Appointments
Postdoctoral researcher (2019-present), RWTH Aachen, Germany
Education
Ph.D. in Psychology (2013 – 2019), University of Iowa, U.S.A.
M.A. in Psychology (2013-2015), University of Iowa, U.S.A.
Non-degree graduate student as part of Fulbright Scholarship (2012-2013), University of Iowa, U.S.A.
B.A. in Experimental Psychology (2009 – 2012), University of Oxford, United Kingdom
Publications
Published or accepted (peer-reviewed)
Roembke, T. C., Freedberg, M., Hazeltine, E., & McMurray, B. (2020). Overlap among vowels during training augments learning and retention of grapheme phoneme correspondence regularities. Journal of Experimental Child Psychology, 191, 104731. https://doi.org/10.1016/j.jecp.2019.104731
Warren, D. E., Roembke, T. C., Covington, N. V., McMurray, B., & Duff, M. C. (2019). Cross-situational statistical learning of new words despite bilateral hippocampal damage and severe amnesia. Frontiers in Human Neuroscience, 13:448. doi: 10.3389/fnhum.2019.00448
Roembke, T. C., Hazeltine, E., Reed, D. K., & McMurray, B. (2019). Automaticity of word recognition is a unique predictor of reading fluency in middle-school students. Journal of Educational Psychology, 111(2), 314-330.
McMurray, B., Roembke, T.C., & Hazeltine, E. (2018). How can field tests of principles of learning inform reading pedagogy? Overlap and variability jointly influence sound/letter learning. Journal of Cognition and Development, 20, 222-252.
Roembke, T. C., & Wiggs, K. K., & McMurray, B. (2018). Symbolic flexibility during unsupervised word learning in children and adults. Journal of Experimental Child Psychology, 175,17-36
Roembke, T. C., Wasserman, E. A., & McMurray, B. (2016). Learning in rich networks involves both positive and negative associations. Journal of Experimental Psychology: General, 145(8), 1062–74.
Roembke, T. C., & McMurray, B (2016). Observational word learning: Beyond propose-but-verify and associative bean counting. Journal of Memory and Language, 87, 105-127.
Roembke, T., Roembke, J., & Russell, D. (2011). Effects of temperature increases on the feeding activity of two species of isopods (Porcellio scaber, Porcellionides pruinosus) in laboratory tests. Soil Organisms, 83 (2), 211–220.
In revision, under review or in preparation (selected)
Roembke, T. C., Hazeltine, E., Reed, D., & McMurray, B. (under review). Automaticity as an independent reading trait in predicting reading outcomes in middle-school.
Roembke, T. C., & McMurray, B. (under review). Interactions of explicit and implicit learning mechanisms in cross-situational word learning.
Other publication
Tuosto, K., Johnston, J. T., Connolly, C., Lo, C., Sanganyado, E., Winter, K. A., Roembke, T., … Aamodt, C. M. (2020). Making science accessible. Science, 367(6473), 34 LP – 35.
Conference Presentations
Roembke*, T. C., Hazeltine, E., & McMurray, B. (2018). Modeling the effects of similarity and variability in a complex task: Effects of blocking without attention? Poster to be presented at Psychonomics 2018 (59th Annual Meeting of the Psychonomic Society), New Orleans, LA.
Roembke*, T. C. & McMurray, B. (2018). Pruning incorrect associations in word learning. Poster presented at CogSci 2018 (40th Annual Meeting of the Cognitive Science Society), Madison, WI.
McMurray*, B., Roembke, T. C. & Hazeltine, E. (2018). Irrelevant variability and interleaved/blocked training in an artificial orthography task and connectionist models. Poster to be presented at CogSci 2018 (40th Annual Meeting of the Cognitive Science Society), Madison, WI.
Roembke*, T. C., Hazeltine, E., Reed, D., & McMurray, B. (2017). The importance of automaticity for fluent reading in middle-school students. Poster presented at the 2017 SRCD Biennial Meeting, Austin, TX.
Roembke*, T. C., Freedberg, M., McMurray, B. & Hazeltine, E. (2017). Basic learning mechanisms for acquiring reading skills: effects of irrelevant variability, vowel overlap and blocking. Poster presented at the 2017 SRCD Biennial Meeting, Austin, TX.
McMurray*, B., Roembke, T. C., Freedberg, M. V., & Hazeltine, R. E. (2016). Applying principles of learning to reading: How principles of variability, blocking and overlap influence children’s acquisition of sound/spelling correspondence. Talk presented at the 57th Annual Meeting of the Psychonomic Society, Boston, MA.
Roembke*, T. C. & McMurray, B. (2016). The role of in-the-moment processing in cross-situational word learning. Poster presented at the 57th Annual Meeting of the Psychonomic Society, Boston, MA.
Roembke*, T. C., Wiggs, K., & McMurray, B. (2015). Special role of words may emerge over time – no evidence for advantage of linguistic stimuli over non-linguistic ones in children. Poster presented at the 2015 SRCD Biennial Meeting, Philadelphia, PA.
Wasserman, E. A., Roembke*, T. C., Casler, D., & McMurray, B. (2014). Many to many category learning: Building or pruning? Implications for human word learning. Poster presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA.
Roembke*, T. C., Freedberg, M., McMurray, B. & Hazeltine, E. (2014). Similarity in irrelevant elements helps learning in motor analog for reading. Poster presented at the 55th Annual Meeting of the Psychonomic Society, Long Beach, CA.
* Presenting author
Awards, Appointments and Scholarships (selected)
2018 Psychonomic Society J. Frank Yates Student Travel Award
2018 DeLTA Center Interdisciplinary Research Grant, University of Iowa
2018 Spence-Lewis Award, University of Iowa
2018 Ada Louise Ballard and Seashore Dissertation Fellowship, University of Iowa
2017 Graduate College Summer Fellowship, University of Iowa
2016 Graduate College Research Post-Comprehensive Award, University of Iowa
2015 J.R. Simon Early Scholarship Potential Award, University of Iowa
2013 DeLTA Center Interdisciplinary Research Grant, University of Iowa
2012 Proxime Accessit Gibbs Award, University of Oxford
2011 Full Fulbright Scholarship for Universities, German Fulbright Commission
Tanja Roembke (Römbke) 