Jill Folk

Jocelyn R. Folk

Department of Psychology
Associate Professor
Office Location:
Room 205 Kent Hall
Contact Information


Research Area:

Does Dr. Folk to recruit a doctoral student for the next incoming class?

Research Interests:

My research interests center on understanding the cognitive processes underlying the ability to comprehend and produce written language, with emphasis on studies of reading and spelling abilities in skilled and less-skilled populations.  My laboratory includes an eye tracker to explore moment-to-moment cognitive processing during reading. Additionally, my research involves studies of neurologically impaired individuals with acquired language impairments to investigate cognitive processes and representations involved in normal language processing and how they become impaired. I am also interested in understanding how hearing impairment influences how people read, focusing on the cognitive and linguistic skills of readers who are deaf.

Courses Frequently Taught:

  • Cognitive Neuroscience (undergraduate)
  • General Psychology (undergraduate)
  • General Psychology Honors (undergraduate)
  • Cognitive Neuropsychology (graduate)
  • Reading Processes (graduate)


  • Eskenazi, M. & Folk, J.R. (In Press). Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping.  Journal of Experimental Psychology: Learning, Memory, & Cognition.
  • Eskenazi, M., & Folk, J. R. (2015). Skipped Words and Fixated Words Are Processed Differently During Reading. Psychonomic Bulletin and Review. 22: 537-542
  • Brusnighan, S., Morris, R. K., Folk, J. R., & Lowell, R. (2014). The Role of Phonology in Incidental Vocabulary Acquisition during Silent Reading. Journal of Cognitive Psychology. 
  • Patterson, T., & Folk, J. R. (2014). Lexical Influences on the Sublexical System during Nonword Spelling. SOJ Psychology, 1(3), 1-8.
  • Jones, A. C., Folk, J. R., & Brusnighan, S. (2012): Resolving syntactic category ambiguity: An eye-movement analysis, Journal of Cognitive Psychology, 24 (6), 672-688.
  • Brusnighan, S. M., & Folk, J. R. (2012). Combining contextual and morphemic cures is beneficial during incidental vocabulary acquisition: Semantic transparency in novel compound word processing. Reading Research Quarterly, 47(2), 172-190.
  • Goldrick, M., Folk, J. R., & Rapp, B. (2010). Malaprop's neighborhood: Using word errors to reveal neighborhood structure. Journal of Memory and Language, 62, 113-34.
  • Jones, A. C., Folk, J. R., & Rapp, B. (2009). All Letters are not Equal: Subgraphemic Texture in Orthographic Working Memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1389-1402.
  • Folk, J. R. (2008). Spelling. Encyclopedia of Educational Psychology. Thousand Oaks, CA: Sage Publishers.
  • Folk, J. R., & Jones, A. C. (2004). The purpose of lexical/sublexical interaction in spelling: Evidence from dysgraphia. Neurocase, 10, 65-69.


Ph.D., University of South Carolina (1997)


Reading, Spelling, Dyslexia, Dysgraphia, Cognitive neuropsychology, Eye tracking