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Prof Vera Kempe

Role: Prof - Psychology of Language Learning

Division: Division of Psychology

School/Department: School of Social & Health Sciences

Telephone Number: +44 (0)1382 308586

Email: v.kempe@abertay.ac.uk



Biography

I was born in Moscow, and grew up in Berlin. From 1980-1985, I studied Psychology at Moscow State University. In 1992, I obtained my PhD at Humboldt University under the supervision of Friedhart Klix. I then was a postdoc at Carnegie Mellon University from 1993-1995, and at theUniversity of Toledo from 1995-1998. In 1998, I became Assistant Professor at SUNY Oswego, in 2001 Lecturer at the University of Stirling, and in 2007 I joined the University of Abertay, Dundee.

Teaching

Autumn (current)

  • PSY302 Developmental Psychology (BSc)
  • PSY507 Developmental and Social Psychology (MSc)
  • PSY405 - Language Education and the Early Years

 

Research

  • First and second language learning and processing.
  • Role of child-directed speech in language development.
  • Individual differences in language learning and in child-directed speech.
  • Emotion and communication.
  • Language evolution and change.

Publications

Books:

Brooks, P. J. & Kempe, V. (eds.) (2014). The Encyclopedia of Language Development. Sage Publications Inc.

Brooks, P. J. & Kempe, V. (2012). Language Development. London: Wiley Blackwell.

Peer-Reviewed Papers:

Kirk, N. W.; Kempe, V.; Scott-Brown, K.; Philipp, A. & Declerck, M. (in press). Can monolinguals be like bilinguals? Evidence from dialect switching. Cognition.

Brooks, P. J.; Kwoka, N. & Kempe, V. (2016) Distributional effects and individual differences in L2-morphology learning. Language Learning, 67(1), 171-207.

Kempe, V.; Kirk, N. W. & Brooks, P. J. (2015) Revisiting theoretical and causal explanations for the bilingual advantage in executive functioning. Cortex, 73

Kempe, V., Bublitz, D. & Brooks, P. J. (2015). Musical ability and non-native speech sound processing are linked through sensitivity to pitch and spectral information. British Journal of Psychology, 106 (2), 349-366.

Kempe, V., Gauvrit, N., & Forsyth, D. (2015). Structure emerges faster during cultural transmission in children than in adults. Cognition, 136, 247-254.

Kirk, N. W., Fiala, L., Scott-Brown, K. C. & Kempe, V. (2014). No evidence for reduced Simon cost in elderly bilinguals and bidialectals. Journal of Cognitive Psychology, 26(6), 640-648.

Kempe, V., Puts, D. A. & Cárdenas, R. (2013) More masculine men speak less clearly. Human Nature. 24, 461-475.

Kempe, V., Rookes, M. & Swarbrigg, L. (2012) Speaker emotion can affect ambiguity production. Language and Cognitive Processes. DOI:10.1080/01690965.2012.755555.

Bruening, P. R., Brooks, P. J., Alfieri, L., Kempe, V. & Dabašinskiene, I. (2012) Children’s tolerance of word form variation. Child Development Research. Article ID 401680.

Kempe, V., Thoresen, J., Kirk, N. W., Schaeffler, F. & Brooks P. J. (2012) Individual differences in the discrimination of novel speech sounds: Effects of sex, temporal processing, musical and cognitive abilities. PlosOne. 7(11), e48623.

Brooks, P. J., Kempe, V. (2012) Individual differences in adult foreign language learning: The mediating effect of meta-linguistic awareness. Memory & Cognition, 41, 281-296.

Kempe, V., Thoresen, J. C. & Brooks, P. J. (2012) Sex differences in the discrimination of non-native speech sounds. Proceedings of the 34th Annual Conference of the Cognitive Science Society.

Kempe V. & Brooks, P. J. (2011) Individual differences in adult second language learning: A cognitive perspective. Scottish Languages Review, 23, 15-22.

Brooks, P. J., Kempe, V. & Donachie, A. (2011). Second language learning benefits from similarities in word endings: Evidence from Russian. Language Learning, 61, 1142-1172.

