Jared A Linck

Jared A Linck
SAS Institute (Arlington VA)

PhD

About

25
Publications
21,845
Reads
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1,630
Citations
Introduction
Jared A Linck currently works at SAS Institute, in Arlington, VA. Data scientist with broad experience in social and behavioral science research, and over ten years of experience using a range of advanced quantitative analytic methods in applied research. Strong passion for working with clients to identify needs and develop data-driven innovative solutions to real-world problems. Successful manager, team leader, and collaborator in project-focused multidisciplinary work environments. Experienced at client engagement, quantitative and qualitative analysis of both complex (structured and unstructured) data, and project management to address customer needs. Academic research interests include bilingualism, and second language acquisition in classroom, online, and immersion settings.
Additional affiliations
October 2017 - present
University of Maryland, College Park
Position
  • Researcher
July 2013 - October 2017
University of Maryland, College Park
Position
  • Research Associate
September 2008 - July 2013
University of Maryland, College Park
Position
  • Assistant Research Scientist

Publications

Publications (25)
Article
Full-text available
English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on Engli...
Article
Full-text available
Studies of bilingual speech production suggest that different executive functions (EFs) contribute to the cognitive control of language production. However, no study has simultaneously examined the relationship between different EFs and language control during online speech production. The current study examined individual differences in three EFs...
Poster
Full-text available
Research has shown that between-language similarity affects multilingual language learning and processing (e.g., cognate facilitation effects and false friend interference effects). There are no standard metrics of between-language similarity for word pairs that account for psycholinguistic factors that affect language processing andthat can be use...
Conference Paper
Full-text available
Learning a third language (L3) that is closely-related to a second language (L2) is an efficient way to leverage existing linguistic knowledge. One particular US population that is commonly taught a closely-related L3 is native or advanced L2 Spanish speakers learning Portuguese (Carvalho, Freire, & da Silva, 2010). Recent research has focused on f...
Article
Full-text available
Considerable work has used language-switching tasks to investigate how bilinguals manage competition between languages. Language-switching costs have been argued to reflect persisting inhibition or persisting activation of a non-target language. However, these costs might instead reflect the use of bivalent stimuli (i.e. pictures or digits that can...
Article
Full-text available
The role of executive functioning in second language (L2) aptitude remains unclear. Whereas some studies report a relationship between working memory (WM) and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual differences in inhibitory control are related to onl...
Article
Second language acquisition researchers often face particular challenges when attempting to generalize study findings to the wider learner population. For example, language learners constitute a heterogeneous group, and it is not always clear how a study's findings may generalize to other individuals who may differ in terms of language background a...
Article
Full-text available
Although working memory (WM) figures centrally in many theories of second language (L2) proficiency development and processing, some have argued that the importance of WM is overstated (e.g., Juffs, Transactions of the Philological Society, 102, 199-225, 2004). Despite many studies over the past two decades, the literature lacks a quantitative synt...
Article
Full-text available
In the task-switching paradigm, the latency switch-cost score-the difference in mean reaction time between switch and nonswitch trials-is the traditional measure of task-switching ability. However, this score does not reflect accuracy, where switch costs may also emerge. In two experiments that varied in response deadlines (unlimited vs. limited ti...
Article
Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, cond...
Article
Full-text available
Experimental speech research often makes use of complex experimental designs, but even when multiple experimental factors are manipulated, measured outcomes may be influenced by non-controlled and incompletely controlled factors. Multilevel models (of which mixed-effect models are a special case) enable unified analysis of the relationships between...
Article
Full-text available
This study investigated the role of domain-general inhibitory control in trilingual speech production. Taking an individual differences approach, we examined the relationship between performance on a non-linguistic measure of inhibitory control (the Simon task) and a multilingual language switching task for a group of fifty-six native English (L1)...
Article
Full-text available
Factors affecting second language listening comprehension understand more of what they hear when they are listening to their non-native language. 1 Further, listeners who effectively use metacognitive strategies—that is, those who are aware of and use effective strategies, such as avoiding mental translation—demonstrate better L2 listening comprehe...
Article
Adults are notoriously poor second-language (L2) learners. A context that enables successful L2 acquisition is language immersion. In this study, we investigated the effects of immersion learning for a group of university students studying abroad in Spain. Our interest was in the effect of immersion on the native language (L1), English. We tested t...
Article
Full-text available
Many recent studies demonstrate that both languages are active when bilinguals and second language (L2) learners are reading, listening, or speaking one language only. The parallel activity of the two languages has been hypothesized to create competition that must be resolved. Models of bilingual lexical access have proposed an inhibitory control m...
Chapter
What does it take to become a skilled bilingual? Past research on the acquisition of a second language (L2) by adult learners has focused on the degree to which the attainment of proficiency is constrained by the age at which L2 exposure occurs (e.g., Johnson & Newport 1989; Birdsong 1999; Flege 2003), by the degree of transfer from the first langu...
Article
Full-text available
Despite its importance in the development of second language (L2) proficiency, there is little research on listening comprehension in a second language. Evidence for the role of most factors that may impact second language listening is sparse. One practical factor often mentioned in relation to the difficulty of L2 listening passages is length, but...

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Projects

Project (1)
Project
Identify early markers of change in English spoken and visual word recognition in adult learners of an L2.