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To me, teaching psychology to undergraduate students is not just about teaching them the content in a textbook, but also about teaching students how to learn, how to problem solve, and thus how to succeed in life.

Publications

Lanter, J. A., & Basche, R. A. (under review). Effect of number and similarity on children’s plural comprehension. Language Learning and Development.

Ettlinger, M., Lanter, J. A., & Van Pay, C. (under revision). Learning to remember by learning to speak. Developmental Psychology.
Zapf, J.A., & Ettlinger, M. (2012). The interaction between phonology and semantics in children’s acquisition of the English plural. In L. Warfelt (Ed.), Language Acquisition (pp. 177-187) New York: NOVA Science Publishers, Inc.
Barner, D., Lui, T., & Zapf, J. (2011). Is two a plural marker in early child language? Developmental Psychology, 48(1), 10-17. doi:10.1037/a0025283.
Ettlinger, M., & Zapf, J. A. (2011). The role of phonology in children’s acquisition of the plural. Language Acquisition, 18, 294-313.
Garcia, A., & Zapf, J. A. (2011). Student technology proficiency: A new way to measure student knowledge and comfort with technology. Journal of Excellence in College Teaching, 22(1), 85-104.
Zapf, J. A., & Garcia, A. (2011). The influence of student technology proficiency and clicker class involvement on students’ perception of clicker use, engagement, and grades. International Journal for the Scholarship of Teaching and Learning, 5(1). Retrieved from: http://academics.georgiasouthern.edu/ijsotl/v5n1/articles/PDFs/_ZapfGarcia.pdf
Zapf, J. A. & Smith, L. B. (2009). Knowing more than one can say: The early regular plural. Journal of Child Language, 36, 1-11.
Zapf . J.A. (2009). Comprehension, Production, and Meaning: What the regular English plural can tell us about language. Saarbrücken, Germany: VDM.
Available on Amazon!
Ettlinger, M. & Zapf, J. A. (2008) Phonological Constraints on Children’s Use of the Plural. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 41-45). Austin, TX: Cognitive Science Society.
Zapf, J. A., & Smith, L. B. (2008). Meaning matters in children’s plural productions. Cognition, 108, 466-476.
Zapf, J. A. & Smith, L. B. (2008). Knowing more than one can say: The early regular plural. Proceedings of the 32nd Annual Boston University Conference on Language Development.Boston, MA: Cascadilla Press.
Zapf, J. A. & Smith, L. B. (2007). When do children generalize the plural to novel nouns? First Language, 27, 53-73.
Zapf, J. A. & Smith, L. B. (2007). Meaning matters in children’s plural production. Proceedings of the Twenty-Ninth Meeting of the Cognitive Science Society. Boston, MA: Cascadilla Press.
Kinnaird, S. K. & Zapf, J.A. (2004). An acoustical analysis of a Japanese speaker’s production of English /r/ and /l/. In Brian Jose and Kenneth de Jong (eds.). Indiana University Linguistics Club Working Papers Online 4. http://www.indiana.edu/~iulcwp
Zapf, J.A. (2004). The case of the German plural: Can too many rules mean no rule-governed system at all? In Brian Jose and Kenneth de Jong (eds.). Indiana University Linguistics Club Working Papers Online 4. http://www.indiana.edu/~iulcwp
Zapf, J.A. (2004). Frequency in the input and children’s mastery of the regular English plural. Proceedings of the 28th Annual Boston University Conference on Language Development. Boston, MA: Cascadilla Press.
Zapf, J.A., & Smith, L.B. (2003). The protracted course of the acquisition of the plural. Proceedings of the 27th Annual Boston University Conference on Language Development. Boston, MA: Cascadilla Press.

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