Kempe, V. & Heffernan, E. (2011). Digit ratio is linked to affective empathy in women. Personality and Individual Differences, 50, 430-433.

Kempe, V., Schaeffler, S. & Thoresen, J. C.  (2010). Prosodic disambiguation in child-directed speech. Journal of Memory and Language, 62, 204-225.

Kempe, V., Brooks, P. J. & Kharkhurin, A. (2010). Cognitive predictors of generalization of Russian grammatical gender categories. Language Learning, 60, 127-153.

Kempe, V. (2009). Child-directed speech prosody in adolescents: Relationship to 2D:4D, empathy, and attitudes towards children. Personality and Individual Differences, 47, 610-615.

Kempe, V., Brooks, P.J. & Christman, S. (2009). Inconsistent handedness is linked to more successful foreign language vocabulary learning. Psychonomic Bulletin and Review, 16, 480-485.

Kempe, V., Seva, N., Brooks, P. J., Mironova, N., Pershukova, A. & Fedorova, O. (2009). Elicited production of case-marking in Russian and Serbian children: Are diminutive nouns easier to inflect. First Language, 29, 147-165.

Savickiene, I., Kempe, V. & Brooks, P. J. (2009). Acquisition of gender agreement in Lithuanian: Exploring the effect of diminutive usage in an elicited production task. Journal of Child Language, 36, 477-494.

Kempe, V. & Brooks, P. J. (2008). Second language learning of complex inflectional systems. Language Learning, 54 (4), 703-746.

Penton-Voak, I. S., Cahill, S., Pound, N., Kempe, V., Schaeffler, S. & Schaeffler, F. (2007). Male facial attractiveness, perceived personality, and child-directed speech. Evolution and Human Behavior. 28, 253-259.

Kempe, V., Brooks, P. J., Gillis, S. & Samson, G. (2007). Diminutives facilitate word segmentation in natural speech: Cross-linguistic evidence. Memory & Cognition, 35, 762-773.

Seva, N., Kempe, V., Brooks, P. J., Mironova, N., Pershukova, A. & Fedorova, O. (2007). Cross-linguistic evidence for the diminutive advantage: Gender agreement in Russian and Serbian children. Journal of Child Language, 34, 111-131.

Kempe, V., Brooks, P. J., Mironova, N., Pershukova, A. & Fedorova, O. (2007). Playing with word endings: Morphological variation in the learning of Russian noun inflections. British Journal of Developmental Psychology, 25, 55-77.

Schaeffler, S., Kempe, V. (2007). Mothers are less efficient in employing prosodic disambiguation in child-directed speech than non-mothers: Is there a trade-off between affective and linguistic prosody? In: Proceedings of the 16th International Congress of Phonetic Sciences, 2109-2112, Saarbrücken, Germany.

Brooks, P. J., Kempe, V. & Sionov, A. (2006). The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics, 27, 185-209.

Seva, N., Kempe, V. & Brooks, P. J. (2006) Inducing low-level schema extraction with artificial suffixes. Proceedings of the 28th Annual Conference of the Cognitive Science Society, 2135-2140

Schaeffler, F., Kempe, V. & Biersack, S. (2006) Comparing vocal parameters in spontaneous and posed child-directed speech. Proceedings of the 3rd ICSA International Conference on Speech Prosody, Dresden, Germany.

Sekerina, I. A., Brooks, P. J. & Kempe, V. (2006) Gender transparency facilitates noun selection in Russian. The Proceedings of the 14th Workshop on Formal Approaches to Slavic Linguistics. The Princeton Meeting. Michigan Slavic Publications

Biersack, S. & Kempe, V. (2005). Exploring the influence of vocal emotion expression on communicative effectiveness. Phonetica. Special Issue: Progress in Experimental Phonology, 62, 106-119.

Kempe, V., Brooks, P. J. & Gillis, S. (2005). Diminutives in child-directed speech supplement metric with distributional word segmentation cues. Psychonomic Bulletin and Review, 12, 145-151.

Kempe, V. & Brooks, P. J. (2005). The role of diminutives in the acquisition of Russian gender: Can elements of child-directed speech aid in learning morphology? Language Learning, 55, Supplement: The Best of Language Learning, 139-176.

