Research Experience

2009-2011: Undergraduate Research Assistant, Language, Learning, Literacy, and Lexicon Lab,
University of Arizona
Advisor: Mary Alt, Ph.D. CCC-SLP
Projects:
1) Word learning: The Effects of Visual and Auditory Input
2) Factors that influence word learning in bilingual children
3) Using technology to assess numeracy deficits in children with language challenges
Responsibilities: For studies 1, 2, and 3: Attended weekly data collection appointments, led data
collection sessions, analyzed and prepared data, administered speech and language tests, cognitive
tests, and hearing screenings, trained new lab members in lab in research protocols, translated IRB
documents from English to Spanish. For study 3: Project coordinator, compiled and developed
stimuli.
Outcomes:
Arizmendi, G.D., Hurtado, J.S., and Alt, M. (2011, June). Test Translation: The Effect on Test
Scores for English Language Learners. Poster presented at the Symposium on Research in
Child Language Disorders, University of Wisconsin-Madison, Madison, Wisconsin.

Alt, M., and Arizmendi, G. D. (2012, June). The math skills of children with specific language
impairment: Insight into the disorder. Poster presented at the Symposium on Research in Child
Language Disorders, University of Wisconsin-Madison, Madison, Wisconsin.

Alt, M., Arizmendi, G.D., Beal, C., & Hurtado, J.S. (2013). The effect of test translation on the
performance of second grade English learners on the Keymath-3. Psychology in the Schools,
50, 27-36.

Alt, M., Arizmendi, G.D., & Beal, C. (2014). The relationship between mathematics and
language: Academic implications for children with Specific Language Impairment and English
Language Learners. Language, Speech, and Hearing Services in the Schools, 45(3), 220-233.

2010-2011: Undergraduate Research Assistant, Bilingual Phonology Lab, University of Arizona

Advisor: Leah Fabiano-Smith, Ph.D. CCC-SLP
Project: Acquisition of the stop-spirant alternation in bilingual Mexican Spanish-English bilingual
children
Responsibilities: Preparation of IRB documents, item analysis for study examining phonetic
inventories in bilingual Spanish-English children, transcribed child word productions
2011-2013: Graduate Research Assistant, Language, Learning, Literacy, and Lexicon Lab,
University of Arizona
Advisor: Mary Alt, Ph.D. CCC-SLP
Projects:
2) Learning Theory Based Intervention for Late Talkers
3) Profiles of Working Memory and Word Learning for Educational Research
Responsibilities: Attended and led weekly data collection appointments, analyzed and prepared data,
administered speech and language tests, cognitive tests, and hearing screenings, trained new lab
members in lab in research protocols

Outcomes:
Alt, M., Oglivie, T., Meyers, C., & Arizmendi, G.D. (2013, June). Learning-Theory-Based
Intervention for Late-Talking Toddlers. Poster presented at the Symposium on Research in
Child Language Disorders, University of Wisconsin-Madison, Madison, Wisconsin.

Alt, M., Meyers, C., Oglivie, T., Nicholas, K., & Arizmendi, G. (2014). Cross-situational
statistically-based word learning intervention for late-talking toddlers. Journal of
Communication Disorders, 52, 207-220.

2013: Graduate Research Assistant, Plante Lab, University of Arizona

Advisor: Elena Plante, Ph.D. CCC-SLP
Project: Treatment Research for Children with Specific Language Impairment
Responsibilities: Implemented treatment research protocols, collected data, monitored childs
performance, literature reviews, data analysis
Outcome:
Meyers, C., Plante, E., Nicholas, K., Dailey, N., Aguilar, J., Arizmendi, G.D., Oglivie, T., & Vance, B.
(2014, June). Attention orienting or consolidation? Optimizing the use of an auditory stimulation
phase for treatment of morpheme errors. Poster presented at the Symposium on Research in Child
Language Disorders, University of Wisconsin-Madison, Madison, Wisconsin.
2014-2015 Graduate Research Associate, Language, Learning, Literacy, and Lexicon Lab,
University of Arizona
Advisor: Mary Alt, Ph.D. CCC-SLP
Project: Profiles of Working Memory and Word Learning for Educational Research
Responsibilities: Attended and led weekly data collection appointments, attended weekly virtual
meetings with collaborative team, analyzed and prepared data, administered speech and language
tests, cognitive tests, and hearing screenings, trained new lab members in lab in research protocols
Outcomes:
Arizmendi, G.D., Alt, M., Gray, S., Hogan, T., Green, S., & Cowan, N. (2015, June). Word Learning
in Spanish-English Bilingual Children. Poster presented at the thirty-sixth Annual Symposium on
Research in Child Language Disorders, University of Wisconsin-Madison, Madison, Wisconsin.
Alt, M., Arizmendi, G.D., DiLallo, J.N. (Revisions requested). The role of socioeconomic status in the
narrative story retells of school-aged English language learners. Language, Speech, and Hearing
Services in the Schools.
Arizmendi, G.D., Alt, M., Colina, S. (in preparation). Using a functional-componential approach to
evaluate differences between verbal and written translations.
Arizmendi, G.D., Alt, M., Gray, S., Hogan, T., Green, S., Cowan, N. (in preparation). Executive
function tasks in bilingual children.
Alt, M., Arizmendi, G.D., Gray, S., Hogan, T., Green, S. Cowan, N. (in preparation). Word learning by
children with typical and bilingual language development.