Dr.Mikhail Ordin

• since 2022: Medical Faculty, Universidade de Coimbra, Coimbra Institute for Biomedical Imaging, Portugal
• 2021-2022: Vertretungsprofessur (substitute professorship) in Neurolinguistics Universität Konstanz, Germany
• 2015-2021: Ikerbasque Research fellow (in Cognitive Neuroscience), Basque Centre on Cognition, Brain and Language, Spain
• 2012-2015: Humboldt Research fellow (in Experimental Linguistics), Universität Bielefeld, Germany
• 2011-2012: Postdoctoral Researcher in Cognitive Neuroscience, La Scuola Internazionale Superiore di Studi Avanzati di Trieste, Cognitive Neuroscience Sector, Italia
• 2011: Researcher / lecturer (sabbatical substitute), Ulster University, UK
• 2009-2010: Postdoctoral Researcher, part-time lecturer in Applied Linguistics, Bangor University, UK
• 2007: PhD in Mathematical Linguistics and Phonetics, Moscow State Linguistic University, Russian Federation
• 2003: Degree in Culture Studies: History and Theory of Modern European Cultures, Institute of European Cultures (institute of the Russian state University of Humanities, Russia and Lotman Institute of the Ruhr Universität Bochum, Germany)
• 2001: Degree in Teaching English and German as Foreign Languages (major) and Software Development for Education (minor), Lipetsk State Pedagogical University, Russian Federation

(* - corresponding author):

1)     Ordin, M*. (accepted). Affixation patterns in native language and sequence processing by statistical learning mechanisms. Evolutionary Human Sciences.

2)     Ordin, M*. (accepted). Speech Rhythm - Models and Metrics for L1 and L2 Speech. Encyclopedia of Applied Linguistics, 2nd Edition. Wiley Publishing.

3)     Ordin, M*., El-Dakhs, D.A.S., Tao, M., Chu, F., & Polyanskaya, L. (2024). Cultural influence on metacognition: comparison across three societies. Humanities and Social Sciences Communications 11: 1492. DOI: 10.1057/s41599-024-04013-1

4)     Polyanskaya, L., Skopeteas, S., Halama, P., & Ordin, M*. (2024). Interaction of derivational morphology and suffixing bias on linguistic and non-linguistic material. Journal of Language Evolution 9(1), 67-83.

5)     Polyanskaya, L., El-Dakhs, D., Tao, M., Chu, F., & Ordin, M*. (2024). The effect of writing script on efficiency and metacognitive monitoring in inferential word learning. Learning and Metacognition 19, 593–607.

6)     Lallier, M*., Pérez-Navarro, J., & Ordin, M. (2024). Enhanced reading skills are associated with auditory spatial attentional rebalance induced by the exposure to dual-language contexts. Scientific Studies of Reading 28(4), 371-390.

7)     Barbarroja, N., Ordin, M., Walker, M., Posada-Salazar, S., & Manrique, H*. (2024). Imitation fidelity increases with age in boys, but not in girls: An intriguing finding in a cohort of children aged 3 to 6 years. Journal of Experimental Child Psychology 239: 105826. DOI: 10.1016/j.jecp.2023.105826

8)     Polyanskaya, L. *, Manrique, H.M., Marín, A., García-Palacios, A., Ordin, M. (2022). Typological differences influence the bilingual advantage in metacognitive processing. Journal of Experimental Psychology: General 151(11), 2706-2719.

9)     Rassili, O.*, & Ordin, M*. (2022). The effect of regular rhythm in the perception of linguistic and non-linguistic auditory input. European Journal of Neuroscience 55(11-12), 3365-3372.

10)  Polyanskaya, L., Manrique, H.M., Samuel, A., Marín, A., García-Palacios, A., Ordin, M*. (2022). Inter-modality differences in statistical learning in bilingual environments: Phylogenetic and ontogenetic influences. Annals of the New York Academy of Sciences 1511(1), 191-209.

11)  Cerda-Oñate, K., Toledo, G., Ordin, M*. (2021). Speech rhythm is modulated by human interaction: The case of synchrony in a dyadic reading task. Speech Communication 131, 1-12

12)  Ordin, M.*, Polyanskaya, L., & Samuel, A. (2021). Evolutionary account for inter-modality differences in statistical learning by bilinguals. Annals of the New York Academy of Sciences 1486, 76-89.

13)  Ordin, M.*, & Polyanskaya, L. (2021). The role of metacognition in recognition of the content of statistical learning. Psychonomic Bulletin and Review 28(1), 333-340.

