Self-funded (including agency-funded projects:

Manon welcomes informal enquiries from prospective PhD students interested in projects related to the cognitive and neurocognitive underpinnings of reading, dyslexia, language production and bilingualism. Please submit a draft research proposal (1-2 pages) to the above email address.

Competitive scholarship opportunities available:

None

2022

• E-pub ahead of printEXPRESS: As clear as glass: How figurativeness and familiarity impact simile processing in readers with and without dyslexia
  Egan, C., Siyanova, A., Warren, P. & Jones, M., 9 Mar 2022, (E-pub ahead of print) In: Quarterly Journal of Experimental Psychology.
  Research output: Contribution to journal › Article › peer-review

2021

• PublishedAudiovisual Learning in Dyslexic and Typical Adults: Modulating Influences of Location and Context Consistency
  Lira Calabrich, S., Oppenheim, G. & Jones, M., 28 Oct 2021, In: Frontiers in Psychology: Language Sciences. 12, 15 p., 754610.
  Research output: Contribution to journal › Article › peer-review
• PublishedEpisodic memory cues in the acquisition of novel visual-phonological associations: a webcam-based eyetracking study
  Lira Calabrich, S., Oppenheim, G. & Jones, M., 2021, Proceedings of the Annual Meeting of the Cognitive Science Society . Vol. 43. p. 2719-2725
  Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2020

• PublishedHow alliteration enhances conceptual–attentional interactions in reading
  Egan, C., Cristino, F., Payne, J., Thierry, G. & Jones, M., Mar 2020, In: Cortex. 124, p. 111-118
  Research output: Contribution to journal › Article › peer-review
• PublishedSyntactic co-activation in natural reading
  Vaughan-Evans, A., Liversedge, S., Fitzsimmons, G. & Jones, M., 25 Nov 2020, In: Visual Cognition. 28, 10, p. 541-556
  Research output: Contribution to journal › Article › peer-review

2019

• PublishedBilinguals apply language-specific grain sizes during sentence reading
  Egan, C., Oppenheim, G., Saville, C., Moll, K. & Jones, M., Dec 2019, In: Cognition. 193, 11 p., 104018.
  Research output: Contribution to journal › Article › peer-review
• PublishedLanguage and transient emotional states affect implicit cultural bias: Bilinguals in the mood for culture
  Ellis, C., Hadden, L. & Jones, M. W., May 2019, In: Quarterly Journal of Experimental Psychology. 72, 5, p. 1242–1249
  Research output: Contribution to journal › Article › peer-review

2018

• PublishedAbstract images and words can convey the same meaning
  Kuipers, J. R., Jones, M. W. & Thierry, G., 8 May 2018, In: Scientific Reports. 8, 7190.
  Research output: Contribution to journal › Article › peer-review
• PublishedEpisodic traces and statistical regularities: Paired associate learning in typical and dyslexic readers
  Jones, M., Kuipers, J. R., Nugent, S., Miley, A. & Oppenheim, G., Aug 2018, In: Cognition. 177, p. 214-225
  Research output: Contribution to journal › Article › peer-review
• PublishedLanguages flex cultural thinking
  Ellis, C., Thierry, G., Vaughan-Evans, A. & Jones, M., Mar 2018, In: Bilingualism: Language and Cognition. 21, 2, p. 219-227 9 p.
  Research output: Contribution to journal › Article › peer-review
• PublishedLexical reading in dysfluent readers of German
  Gangl, M., Moll, K., Jones, M. W., Banfi, C., Schulte-Körne, G. & Landerl, K., Jan 2018, In: Scientific Studies of Reading. 22, 1, p. 24-40
  Research output: Contribution to journal › Article › peer-review
• PublishedTimeline blurring in fluent Chinese-English bilinguals
  Li, Y., Jones, M. & Thierry, G., 15 Dec 2018, In: Brain Research. 1701, p. 93-102
  Research output: Contribution to journal › Article › peer-review

2016

• PublishedERPs reveal the time-course of aberrant visual-phonological binding in developmental dyslexia
  Jones, M. W., Kuipers, J. R. & Thierry, G. L., 1 Mar 2016, In: Frontiers in Human Neuroscience.
  Research output: Contribution to journal › Article › peer-review
• PublishedImplicit detection of poetic harmony by the naïve brain
  Vaughan-Evans, A., Trefor, R., Jones, L., Lynch, P., Jones, M. & Thierry, G., 25 Nov 2016, In: Frontiers in Psychology. 7, 1859.
  Research output: Contribution to journal › Article › peer-review
• PublishedWhat automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task
  Jones, M. W., Snowling, M. & Moll, K., Mar 2016, In: Journal of Experimental Psychology: Learning, Memory and Cognition. 42, 3, p. 465-474
  Research output: Contribution to journal › Article › peer-review

2015

• PublishedLanguage and Culture modulate online Semantic Processing
  Ellis, C. A., Kuipers, J. R., Thierry, G., Lovett, V., Turnbull, O. H. & Jones, M. W., Oct 2015, In: Social Cognitive and Affective Neuroscience. 10, 10, p. 1392-1396
  Research output: Contribution to journal › Article › peer-review

