Katherine Binder

Chair of Psychology and Education Department, Professor of Psychology
Specialization: 
How context influences forms of ambiguity in language

We constantly use idioms in our speech and writing (dying to know; for the birds), but how exactly do they work? How does the context in which we encounter idiomatic phrases and words with multiple meanings affect our understanding of what we read?

Context is everything for Katherine Binder, who studies the role of context in the process of reading. The results of her research have been published in the Journal of Experimental Psychology: Learning, Memory, and Cognition, the Psychonomic Bulletin and Review, and the Journal of Experimental Psychology: Human Perception and Performance.

A member of the Mount Holyoke faculty since 1999, Binder teaches Experimental Methods, Cognitive Psychology, Seminar in Cognition: Inhibition, and Lab in Cognition.

Courses Taught

  • Research Methods
  • Cognitive Psychology
  • Lab in Cognition
  • Seminar in Cognition: Inhibition

Selected Publications

  • Binder, K. S., Magnus, B., Lee, C., & Gilbert Cote, N. (in press). To tell a morphologically complex tale: Investigating the story-telling abilities of children and adults with low literacy skills. Reading and Writing: An Interdisciplinary Journal, 10.1007/s11145-015-9560-5.
  • Fracasso L.E., Bangs, K., & Binder, K.S. (2014). The contributions of phonological and morphological awareness to literacy skills in the adult basic education population. Journal of Learning Disabilities.
  • Lee, C.S., & Binder, K.S. (2014). Atypically deviant or appropriately delayed? An investigation into semantic and phonological processing in Williams Syndrome. Journal of Speech, Language and Hearing Research.
  • Talwar, A., Gilbert Cote, N., & Binder, K.S. (2014). Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills. Journal of Research and Practice for Adult Literacy,Secondary, and Basic Education.
  • Zawoyski, A. M., Ardoin, S. P., & Binder, K. S. (2014). Using eye tracking to observe differential effects of repeated readings for second-grade students as a function of achievement level. Reading Research Quarterly, n/a-n/a. doi: 10.1002/rrq.91
  • Tighe, E., & Binder, K.S. (2014). Original to originality: An investigation of morphological accuracy and response times in adults with low literacy. Journal of Applied Psycholinguistics.
  • To, N. L., Tighe, E.L., & Binder, K.S. (2014). Investigating Morphological Awareness and the Processing of Transparent and Opaque words in Adults with Low Literacy Skills and in Skilled Readers, Journal of Reading Research.
  • Nguyen, V.T., Binder, K.S., Nemier, C., & Ardoin, S.P. (2014). Gotcha! Catching kids during mindless reading. Scientific Studies of Reading.