Elizabeth Schotter

Elizabeth Schotter

Associate Professor


Office: PCD 4119
Phone: 813/974-0377
Lab: PCD 3122



Liz Schotter, Ph.D. is an Assistant Professor, who joined the Cognition, Neuroscience, and Social program in August 2016. Her research focuses on the coordination of cognitive systems that produce efficient behavior; how visual perception and cognitive processing are coordinated when people read, speak or make decisions. For example, she studies the processing components underlying reading (e.g., visual perception, word identification, comprehension, eye movement control, etc.) and how they change under different situations (e.g., reading silently vs. aloud, proofreading, speed reading, etc.), as a function of linguistic factors (e.g., words that are more vs. less common, expected, confusable, plausible, etc.), and for different readers (e.g., adults, children, bilinguals, deaf readers, etc.).

Liz’s work primarily uses eye-tracking. In her spare time, she enjoys camping/hiking, the beach/ocean, brewing beer and cooking with her husband Ross. Liz is a native of Brooklyn, NY, did a brief stint in St. Louis, MO for college and spent 9 years in San Diego, CA for graduate school and her post-doc.


  • 2013 - Ph.D.; (Cognitive) Psychology; University of California, San Diego
  • 2008 - M.A.; (Cognitive) Psychology; University of California, San Diego
  • 2007 – B.A.s; Psychology, Classics; Washington University in St. Louis


Psychology of Language (Undergraduate: Fall 2018); Writing & Reviewing (Graduate: Fall 2018); Experimental Design & Analysis (Undergraduate: Spring 2019); Presentation & Data Visualization (Graduate: Spring 2019)


Eye movements & cognition; Language processing; visual processing; reading




(Student co-author in bold)

Lowry, M., Dubé, C., & Schotter, E.R. (2020). Evaluating theories of bilingual language control using computational models. Journal of Memory and Language. in press.

Fennell, A.M., Bugos, J., Payne, B.R., & Schotter, E.R., (2020). Music is similar to language in terms of working memory interference. Psychonomic Bulletin & Review. in press

Schotter, E.R., Johnson, E., & Lieberman, A. (2020). The sign superiority effect: Lexical status facilitates peripheral handshape identification for deaf signers. Journal of Experimental Psychology: Human Perception and Performance. 46, 1397–1410

Reichle, E.D., & Schotter. E.R. (2020). A computational analysis of the constraints on parallel word identification. Proceedings of the Cognitive Sciences Society, Toronto, Canada

Schotter, E.R., & Fennell, A., (2019). Readers can identify the meanings of words without looking at them: Evidence from regressive eye movements. Psychonomic Bulletin & Review, 26, 1697–1704.

Schotter, E.R., (2018). Reading ahead by hedging our bets on seeing the future: Eye tracking and electrophysiology evidence for parafoveal lexical processing and saccadic control by partial word recognition. Psychology of Learning and Motivation, 68, 263-298.

Bélanger, N.N. Lee, M. & Schotter, E.R. (2018). Young skilled deaf readers have an enhanced perceptual span in reading. Quarterly Journal of Experimental Psychology, 71, 291-301.

Schotter, E.R.*, & Jia, A. (2016). Semantic and Plausibility Preview Benefit Effects in English: Evidence from Eye Movements. Journal of Experimental Psychology: Learning, Memory & Cognition, 42, 1839-1866. *2017 Early Career Award from the Society for Experimental Psychology and Cognitive Science (APA Division 3)

Rayner, K., Schotter, E.R.*, Masson, M., Potter, M.C., & Treiman, R. (2016). So Much to Read, so Little Time: How Do We Read, and Can Speed Reading Help? Psychological Science in the Public Interest, 17, 4-34. *Corresponding Author

Schotter, E.R., Tran, R., & Rayner, K. (2014). Don’t believe what you read (only once): Comprehension is supported by regressions during reading. Psychological Science, 25, 1218-1226.