14)  Ordin, M*., Polyanskaya, L., Soto, D. (2020). Neural bases of learning and recognition of statistical regularities. Annals of the New York Academy of Sciences 1467, 60-76.

15)  Polyanskaya, L*., Busa, M.G., & Ordin, M. (2020). Capturing cross-linguistic differences in macro-rhythm: the case of Italian and English. Language and Speech 63(2), 242-263.

16)  Ordin, M*., Polyanskaya, L., Soto, D., Molinaro, N. (2020). Electrophysiology of statistical learning: exploring the online learning process and offline learning product. European Journal of Neuroscience 51(9), 2008-2022.

17)  Ordin, M*., Polyanskaya, L., & Soto, D. (2020). Metacognitive processing in language learning tasks is affected by bilingualism. Journal of Experimental Psychology: Learning, Memory and Cognition 46(3), 529–538.

18)  Ordin, M*. (2019). Speech rhythm as naturally-occurring and culturally-transmitted behavioral patterns. Annals of the New York Academy of Sciences 1453, 5-11.

19)  Polyanskaya, L*., Samuel, A.G., Ordin, M. (2019). Regularityin speech rhythm as a social coalition signal. Annals of the New York Academy of Sciences 1453, 153-165.

20)  Polyanskaya, L*., Samuel, A.G., Ordin, M. (2019). Speech Rhythm Convergence as a social coalition signal. Evolutionary Psychology 17(3), 1-11. Doi: 10.1177/1474704919879335

21)  Polyanskaya, L*., Ordin, M. (2019). The effect of speech rhythm and speaking rate on assessment of pronunciation in second language. Applied Psycholinguistics 40(3), 795-819.

22)  Ordin, M*., Polyanskaya, L., Gomez, D., & Samuel, A. (2019).The role of native language and fundamental design of the auditory system in detecting rhythm changes. Journal of Speech, Language and Hearing Research 62(4), 835-852.

23)  Gomez, D*., Mok, P., Ordin, M., Mehler, J., & Nespor, M. (2018). Statistical speech segmentation in tone languages: The role of lexical tones. Language and Speech 61(1), 84-96.

24)  Ordin, M*., & Mennen, I. (2017). Cross-linguistic differences in bilinguals’ fundamental frequency ranges. Journal of Speech, Language and Hearing Research 60, 1493-1506.

25)  Ordin, M*., Polyanskaya, L., Laka, I., & Nespor, M. (2017). Cross-linguistic differences in the use of durational cues for the segmentation of a novel language. Memory and Cognition 45(5), 863-876.

26)  Polyanskaya, L*., Ordin, M., & Busa, M. (2017). Relative Salience of Speech Rhythm and Speech Rate on Perceived Foreign Accent in a Second Language. Language and Speech 60(3), 333-355.

27)  Ordin, M. *, & Nespor, M., (2016). Native Language Influence in the Segmentation of a Novel Language. Language Learning & Development 12 (4), 461-481

28)  Ordin, M*., & Polyanskaya, L. (2015). Acquisition of speech rhythm in a second language by learners with rhythmically different native languages. Journal of Acoustical Society of America 138(2), 533-545.

29)  Polyanskaya, L.*, & Ordin, M. (2015) Acquisition of speech rhythm in first language. Journal of Acoustical Society of America 138(3), 199-204

30)  Ordin, M., Polyanskaya, L*. (2015). Acquisition of English speech rhythm by monolingual children. In Proceedings of Interspeech 2015, 3120-3124.

31)  Ordin, M*., Polyanskaya, L., & Wagner, P. (2015) Acquisition of speech rhythm in second language: A cross-linguistic study. In A. Leemann, Kolly, M.-J., Schmid, S., & Dellwo, V. (Eds.). Trends in Phonetics & Phonology in German-speaking Europe. (pp. 331-347). Zurich: Peter Lang.

32)  Ordin, M*., Polyanskaya, L. (2015). Production and perception of speech rhythm in English as the second language: The case of rhythmically similar L1 and L2. Frontiers in Psychology 6, 1-15.

33)  Ordin*, M., Mennen, I. (2015). Comparison of fundamental frequency in Welsh and English in bilingual speech. In Proceedings of ICPhS 2015, Glasgow.

34)  Polyanskaya, L*., & Oridn, M. (2015). The effect of early bilingualism on perceived foreign accent. In Proceedings of ICPhS 2015, Glasgow.

