Research Interests
Publications
Reimer, J. F., Lorsbach, T. C., & Bleakney, D. M. (in press).  Automatic semantic feedback during visual word recognition. Memory & Cognition.
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Lorsbach, T. C., & Reimer, J. F. (in press).  Context processing and cognitive control in children and young adults. Journal of Genetic Psychology.
 
Riefer, D. M., Chien, Y., & Reimer, J. F. (in press).  Positive and negative generation effects in source monitoring.  The Quarterly Journal of Experimental Psychology.
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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.
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Lorsbach, T. C., & Reimer, J. F. (2005).  Feature binding in children and young adults.
Journal of Genetic Psychology, 166 (3), 313-327.
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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.
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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.
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Nizami, L., Reimer, J. F., & Jesteadt, W. (2001).  The intensity-difference limen for
Gaussian-enveloped stimuli as a function of level:  Tones and broadband noise.
Journal of the Acoustical Society of America, 110 (5), 2505-2515.
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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.
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Lorsbach, T. C., & Reimer, J. F. (1997).  Developmental changes in the inhibition of
previously relevant information. Journal of Experimental Child Psychology, 64,
317-342.
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Lorsbach, T.C., Wilson, S., & Reimer, J. F. (1996).  Memory for relevant and irrelevant
information: Evidence for deficient inhibitory processes in language/learning disabled
children. Contemporary Educational Psychology, 21, 447-466.
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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. Currently, research in my lab is being funded by an NICHD AREA grant (R15 HD052541) awarded to Tom Lorsbach and Jason Reimer.