I am a researcher in Psycholinguistics with a particular interest in figurative language comprehension. Specifically, I am interested in how language users understand non-literal, formulaic expressions such as idioms (spill the beans meaning ‘to reveal the secrets’) during on-line processing. In my work I use eye-tracking as a main methodological tool, as well as behavioural tasks, surveys/questionnaires, and psychometric tests.
Currently, I am a postdoctoral research fellow on the project “Better attention, better communication? How ADHD and multilingualism influence children’s pragmatic development”, funded by the Research Council of Norway. The project aims to explore how visual and executive attention affects pragmatic development in monolingual and multilingual children with and without an Attention Deficit Hyperactivity Disorder (ADHD) diagnosis.
- Language and Linguistics (University of Nottingham, 2018-2019)
- Language and Context (University of Nottingham, Autumn 2016)
Before joining MultiLing at the University of Oslo, I obtained a PhD in Psycholinguistics from the University of Nottingham, where I was also a Psycholinguistic Research Lab Assistant and a Teaching Affiliate for the School of English. Prior to this, I had obtained a BA in Applied English Language Studies (University of Reading), and an MSc in Teaching English to Speakers of Other Languages (University of Edinburgh), and I was employed as an English Language Teacher in Cyprus.
- 2015-2018. PhD Scholarship: Vice-Chancellor's Scholarship for Research Excellence (EU), University of Nottingham
- 2016-2018. Research Funding: RKEC Committee, School of English, University of Nottingham
- 2017. Conference Attendance: Grindley Grant, Experimental Psychology Society
Kyriacou, M., Conklin, K., & Thompson, D. (2021). When the Idiom Advantage Comes Up Short: Eye-Tracking Canonical and Modified Idioms. Frontiers in Psychology, 12(1), 1–16.
Kyriacou, M., Conklin, K., & Thompson, D. (2020). Passivizability of Idioms: Has the Wrong Tree Been Barked Up? Language and Speech, 63(2), 404–435.