Jill Hohenstein
英国伦敦大学国王学院心理语言学与语言教育高级研究员。主要研究领域为语言与认知的交叉层面，尤其着重于以下两方面的研究。
一是在一语及二语习得领域探讨语言结构和认知系统的关系，所调查的语言涉及运动事件语言类型学的各个代表性语种（例如英语，西班牙语和汉语）。另外还考察不同语种的学习者如何判断隐喻性运动事件。二是通过考察在不同学习背景下儿童对科学概念的理解来探讨与认知系统发展相关的会话结构的习得过程。
迄今已在国际高水平杂志上发表论文二十多篇，部分代表性著作如下：
DeWitt, J. & Hohenstein, J. (2010). A tale of two contexts: Teacher-student talk on a
school trip and in the classroom. School Trips and Classroom Lessons: An
Investigation into Teacher-Student Talk in Two Settings. Journal of Research
in Science Teaching, 47, 454-473.
Hohenstein, J. (2013). Parent-child talk about motion events in Spanish and English.
First Language, 33, 411-425.
Hohenstein, J. (2012). Metaphorical motion in cultural context: The case of language
processing. International Journal of Cognitive Linguistics, 2, 41-59.
Hohenstein, J. & Akhtar, N. (2007). Two-year-olds' productivity with verbal
inflections. Journal of Child Language 34, 4, p. 861-873.
Hohenstein, J., Eisenberg, A. & Naigles, L. (2006). Is he floating across or
crossing afloat? Cross-influence of L1 and L2 in Spanish–English
bilingual adults. In: Bilingualism: Language and Cognition, 9 (3), 249-
261.
Hohenstein, J. (2005). Language-related motion event similarities in English-
and Spanish-speaking children. In: Journal of Cognition and
Development, 6 (3), 402-425.
Hohenstein, J., Naigles, L. & Eisenberg, A. (2004). Keeping verb acquisition in
motion: A comparison of English and Spanish. Weaving a lexicon. Hall,
G. & Waxman, S. (eds.). Cambridge, MA, USA: MIT Press, 569-602.
Ji, Y. & Hohenstein, J. (in press). The expression of caused motion by adult Chinese
learners of English. Language and Cognition.
Ji, Y. & Hohenstein, J. (2014). The syntactic packaging of caused motion components
in a second language: English learners of Chinese. Lingua, 140, 100-116.
一是在一语及二语习得领域探讨语言结构和认知系统的关系，所调查的语言涉及运动事件语言类型学的各个代表性语种（例如英语，西班牙语和汉语）。另外还考察不同语种的学习者如何判断隐喻性运动事件。二是通过考察在不同学习背景下儿童对科学概念的理解来探讨与认知系统发展相关的会话结构的习得过程。
迄今已在国际高水平杂志上发表论文二十多篇，部分代表性著作如下：
DeWitt, J. & Hohenstein, J. (2010). A tale of two contexts: Teacher-student talk on a
school trip and in the classroom. School Trips and Classroom Lessons: An
Investigation into Teacher-Student Talk in Two Settings. Journal of Research
in Science Teaching, 47, 454-473.
Hohenstein, J. (2013). Parent-child talk about motion events in Spanish and English.
First Language, 33, 411-425.
Hohenstein, J. (2012). Metaphorical motion in cultural context: The case of language
processing. International Journal of Cognitive Linguistics, 2, 41-59.
Hohenstein, J. & Akhtar, N. (2007). Two-year-olds' productivity with verbal
inflections. Journal of Child Language 34, 4, p. 861-873.
Hohenstein, J., Eisenberg, A. & Naigles, L. (2006). Is he floating across or
crossing afloat? Cross-influence of L1 and L2 in Spanish–English
bilingual adults. In: Bilingualism: Language and Cognition, 9 (3), 249-
261.
Hohenstein, J. (2005). Language-related motion event similarities in English-
and Spanish-speaking children. In: Journal of Cognition and
Development, 6 (3), 402-425.
Hohenstein, J., Naigles, L. & Eisenberg, A. (2004). Keeping verb acquisition in
motion: A comparison of English and Spanish. Weaving a lexicon. Hall,
G. & Waxman, S. (eds.). Cambridge, MA, USA: MIT Press, 569-602.
Ji, Y. & Hohenstein, J. (in press). The expression of caused motion by adult Chinese
learners of English. Language and Cognition.
Ji, Y. & Hohenstein, J. (2014). The syntactic packaging of caused motion components
in a second language: English learners of Chinese. Lingua, 140, 100-116.