & De Groot, A. M. B. (2008). Sentence context affects lexical decision and word translation.Acta Psychologica, 128, 431-451.
Van Hell, J. G., Verhoeven, L., & Van Beijsterveldt*, L. M. (2008). Pause time patterns in writing narrative and expository texts by children and adults. Discourse Processes, 45, 406-427.