Rüschemeyer, S.-A., Fiebach, C. J., Kempe, V. & Friederici, A. (2005). Processing lexical semantic and syntactic information in first and second language: fMRI evidence from German and Russian. Human Brain Mapping, 25, 266-286.

Biersack, S. & Kempe, V. (2005). Tracing vocal emotion expression through the speech chain: Do listeners perceive what speakers feel? Proceedings of the ISCA Workshop on Plasticity in Speech Perception, 211-214.

Biersack, S., Kempe, V. & Knapton, L. (2005) Fine-tuning speech registers: A comparison of the prosodic features of child-directed and foreigner-directed speech. Proceedings of Interspeech 2005, 2401-2404.

Kempe, V., Brooks, P., Mironova, N. & Fedorova, O. (2003). Diminutivisation supports gender acquisition in Russian children. Journal of Child Language. 30, 471-485.

Kempe V. & Brooks, P. J. (2001). The role of diminutives in Russian gender learning: Can child-directed speech facilitate the acquisition of inflectional morphology? Language Learning. 51, 221-256.

Kempe, V. & MacWhinney, B. (1999). Processing of morphological and semantic cues in Russian and German. Language and Cognitive Processes, 14, 129-171.

Kempe V., Brooks, P. J. & Pirott, L. (2001) How can child-directed speech facilitate the acquisition of morphology? Proceedings of the VIIIth International Congress for the Study of Child Language. San Sebastián, Spain, 1237-1247.

Kempe, V., Levy, R. & Graci, C. (2001) Neural networks as fitness evaluators in genetic algorithms: Simulating human creativity, Proceedings of the 23rd Annual Conference of the Cognitive Science Society, 1221.

Shore, W. & Kempe, V. (1999). The role of sentence context in accessing partial knowledge of word meaning. Journal of Psycholinguistic Research, 28, 145-163.

Taraban, R. & Kempe, V. (1999). Gender processing in native and non-native Russian speakers. Applied Psycholinguistics, 20, 119-148.

Kempe, V. & MacWhinney, B. (1998). The acquisition of case marking by adult learners of Russian and German.  Studies in Second Language Acquisition, 20, 543-588.

Kempe, V. (1998). Extracting language from sound. Review of P. W. Jusczyk (1997). The discovery of spoken language. Cambridge, MA: MIT Press. Contemporary Psychology. 43, 683-684.

Kempe, V. & Brooks, P. J. (1998). Do diminutives facilitate the learning of Russian gender? Proceedings of the Twentieth Annual Conference of the Cognitive Science Society. 1231.

Kempe, V. & MacWhinney, B. (1996). The crosslinguistic assessment of foreign language vocabulary learning. Applied Psycholinguistics, 17, 149 – 183.

Taraban, R. & Kempe, V. (1996). Processing effects for Russian gender. Proceedings of the Eighteenth Annual Conference of the Cognitive Science Society.  853.

Kempe, V. (1991). Ausgewählte Aspekte der Interaktion von semantischer und syntaktischer Analyse im Sprachverstehen. Zeitschrift für Psychologie Supplement, 11, 199-206.

Akhutina, T. V., Velichkovsky, B. M., & Kempe, V. (1988). Semantics, syntax, and orientation on word order in language acquisition. In Semantics in Speech. Moscow: Nauka (in Russian).

Velichkovsky, B. M., Akhutina, T. V., Kempe, V. (1987). Orientation on word order in German and Russian children. (in Russian) Vestnik MGU, 1.

Books and Book Chapters

Brooks, P. J. & Kempe, V. (Eds.) (2014) Encyclopedia of Language Development. Sage.

Brooks, P. J. & Kempe, V. (2012) Language Development, London: Wiley Blackwell.

Kempe, V., Brooks, P. J. & Gillis, S. (2007) Diminutives provide multiple benefits for language acquisition. In Dressler, W. & Savickiene, I. (eds.) The acquisition of diminutives. John Benjamins: Amsterdam.

