Publications
*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.
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Rojo, D.P., & Roman, Y.* (in prep). To use or not to use? The Impact of College Instructor’s Slang on Course Evaluations.
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Rojo, D.P., & Ream, A* (in prep.). Are Forms of Address Impacting Instructor Evaluations? A Fresh Look.
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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)
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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)
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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)
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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)
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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)
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