Associate Professor Nenagh Kemp
After an undergraduate degree at the University of Tasmania, I completed my doctorate in Experimental Psychology at the University of Oxford (UK), on children's spelling development. I worked as a post-doc at the Max Planck Child Study Centre at the University of Manchester, and then at the Infant Studies Centre at the University of British Columbia (Canada), studying the antecedents and development of language in toddlers and infants. In 2005, I returned to the University of Tasmania to take up a lectureship in Psychology. I am an associate professor, which is a balanced academic role with a focus on both research and teaching.
I co-ordinate and teach two 3rd year units; Lifespan Developmental Psychology (KHA302) and Psychology of Language (KHA331), as well as teaching into first-year and Honours Psychology units. I aim to give lectures and to design prac classes that motivate students to become actively engaged in learning about the course content, and was awarded a 2015 National Office of Learning and Teaching Citation for Outstanding Contribution to Student Learning. As co-ordinator of the Bachelor of Psychology and Bachelor of Behavioural Science degrees, I provide course advice to students from their 1st to their 4th year of undergraduate studies.
My research interests focus on the acquisition, development, and use of spoken and written language, from infancy to adulthood, as well as interest in children's general cognitive development.
Current projects include the language of digital communication and links with literacy (in collaboration with Clare Wood at Coventry University, and Rachel Grieve at the University of Tasmania), spelling development and strategies in children and adults (in collaboration with Becky Treiman and Brett Kessler at Washington University in St Louis, and Peter Bryant, University of Oxford), and the use and function of Australian diminutive word (in collaboration with Evan Kidd at the Australian National University).
I am co-editor-in-chief for the Journal of Research in Reading and associate editor for Reading and Writing: An Interdisciplinary Journal, editorial board member of Scientific Studies of Reading, and an associate investigator at Macquarie University's ARC Centre of Excellence in Cognition and its Disorders.
I co-ordinate and teach two 3rd year units; Lifespan Developmental Psychology (KHA302) and Psychology of Language (KHA331), as well as teaching into first-year and Honours Psychology units. I aim to give lectures and to design prac classes that motivate students to become actively engaged in learning about the course content, and was awarded a 2015 National Office of Learning and Teaching Citation for Outstanding Contribution to Student Learning. As co-ordinator of the Bachelor of Psychology and Bachelor of Behavioural Science degrees, I provide course advice to students from their 1st to their 4th year of undergraduate studies.
My research interests focus on the acquisition, development, and use of spoken and written language, from infancy to adulthood, as well as interest in children's general cognitive development.
Current projects include the language of digital communication and links with literacy (in collaboration with Clare Wood at Coventry University, and Rachel Grieve at the University of Tasmania), spelling development and strategies in children and adults (in collaboration with Becky Treiman and Brett Kessler at Washington University in St Louis, and Peter Bryant, University of Oxford), and the use and function of Australian diminutive word (in collaboration with Evan Kidd at the Australian National University).
I am co-editor-in-chief for the Journal of Research in Reading and associate editor for Reading and Writing: An Interdisciplinary Journal, editorial board member of Scientific Studies of Reading, and an associate investigator at Macquarie University's ARC Centre of Excellence in Cognition and its Disorders.
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Position
Senior Lecturer in Psychology Faculty/Division School of Medicine Division of Psychology Telephone +61 3 6226 7534 Facsimile +61 3 6226 2883 nenagh.kemp@utas.edu.au Address University of Tasmania School of Medicine Division of Psychology Private Bag 30 Sandy Bay, Tasmania 7005 |
Qualifications
- BA(Hons, First Class), University of Tasmania - DPhil, Oxford University Teaching Interests - Developmental Psychology - Psychology of Language Fields of Research - Linguistic Processes, - Developmental Psychology and Ageing - Educational Psychology Research Impact - Expanding knowledge in Psychology and Cognitive Sciences - Learner and Learning |
Journal Publications
In Press
In Print
2015
Grieve, R., & Kemp, N. (2015). Individual differences predicting social connectedness derived from Facebook: Some unexpected findings. Computers in Human Behavior, 51, 239-243.
