Jenny obtained her PhD in animal learning, and worked briefly at the University of Adelaide before joining UQ as a Senior Tutor in Psychology, obtaining a lectureship at UQ in 1992. Her research focus lies in cognition and language, including visual word recognition, spelling and literacy in adults, attention and memory, especially as they relate to visual word processing, and applications of cognitive psychology to education.
BA (Sydney), PhD (UNSW)
I worked as a research officer for the Australian Government, before doing my PhD research at UNSW on associative learning in pigeons. I came to the University of Queensland after several years at the University of Adelaide, and developed research interests in cognition and language.
Member, Psychonomic Society,
Australian Psychological Society, Australian Experimental Psychology Society.
Visual word recognition; spelling and literacy in adults; attention, especially the Attentional Blink (AB), episodic and working memory, especially in language processing.
Burt, J. S., & Long, J. (2011). Are word representations abstract or instance-based? Effects of spelling inconsistency in orthographic learning. Canadian Journal of Experimental Psychology, 65(3), 214-228.
Burt, J. S. Howard, S., & Falconer, E. K. (2011). T1 difficulty affects the AB: Manipulating T1 word frequency and T1 orthographic neighbor frequency. Attention, Perception, & Psychophysics, 73(3), 751-765.
Burt, J. S. (2009). Identifiable orthographically similar word primes interfere in visual word identification. Journal of Memory and Language, 61, 259 - 284.
Burt, J. S., & Blackwell, P. (2008). Sound-spelling consistency in adult orthographic learning. Journal of Research in Reading, 31, 77-96
Burt, J. S. (2006). Spelling in Adults: The Combined Influences of Language Skills and Reading Experience. Journal of Psycholinguistic Research, 35, 447-470.
Burt, J. S. (2006). What is orthographic processing skill and how does it relate to word identification in reading? Journal of Research in Reading, 29(4), 1-18.
Herbert, D. M. B., & Burt, J. S. (2004). What do students remember?: Episodic memory and the development of schematisation. Applied Cognitive Psychology, 18, 77-88.
Healy, D., & Burt, J. S. (2003). Attending to the distractor and old/new discriminations in negative priming. Quarterly Journal of Experimental Psychology, 56A, 421-443.
Burt, J. S. (2002). Why do non-color words interfere with color naming? Journal of Experimental Psychology: Human Perception and Performance, 28, 1019-1038.
Burt, J. S.,& Tate, H. (2002). Does a reading lexicon provide orthographic representations for spelling? Journal of Memory and Language, 46, 518-543.
Burt, J. S. & Fury, M. (2000). Spelling in adults: The role of reading skills and experience. Reading and Writing, 13, 1-30.
Burt, J. S. (1999). Associative priming in color naming: Interference and facilitation. Memory and Cognition, 27, 454-464.
Note: Coordinator roles prior to 2009 and tutor roles prior to 2006 are not included.
Visual word recognition and spelling in adults; memory and language; attention, especially in relation to the attentional blink, word processing, and the concept of inhibition of irrelevant stimuli.
In 2015 I am also involved in projects concerend with learning and memory, specifically, the effect of testing on learning.
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