Schriefers, H. & Kempe, V. (1993). Morphosyntactic processes in the production of noun-phrases in Russian - In Friederici A.D. (ed.) Arbeitsbereich für Kognitionswissenschaften der Freien Universität Berlin, Annual Report.

Radach, R., & Kempe, V. (1993). An individual analysis of initial fixation positions in reading. - In d'Ydevalle, G., van Rensbergen, J. (eds.) Perception and Cognition - Advances in Eye-Movement Research, Elsevier: North-Holland

Esteem

Member of the Advisory Board of Studies in Second Language Learning.

Member of the Supervisory Board of the Scottish Graduate School of the Social Sciences.

Funding

2016    Kempe, V. (P.I.) Leverhulme Grant # RPG-2016-093 Literacy acquisition in situations of dialect exposure (£151,059)

2015    Kempe, V. (P.I.), McLean, J. & Scott-Brown, K. (Co-P.I.s) App-lying Science to Learning? Pupil involvement in efficacy testing of technology-based educational interventions in a Primary School setting. Royal Society Partnership Grant with Mill O’Forest School in Stonehaven (£2,700)

2012     Kempe, V. (P.I.), Scott-Brown, K. (Co-P.I.) Leverhulme Grant # RPG-375 When do dialects become languages? Let the human cognitive system decide. (£67,897)

2010     Kempe, V. (P.I.), Thoresen, J. (Co-P.I.) Individual differences in non-native phoneme perception. Research Grant awarded by the Journal Language Learning. (£6,000)

2008     Kempe, V. (P.I.) Refining the analysis of acoustic indicators for the vocal expression of positive emotion. British Academy Small Grant (£7,484)

2006     Kempe, V.  (P.I.) Prosodic disambiguation in child-directed speech. Nuffield Undergraduate Research Bursary. (£1,440)

2003     Kempe, V. (P.I.) Can diminutives in child-directed speech facilitate both word segmentation and grammar learning? British Academy Small Grant (£4,600)

2001      Kempe, V. (P.I.), Mironova, N. (Co-P.I.), Brooks, P. (Co-P.I.) Does diminutive wordplay affect the timing of morphosyntactic development? NATO Collaborative Linkage Grant (£6,000)

2001     Kempe, V. (P.I.), Brooks, P. (Co-P.I.) Can diminutives aid word segmentation? Research Grant awarded by the Journal Language Learning. (£7,000)

1999     Brooks, P. (P.I.), Kempe, V. (Co-P.I.), Fedorova, O. (Co-P.I.) The role of diminutives in the acquisition of Russian noun morphology. NATO Collaborative Linkage Grant ($6,000)

1999     Kempe, V. (P.I.), Brooks, Co.-P.I.) The role of diminutives in Russian gender and case learning: Can child-directed speech facilitate the acquisition of inflectional morphology? Spencer Foundation, USA ($35,000) 

Outreach

App-lying Science to Learning - sponsored by the Royal Society https://vimeo.com/183286419

Why study Psychology? Workshop with Primary 6 and 7 from Blackness PS, Victoria Park PS and St. Joseph's RC PS at Dundee City Council Career Festival, 3. June 2015

Can we train the brain? Talk at Dundee Women in Science Festival, 18. March 2015.

Why do we often believe things that are not true? – Arduthie Primary School Science week (Primary 4, 5, 6). Stonehaven, Aberdeenshire, March 2013.

Learning Languages – Is it ever too late? Inaugural Lecture. 17. April 2013.

Does it matter how we speak to our children? Talk at Café Science, Dundee, 29. April 2013.

Mummy, speak English to me! How to maintain minority languages? - Talk presented at the conference ‘Specifics and Problems of Teaching Russian in Scotland’. 5. October 2013.

Are children the better language learners? - Talk presented at the Association of Dundee University Women. 17. October 2013.

Why does our brain see things that are not there? – Arduthie Primary School Science week (Primary 4, 5, 6). Stonehaven, Aberdeenshire, March 2012.

How to promote literacy acquisition in preschoolers? – staff workshop at Croft Nursery, Stonehaven, Aberdeenshire, 22. October 2010.