Bassetti, B., Cerni, T., & Masterson, J. (2022). The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics, 43(3), 683-705. DOI: 10.1017/S014271642200008X
Bassetti, B. (2022) Language and counterfactual reasoning in Chinese, English and ChineseL1-EnglishL2 reasoners. International Journal of Bilingualism, 26(1), 82-103. DOI: 10.1177/13670069211022850
Bassetti, B., & Filipović, L. (2022) Researching bilingualism and cognition. International Journal of Bilingualism, 26(1), 3-12. DOI: 10.1177/13670069211022860
Bassetti, B., Masterson, J., Cerni, T., & Mairano, P. (2021) Orthographic forms affect speech perception in a second language: Consonant and vowel length in L2 English. Journal of Experimental Psychology: Human Perception and Performance, 47, 1583-1603. DOI: 10.1037/xhp0000949
Bassetti, B., Mairano, P., Masterson, J., & Cerni, T. (2020) Effects of orthographic forms on phonological awareness and speech production in second language speakers, with consideration of speaker variables. Language Learning 70(4), 1218-1256. DOI: 10.1111/lang.12423
Sokolović-Perović, M., Bassetti, B., Dillon, S. (2020) English orthographic forms affect L2 English speech production in native users of a non-alphabetic writing system. Bilingualism: Language and Cognition, 23(3), 591-601. DOI: 10.1017/S136672891900035X
Cerni, T., Bassetti, B., & Masterson, J. (2019) Effects of orthographic forms on the acquisition of novel spoken words in a second language. Frontiers in Communication, 4, 31. DOI: 10.3389/fcomm.2019.00031
Bassetti, B., Clarke, A., & Trenkic, D. (2018) The linguistic transparency of calendar terms affects calendar calculations: Evidence from Chinese-English bilinguals. Acta Psychologica, 186, 81-89. DOI: 10.1016/j.actpsy.2018.04.006
Bassetti, B., Sokolović-Perović, M., Mairano, P., & Cerni, T. (2018) Orthography-induced length contrasts in the second language phonological systems of L2 speakers of English: Evidence from minimal pairs. Language and Speech, 61(4), 577-597. DOI: 10.1177/0023830918780141
Bassetti, B. (2017) Orthography affects second language speech: Double letters and geminate production in English. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1835-1842. DOI: 10.1037/xlm0000417
Bassetti, B. & Lu, M. (2016) Effects of interword spacing on native English readers of Chinese as a Second Language. International Review of Applied Linguistics in Language Teaching, 54(1), 1-22. DOI: 10.1017/S0142716409990105.
Bassetti, B. & Nicoladis, E. (2016). Research on grammatical gender and thought in early and emergent bilinguals. In B., Bassetti & E., Nicoladis (Eds.) Grammatical gender and thought in early and emergent bilinguals. Special issue. International Journal of Bilingualism 20, 3-16. DOI: 10.1177/1367006915576824.
Bassetti, B. & Atkinson, N. (2015) Effects of orthographic forms on pronunciation in experienced instructed second language learners. Applied Psycholinguistics, 36(1), 67-91. DOI: 10.1017/S0142716414000435
Bassetti, B. (2014) Is grammatical gender considered arbitrary or semantically motivated? Evidence from monolinguals, second language learners and early bilinguals. British Journal of Psychology, 105(2), 273-294. DOI: 10.1111/bjop.12037
Bassetti, B. & Masterson, J. (2012) Effects of removing morphemic information and adding interword spacing on reading in Chinese experienced and inexperienced readers. Reading and Writing, 25(9), 2291-2314. DOI: 10.1007/s11145-012-9358-7
Bassetti, B. (2011) The grammatical and conceptual gender of animals in second language users. In V. J. Cook & B. Bassetti (Eds.) Language and bilingual cognition (pp. 357-384). Oxford, UK: Psychology Press.
Bassetti, B. & Cook, V. J. (2011) Language and cognition: The second language user. In V. J. Cook & B. Bassetti (Eds.) Language and bilingual cognition (pp. 143-190). Oxford, UK: Psychology Press.
Bassetti, B. (2009) Effects of adding interword spacing on Chinese reading: A comparison of Chinese native readers and English readers of Chinese as a Second Language. Applied Psycholinguistics, 30(4), 757-775. DOI: 10.1017/S0142716409990105.
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