For a copy of my current CV, click here.

Recent Publications and Presentations

Farris-Trimble, A. & Tessier, A.-M. 2019.  The effect of allophonic processes on word recognition: Eye-tracking evidence from Canadian raising. Language 95(1):  e136-e160.

Farris-Trimble, A. & McMurray, B. 2018. Morpho-phonological regularities influence the dynamics of real-time word recognition: Evidence from artificial language learning. Laboratory Phonology 9(1): 1-34. DOI:

Farris-Trimble, A. W. & Reid, D. January 2018. Little Linguists: Teaching elementary schoolers to be language scientists. Organized session talk at the 91st Annual Meeting of the Linguistic Society of America, Salt Lake City, UT.

McMurray, B., Farris-Trimble, A. W. & Rigler, H. 2017. Waiting for lexical access: Cochlear implants or severely degraded input lead listeners to process speech less incrementally. Cognition 169: 147-164.

McMurray, B., Farris-Trimble, A. W., Seedorff, M. & Rigler, H. 2016. The effect of residual acoustic hearing and adaptation to uncertainty on speech perception in cochlear implant users: Evidence from eye-tracking. Ear and Hearing 37: e37-e51.

Rigler, H., Farris-Trimble, A. W., Greiner, L., Walker, J., Tomblin, J.B. & McMurray, B. 2015. The slow developmental timecourse of real-time spoken word recognition. Developmental Psychology 51: 1690-1703.

Farris-Trimble, A.W. & Barlow, J.A. 2014. Perspectives on Phonological Theory and Development: Papers in Honor of Daniel A. Dinnsen. Language Acquisition and Language Development Series, John Benjamins.

Farris-Trimble, A.W., McMurray, B., Cigrand, N. & Tomblin, J.B. 2014. The process of spoken word recognition in the face of signal degradation. Journal of Experimental Psychology: Human Perception and Performance 40: 308-327.

Farris-Trimble, A.W. & McMurray, B. 2013. Test-retest reliability of eye tracking in the visual world paradigm for the study of real-time spoken word recognition. Journal of Speech, Language, and Hearing Research 56: 1328-1345.

McGregor, K., Rost, G., Arenas, R., Farris-Trimble, A.W., & Stiles, D. 2013. Children with ASD can use gaze in support of word recognition and learning. The Journal of Child Psychology and Psychiatry 54 (7): 745-753.