*denotes mentorship of undergraduate student
Rojo, D.P., & Cortave, A.*, & Bernal, A.* (in prep.). “I feel like there should be a semi-formal attire or at least not in sweats:” Gender and Attire Effects on Evaluations of College Instructors.
Rojo, D.P., & Roman, Y.* (in prep). To use or not to use? The Impact of College Instructor’s Slang on Course Evaluations.
Rojo, D.P., & Ream, A* (in prep.). Are Forms of Address Impacting Instructor Evaluations? A Fresh Look.
Soto, L.* & Rojo, D.P. (in press). The Role of Parent Demographics in Children’s Multilingual Awareness. The Journal of Psychology and the Behavioral Sciences, 28. (PDF)
Rojo, D.P., Echols, C.H., and Griffin, Z.M. (2022). Can speakers of different languages be saying the same thing? Influences of non-native language exposure and explicit comparison on children’s language awareness. Applied Psycholinguistics. https://doi.org/10.1017/S0142716422000248 (PDF)
Rojo, D.P., & Echols, C.H. (2018): Non-native language exposure promotes children’s willingness to accept labels in two languages, Journal of Cognition and Development, DOI: 10.1080/15248372.2017.1405961 (PDF)
Rojo, D.P., & Echols, C. H. (2017). Accepting labels in two languages : Relationships with exposure and language awareness. Cahiers de l’ILOB, 8, 19–35. http://doi.org/10.18192/olbiwp.v8i0.2115 (PDF)
Creel, S. C., Rojo, D.P., & Paullada, A. N. (2016). Effects of contextual support on preschoolers’ accented speech comprehension. Journal of Experimental Child Psychology, 146, 156–180. doi:10.1016/j.jecp.2016.01.018 (PDF)