Kemp, N., Treiman, R., Blackley, H., Svoboda, I., & Kessler, B. (2015). Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords? Reading and Writing, 28(8), 1187-1202.
2014
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom versus online learning. Frontiers in Psychology.
Kemp, N., Wood, C., & Waldron, S. (2014). do i know its wrong: children’s and adults’ use of unconventional grammar in text messaging. Reading and Writing, 27, 1585-1602.
Wood, C., Kemp, N. & Waldron, S. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32, 415-429.
Wood, C., Kemp, N., Waldron, S., & Hart, L. (2014). Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis. Computers and Education, 70, 281-290.
Howes, L., Kirkbride, K.P., Kelty, S.F., Julian, R., & Kemp, N. (2014). The readability of expert reports for non-scientist report-users: Reports of forensic comparisons of glass. Forensic Science International, 236, 54-66.
Grace, A., & Kemp, N. (2014). Text messaging language: A comparison of undergraduates’ naturalistic textism use in four consecutive cohorts. Writing Systems Research.
Howes, L., Kirkbride, P., Kelty, S., Julian, R., & Kemp, N (2014). The readability of expert reports for non-scientist report-users: Reports of DNA analysis. Forensic Science International, 237, 7-18.
2013
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2013). Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing. New Media and Society, 17, 792-809.
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2013). Undergraduates’ text messaging language and literacy skills. Reading and Writing, 27, 855-873.
Howes, L., Kirkbride, P., Kelty, S., Julian, R., & Kemp, N (2013). Forensic scientists’ conclusions: How readable are they for non-scientist readers? Forensic Science International, 231, 102-112.
2012
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2012). Undergraduates’ use of text messaging language: Effects of country and collection method. Writing Systems Research.
Hokanson, L., & Kemp, N. (2012). Adults’ spelling and understanding of possession and plurality: An intervention study. Reading and Writing.
De Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35, 49-68.
2011
Bushnell, C., Kemp, N., & Martin, F. H. (2011). Text-messaging practices and links to general spelling skill: A study of Australian children. Australian Journal of Educational and Developmental Psychology, 11, 27-38.
Nguyen, D., Kemp, N., & Want, S. C. (2011). The effects of funny and serious task content and expectations of fun versus importance on children’s cognitive performance. Australian Journal of Psychology, 63, 154-162.
Mitchell, P., Kemp, N., & Bryant, P. (2011). Variations among adults in their use of morphemic spelling rules and of word-specific knowledge when spelling. Reading Research Quarterly, 46, 119-133.
Kemp, N. (2011). Mobile technology and literacy: Effects across cultures, abilities, and the lifespan. Journal of Computer-Assisted Learning, 27, 1-3.
Kemp, N., & Bushnell, C. (2011). Children’s text-messaging: Abbreviations, input methods, and links with literacy. Journal of Computer-Assisted Learning, 27, 18-27.
Kidd, E., Kemp, N., & Quinn, S. (2011). Did you have a choccie bickie this arvo? A quantitative look at Australian hypocoristics. Language Sciences, 33, 359-368.
2010
Kemp, N. (2010). Texting vs. txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2, 53-71.
2009
Kemp, N., Nilsson, J., & Arciuli, J. (2009). Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings. Reading and Writing, 22, 661-685.
Kemp, N. (2009). The spelling of vowels in influenced by Australian and British English dialect differences. Scientific Studies of Reading, 13, 53-72.
Kemp, N., Parrila, R., & Kirby, J. (2009). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15, 105-128.
2007
Bernhardt, B., Kemp, N., & Werker, J.F. (2007). Early word-object associations and later language development. First Language, 27, 315-328.
2006
Kemp, N. (2006). Children’s spelling of base, inflected, and derived words: links with morphological awareness. Reading and Writing, 19, 737-765.
2005
Kemp, N., Lieven, E., & Tomasello, M. (2005). Young children’s knowledge of the determiner and adjective categories. Journal of Speech, Language, and Hearing Research, 48, 592-609.
2003
Kemp, N., & Bryant, P. (2003). Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s. Child Development, 74, 63-74.