2014

• PublishedAnomalous Transfer of Syntax between Languages
  Vaughan-Evans, A. H., Kuipers, J. R., Thierry, G. & Jones, M. W., 11 Jun 2014, In: Journal of Neuroscience. 34, 24, p. 8333-8335
  Research output: Contribution to journal › Article › peer-review
• PublishedIt’s not what you see: it’s the language you say it in
  Hatzidaki, A., Jones, M. W., Santesteban, M. & Branigan, H. P., 1 Dec 2014, In: Language and Cognitive Processes. 29, 10, p. 1233-1239
  Research output: Contribution to journal › Article › peer-review
• PublishedSeiliau seicolegol darllen yn rhugl / Psychological foundations of reading fluency (Welsh medium)
  Jones, M. W., 1 Sep 2014, In: Gwerddon. 18, p. 41-54
  Research output: Contribution to journal › Article › peer-review
• PublishedSyntax transfer effects: A tool for studying second language learning? Author Reply to "Neurodevelopmental constraints of syntax rule transfer effects as landmarks for sensitive periods of language acquisition"
  Jones, M. W., Kuipers, J., Vaughan-Evans, A. & Thierry, G., 1 Oct 2014, In: Journal of Neuroscience. 34, 40; Supplement
  Research output: Contribution to journal › Article › peer-review

2013

• PublishedCross-modal binding in developmental dyslexia
  Jones, M. W., Branigan, H. P., Parra, M. & Logie, R. H., 1 Nov 2013, In: Journal of Experimental Psychology: Learning, Memory and Cognition. 39, 6, p. 1807-1822
  Research output: Contribution to journal › Article › peer-review
• PublishedDyslexia and Fluency: Parafoveal and Foveal Influences on Rapid Automatized Naming.
  Jones, M. W., Ashby, J. & Branigan, H. P., 1 Apr 2013, In: Journal of Experimental Psychology: Human Perception and Performance. 39, 2, p. 554-557
  Research output: Contribution to journal › Article › peer-review
• PublishedNaming fluency in dyslexic and nondyslexic readers: Differential effects of visual crowding in foveal, parafoveal, and peripheral vision
  Moll, K. & Jones, M. W., 25 Oct 2013, In: Quarterly Journal of Experimental Psychology. 66, 11, p. 2085–2091
  Research output: Contribution to journal › Article › peer-review

2010

• PublishedIs the 'naming' deficit in dyslexia a misnomer?
  Jones, M. W., Branigan, H. P., Hatzidaki, A. & Obregon, M., 1 Jul 2010, In: Cognition. 116, 1, p. 56-70
  Research output: Contribution to journal › Article › peer-review
• PublishedNegotiating informed consent with children in school-based research: a critical review.
  Gallagher, M., Haywood, S. L., Jones, M. W. & Milne, S., 1 Nov 2010, In: Children and Society. 24, 6, p. 471-482
  Research output: Contribution to journal › Article › peer-review

2009

• PublishedDyslexic and nondyslexic reading fluency: rapid automatized naming and the importance of continuous lists.
  Jones, M. W., Branigan, H. P. & Kelly, M. L., 1 Jun 2009, In: Psychonomic Bulletin and Review. 16, 3, p. 567-572
  Research output: Contribution to journal › Article › peer-review
• PublishedGood enough language processing: a satisfying approach.
  Ferreira, F., Engelhardt, P. E., Jones, M. W., Taatgen, N. (ed.), Rijn, H. (ed.), Nerbonne, J. (ed.) & Schomaker, L. (ed.), 1 Jan 2009.
  Research output: Contribution to conference › Paper

2008

• PublishedElucidating the component processes involved in dyslexic and non-dyslexic reading fluency: an eye-tracking study.
  Jones, M. W., Obregon, M., Kelly, M. L. & Branigan, H. P., 1 Dec 2008, In: Cognition. 109, 3, p. 389-407
  Research output: Contribution to journal › Article › peer-review
• PublishedVisual deficits in developmental dyslexia: relationships between non-linguistic visual tasks and their contribution to components of reading.
  Jones, M. W., Branigan, H. P. & Kelly, M. L., 1 May 2008, In: Dyslexia. 14, 2, p. 95-115
  Research output: Contribution to journal › Article › peer-review

2007

• PublishedAdult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements.
  Jones, M. W., Kelly, M. L. & Corley, M., 1 Dec 2007, In: Reading and Writing. 20, 9, p. 933-943
  Research output: Contribution to journal › Article › peer-review

2004

• PublishedA blue cat or a cat that is is blue? Evidence for abstract syntax in young children's noun phrases.
  Branigan, H. P., McLean, J. F. & Jones, M. W., 1 Jan 2004.
  Research output: Contribution to conference › Paper
• PublishedDyslexics' eye fixations may accommodate to hemispheric desynchronization.
  Kelly, M. L., Jones, M. W., McDonald, S. A. & Shillcock, R. C., 3 Dec 2004, In: Neuroreport. 15, 17, p. 2629-2632
  Research output: Contribution to journal › Article › peer-review

2017

• Scientific Studies of Reading (Journal)

  Gangl, M., Moll, K., Jones, M. W., Banfi, C., Schulte-Körne, G., & Landerl, K. (2017). Lexical reading in dysfluent readers of German. Scientific Studies of Reading, 1-17.

  22 May 2017

  Activity: Publication peer-review (Editorial board member)

2010

• ESRC Peer Review College

  Grant reviewer

  1 Sep 2010 – 1 Sep 2030

  Activity: Types of External academic engagement - Membership of peer review panel or committee (Member)

• Remote Instruction of Language and Literacy (RILL): A randomised control trial evaluation of an intervention programme for primary-aged children.

  01/08/2022 – 31/05/2024 (Not started)

• Remote Instruction of Language and Literacy (RILL) Phase 3: Regional implementation of an in-class and online bilingual literacy programme

  01/05/2021 – 30/06/2022 (Finished)

• COVID-19: Identifying the best remote teaching methods for children with and without literacy difficulties

  18/05/2020 – 09/09/2021 (Finished)

• Can the music of poetry transcend cultural and linguistic barriers? A cognitive neuroscience investigation

  01/09/2018 – 31/05/2020 (Finished)