Biography
Dr Mandy Wigdorowitz is a Psycholinguist and Research Psychologist. She completed a PhD in Theoretical and Applied Linguistics at the University of Cambridge in 2022. Her research focuses on the psycholinguistic and cognitive effects of language experience in multilinguals and linguistically diverse contexts with a focus on language and interaction from linguistic, social, cognitive and psychological perspectives. She is also interested in open research practices and holds the position of Associate Editor for the Journal of Open Humanities Data.
Publications
Wigdorowitz, M., Pérez, A. I., & Tsimpli, I. M. (forthcoming). High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control. Bilingualism: Language and Cognition.
Wigdorowitz, M. (2022). The case for contextual linguistic diversity: Language profiling, multilingual identity, and high-level listening comprehension ability in South African university students (Doctoral thesis). https://doi.org/10.17863/CAM.89625
McGillivray, B.,Marongiu, P., Pedrazzini, N., Ribary, M., Wigdorowitz, M., & Zordan, E. (2022). Deep Impact: A study on the impact of data papers and datasets in the humanities and social sciences. Publications, 10(4), 39. doi:10.3390/publications10040039
Wigdorowitz, M., Pérez, A. I., & Tsimpli, I. M. (2022). Sociolinguistic context matters: Exploring differences in contextual linguistic diversity in South Africa and England. International Multilingual Research Journal, 16(4), 345-364. doi:10.1080/19313152.2022.2069416
Cilibrasi, L., Adani, F., Schmidt, E., Pérez, A. I., Wigdorowitz, M., & Tsimpli, I. M. (2022). The role of number mismatch and exposure in the comprehension of relative clauses in bilingual children. Applied Psycholinguistics, 43(3), 663-682. doi:10.1017/S0142716422000078
Wigdorowitz, M., Rajab, P., Hassem, T., & Titi, N. (2021). The impact of COVID-19 on psychometric assessment across industry and academia in South Africa. African Journal of Psychological Assessment, 3(a38), 1-5. doi:10.4102/ajopa.v3i0.38
Wigdorowitz, M. (2020). A closer look at the Contextual Linguistic Profile Questionnaire (CLiP-Q). U-Lingua: The Undergraduate Linguistics Association of Britain’s Quarterly Magazine, 3, 18-19. Retrieved from https://issuu.com/u-lingua/docs/u-lingua_issue_3
Wigdorowitz, M., Pérez, A. I., & Tsimpli, I. M. (2020). A holistic measure of contextual and individual linguistic diversity. International Journal of Multilingualism, 1-19. doi:10.1080/14790718.2020.1835921
Cockcroft, K., Wigdorowitz, M., Liversage, A. (2019). A multilingual advantage in the components of working memory. Bilingualism: Language and Cognition, 22(1), 15-29. doi:10.1017/S1366728917000475
Publications (from Symplectic)
2023
Doi: 10.1080/14790718.2020.1835921
Doi: http://doi.org/10.1017/S1366728923000135
2022
Doi: http://doi.org/10.1017/S0142716422000078
Doi: http://doi.org/10.1080/19313152.2022.2069416
Doi: http://doi.org/10.3390/publications10040039
2021 (Published online)
Doi: 10.4102/ajopa.v3i0.38
2019
Doi: http://doi.org/10.1017/S1366728917000475
2022 (No publication date)
Doi: http://doi.org/10.17863/CAM.89625
Teaching and Supervisions
Language, Brain, and Society (Li3)