2002
Kemp, N. (2002). Commentary on Ravid & Tolchinsky “Developing linguistic literacy: a comprehensive model”. Journal of Child Language, 29, 466-470.
1996
Pratt, C., Kemp, N., & Martin, F. (1996). Sentence context and word recognition in children with average reading ability and with a specific reading disability. Australian Journal of Psychology, 48, 155-159.
Book and Book Chapters
In Press
Grace, A., & Kemp, N. (in press). A review of text messaging language research: The value of textism use. In L.D. Rosen, L.M. Carrier, & N.A. Cheever (Eds.), The handbook of psychology, technology, and society. Wiley-Blackwell.
Waldron, S., Kemp, N., Plester, B., & Wood, C. (in press). Texting behaviour and language skills in children and adults. In L.D. Rosen, L.M. Carrier, & N.A. Cheever (Eds.), The handbook of psychology, technology, and society. Wiley-Blackwell.
Waldron, S., Kemp, N., & Wood, C. (in press). Texting and language learning. In T. Spilioti & A. Georgakopoulou (Eds.), Routledge handbook of language and digital communication. Oxford: Routledge.
2014
Wood, C., Kemp, N., & Plester, B. (2014). Text-messaging and literacy: The evidence. Routledge.
2013
Kemp, N. (2013). Language use and assessment. In A. Holliman (Ed.), Routledge international companion to educational psychology (pp. 172-180). Oxford: Routledge.
2009
Kemp, N. (2009). The acquisition of spelling patterns: Early, late, or never? In C. Wood & V. Connolly (Eds.), Contemporary perspectives on reading and spelling (pp. 76-91). Oxford: Routledge.
In Press
In Print
2015
Grieve, R., & Kemp, N. (2015). Individual differences predicting social connectedness derived from Facebook: Some unexpected findings. Computers in Human Behavior, 51, 239-243.
Kemp, N., Treiman, R., Blackley, H., Svoboda, I., & Kessler, B. (2015). Lexical classification and spelling: Do people use atypical spellings for atypical pseudowords? Reading and Writing, 28(8), 1187-1202.
2014
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom versus online learning. Frontiers in Psychology.
Kemp, N., Wood, C., & Waldron, S. (2014). do i know its wrong: children’s and adults’ use of unconventional grammar in text messaging. Reading and Writing, 27, 1585-1602.
Wood, C., Kemp, N. & Waldron, S. (2014). Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks. British Journal of Developmental Psychology, 32, 415-429.
Wood, C., Kemp, N., Waldron, S., & Hart, L. (2014). Grammatical understanding, literacy and text messaging in school children and undergraduate students: A concurrent analysis. Computers and Education, 70, 281-290.
Howes, L., Kirkbride, K.P., Kelty, S.F., Julian, R., & Kemp, N. (2014). The readability of expert reports for non-scientist report-users: Reports of forensic comparisons of glass. Forensic Science International, 236, 54-66.
Grace, A., & Kemp, N. (2014). Text messaging language: A comparison of undergraduates’ naturalistic textism use in four consecutive cohorts. Writing Systems Research.
Howes, L., Kirkbride, P., Kelty, S., Julian, R., & Kemp, N (2014). The readability of expert reports for non-scientist report-users: Reports of DNA analysis. Forensic Science International, 237, 7-18.
2013
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2013). Undergraduates’ attitudes to text messaging language use and intrusions of textisms into formal writing. New Media and Society, 17, 792-809.
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2013). Undergraduates’ text messaging language and literacy skills. Reading and Writing, 27, 855-873.
Howes, L., Kirkbride, P., Kelty, S., Julian, R., & Kemp, N (2013). Forensic scientists’ conclusions: How readable are they for non-scientist readers? Forensic Science International, 231, 102-112.
2012
Grace, A., Kemp, N., Martin, F. H., & Parrila, R. (2012). Undergraduates’ use of text messaging language: Effects of country and collection method. Writing Systems Research.
Hokanson, L., & Kemp, N. (2012). Adults’ spelling and understanding of possession and plurality: An intervention study. Reading and Writing.
