Alison Tseng is a Senior Faculty Research Specialist at ARLIS. She has been with the University of Maryland at College Park since 2014, having started as a Faculty Research Specialist at the University of Maryland’s Center for Advanced Study of Language (CASL, also a UARC). She was promoted to Senior Faculty Research Specialist in 2017, and became part of ARLIS in 2018.
She earned an M.S. in Cognitive Psychology from the University of Pittsburgh, an M.A. in Linguistics and Cognitive Science from the University of Delaware, and a B.A. in Psychology and a B.A. in English from Gannon University.
EDUCATION:
M.S. in Cognitive Psychology from the University of Pittsburgh
M.A. in Linguistics and Cognitive Science from the University of Delaware
B.A. in Psychology and a B.A. in English from Gannon University
MISSION AREA:
Professional Highlights
● Contributed to the development, validation, and transition of several cognitive aptitude batteries, including the Cyber Aptitude and Talent Assessment (CATA), the Computer Language Aptitude Battery (CLAB), and the High-Level Language Aptitude Battery (Hi-LAB).
● Supported the design and implementation of experimental research for a variety of sponsors, including DARPA and the Foreign Service Institute (FSI).
● Presented research at international and national academic conferences (e.g. International Symposium of Bilingualism, Psychonomics, Second Language Research Forum) and to government audiences.
● Recipient of a National Science Foundation (NSF) East Asia and Pacific Summer Institutes (EAPSI) Fellowship in 2013.
● Member of the organizing committee for the 31st Second Language Research Forum and co-editor of the associated proceedings.
● Supported the design and implementation of experimental research for a variety of sponsors, including DARPA and the Foreign Service Institute (FSI).
● Presented research at international and national academic conferences (e.g. International Symposium of Bilingualism, Psychonomics, Second Language Research Forum) and to government audiences.
● Recipient of a National Science Foundation (NSF) East Asia and Pacific Summer Institutes (EAPSI) Fellowship in 2013.
● Member of the organizing committee for the 31st Second Language Research Forum and co-editor of the associated proceedings.
Papers
Calloway, R. C., Karuzis, V. P., Tseng, A., Martinez, D., & O’Rourke, P. (2020). Auricular transcutaneous vagus nerve stimulation (tVNS) affects mood and anxiety during second language learning. In S. Denison, M. Mack, Y. Xu, & B. C. Armstrong (Eds.), Proceedings of the 42nd Annual Conference of the Cognitive Science Society (pp. 3496-3502). Cognitive Science Society.
Martinez, D., Tseng, A., Karuzis, V., Mislevy-Hughes, M., Pandža, N. B., Colflesh, G. J. H., & O’Rourke, P. (2019). The cognitive underpinnings of inductive grammar learning. In A. K. Goel, C. M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society (pp. 2310-2316). Cognitive Science Society.
Tseng, A. M., Doppelt, M. C., & Tokowicz, N. (2018). The effects of transliterations, thematic organization, and working memory on adult L2 vocabulary learning. Journal of Second Language Studies, 1, 141-165.
Degani, T., Tseng, A. M., & Tokowicz, N. (2014). Together or apart: Learning of translation-ambiguous words. Bilingualism: Language and Cognition, 17, 749-765.
Tseng, A. M., Chang, L.-Y., & Tokowicz, N. (2014). Translation ambiguity between English and Mandarin Chinese: The roles of proficiency and word characteristics. In J. W. Schweiter & A. Ferreira (Eds.), The development of translation competence: Theories and methodologies from psycholinguistics and cognitive science (pp. 107-165). Cambridge: Cambridge Scholars Publishing.