35)  Ulbrich, C*., Ordin, M. (2014). Does L2-English resuscitate L1-German? The case of post-vocalic /r/. Journal of Phonetics 45, 26-42.

36)  Ordin, M*., Polyanskaya, L. (2014). Acquisition of speech rhythm in English by monolingual children and second language learners. Speak Out! Newsletter of the International Association of Teachers of English as a Foreign Language 51, 56-62.

37)  Ordin, M*., Polyanskaya, L. (2014). Development of timing patterns in first and second languages. System 42, 244-257.

38)   Ordin, M*., Nespor, M. (2013).Transition probabilities and different levels of prominence in segmentation. Language Learning 63(4), 800-834.

39)   Rhys, C*., Ulbrich, C., Ordin, M. (2013). Adaptation to aphasia: Grammar, prosody and interaction. Clinical Linguistics and Phonetics 27(1), 46-71.

40)   Polyanskaya, L*., Ordin, M., Ulbrich, C. (2013). Contribution of timing patterns to perceived foreign accent. In P. Wagner (Ed.). Elektronische Sprachsignalverarbeitung 2013, 71-79. Dresden: TUDpress.

41)   Ordin, M. *, Polyanskaya, L., Ulbrich, C. (2011). Acquisition of Timing Patterns in Second Language. Interspeech 2011, 1129-1132.

42)   Ordin, M* (2011) Palatalization and intrinsic prosodic vowel features in Russian. Language and Speech 54(4), 547-568.

43)   Ordin, M*. (2010) Palatalization and temporal organization of CVC clusters in Russian. Russian Linguistics, 34(1), 57-65.

Contributions to Books (by invitation):

44)  Ordin., М. (2004) К вопросу о специфике образной основы эквивалентных фразеологизмов (In Russian: Specificity of image-foundation of fixed phrases with equivalent meaning in different languages. Cross-linguistic analysis) // Вавилонская башня II. М.: МГЛУ. 2004. (in Russian, published in the annual journal The Tower of Babel, 3) – 154-171.

45)  Robin Walker (2010). Teaching the Pronunciation of English as a Lingua Franca, Oxford University Press. The handbook is about putting Jenny Jenkin's lingua franca core (LFC) to work in the classroom. Chapter 5 explains how this can be done with students from 10 different L1 backgrounds, including Russian. I contributed to this chapter by writing about students with a Russian L1 background and teaching English pronunciation with an emphasis on LFC.

Reviews for books in journals and bulletins:

46)  Ordin, M. (2005). Review of the book by Davenport, M., & Hannahs, S. (2005). Introducing Phonetics and Phonology. London: Hodder Arnold Education, 223 pp. Phonetician 92, 60-62.

47)  Ordin, M. (2005). Review of the book by Odden, D. (2005). Introducing Phonology. Cambridge: Cambridge University Press, 360 pp. Phonetician 92, 62-65.

48)  Ordin, M. (2005). Review of the book by Coleman, J. (2005). Introducing Speech and Language Processing. Cambridge: Cambridge University Press, 314 pp. Phonetician 92, 65-69.

49)  Ordin, M. (2005). Review of the book by Hughes, A., Trudgill, P., Watt, D. (2005). English Accents And Dialects: An Introduction to Social and Regional Varieties of English In The British Isles. Abingdon: Arnold Headlines, 159pp. Phonetician 92, 69-71.

50)  Ordin, M. (2003). Review of the book by Gut, U. (2000). Bilingual Acquisition of Intonation: A Study of Children Speaking German and English. Tübingen: Max Niemeyer Verlag, 182pp. Phonetician 87, 72-76.

51)  Ordin, M. (2003). Review of the book by Potapova, R. (2002). Speech Acoustics and Applied Lingusitics [in Russian: Акустика речи и прикладная лингвистика]. Moscow: Russian Academy of Acoustical Sciences, 220pp. Phonetician 88.

52)  Ordin, M. (2009). Review of Online Resource for Phonetics Teaching Streaming Speech and Speech in Action. Speak Out! Newsletter of the International Association of Teachers of English as a Foreign Language 40, 30-32.

53)  Ordin, M. (2009). Review of the book by Roach, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge: CUP. 231pp. Speak Out! Newsletter of the International Association of Teachers of English as a Foreign Language 42, 30-32.

54)   Ordin, M. (2010). Review of the book by Collins, B., & Mees, I. (2009). Practical Phonetics and Phonology. Cambridge: Routledge. 304pp. Speak Out! Newsletter of the International Association of Teachers of English as a Foreign Language 43, 23-24.