De Jonge, S., & Kemp, N. (2012). Text-message abbreviations and language skills in high school and university students. Journal of Research in Reading, 35, 49-68.
2011
Bushnell, C., Kemp, N., & Martin, F. H. (2011). Text-messaging practices and links to general spelling skill: A study of Australian children. Australian Journal of Educational and Developmental Psychology, 11, 27-38.
Nguyen, D., Kemp, N., & Want, S. C. (2011). The effects of funny and serious task content and expectations of fun versus importance on children’s cognitive performance. Australian Journal of Psychology, 63, 154-162.
Mitchell, P., Kemp, N., & Bryant, P. (2011). Variations among adults in their use of morphemic spelling rules and of word-specific knowledge when spelling. Reading Research Quarterly, 46, 119-133.
Kemp, N. (2011). Mobile technology and literacy: Effects across cultures, abilities, and the lifespan. Journal of Computer-Assisted Learning, 27, 1-3.
Kemp, N., & Bushnell, C. (2011). Children’s text-messaging: Abbreviations, input methods, and links with literacy. Journal of Computer-Assisted Learning, 27, 18-27.
Kidd, E., Kemp, N., & Quinn, S. (2011). Did you have a choccie bickie this arvo? A quantitative look at Australian hypocoristics. Language Sciences, 33, 359-368.
2010
Kemp, N. (2010). Texting vs. txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2, 53-71.
2009
Kemp, N., Nilsson, J., & Arciuli, J. (2009). Noun or verb? Adult readers’ sensitivity to spelling cues to grammatical category in word endings. Reading and Writing, 22, 661-685.
Kemp, N. (2009). The spelling of vowels in influenced by Australian and British English dialect differences. Scientific Studies of Reading, 13, 53-72.
Kemp, N., Parrila, R., & Kirby, J. (2009). Phonological and orthographic spelling in high-functioning adult dyslexics. Dyslexia, 15, 105-128.
2007
Bernhardt, B., Kemp, N., & Werker, J.F. (2007). Early word-object associations and later language development. First Language, 27, 315-328.
2006
Kemp, N. (2006). Children’s spelling of base, inflected, and derived words: links with morphological awareness. Reading and Writing, 19, 737-765.
2005
Kemp, N., Lieven, E., & Tomasello, M. (2005). Young children’s knowledge of the determiner and adjective categories. Journal of Speech, Language, and Hearing Research, 48, 592-609.
2003
Kemp, N., & Bryant, P. (2003). Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s. Child Development, 74, 63-74.
2002
Kemp, N. (2002). Commentary on Ravid & Tolchinsky “Developing linguistic literacy: a comprehensive model”. Journal of Child Language, 29, 466-470.
1996
Pratt, C., Kemp, N., & Martin, F. (1996). Sentence context and word recognition in children with average reading ability and with a specific reading disability. Australian Journal of Psychology, 48, 155-159.
Book and Book Chapters
In Press
Grace, A., & Kemp, N. (in press). A review of text messaging language research: The value of textism use. In L.D. Rosen, L.M. Carrier, & N.A. Cheever (Eds.), The handbook of psychology, technology, and society. Wiley-Blackwell.
Waldron, S., Kemp, N., Plester, B., & Wood, C. (in press). Texting behaviour and language skills in children and adults. In L.D. Rosen, L.M. Carrier, & N.A. Cheever (Eds.), The handbook of psychology, technology, and society. Wiley-Blackwell.
Waldron, S., Kemp, N., & Wood, C. (in press). Texting and language learning. In T. Spilioti & A. Georgakopoulou (Eds.), Routledge handbook of language and digital communication. Oxford: Routledge.
2014
Wood, C., Kemp, N., & Plester, B. (2014). Text-messaging and literacy: The evidence. Routledge.
2013
Kemp, N. (2013). Language use and assessment. In A. Holliman (Ed.), Routledge international companion to educational psychology (pp. 172-180). Oxford: Routledge.
2009
Kemp, N. (2009). The acquisition of spelling patterns: Early, late, or never? In C. Wood & V. Connolly (Eds.), Contemporary perspectives on reading and spelling (pp. 76-91). Oxford: Routledge.