Daniel Swingley

Department Chair
AB, Cognitive Science, Brown University and Queen's College Oxford;
Ph.D., Psychology, Stanford University
Office Location: 
Room 362, Levin Building, 425 S. University Ave.
Research Interests: 
Developmental Psychology
Language and Communication
Memory and Learning
Specific Research Areas: 

Word recognition, word learning, and lexical representation in infants and young children

Research Synopsis: 
My research focuses on word recognition, word learning, and lexical representation in infants and young children. Current projects include perceptual experiments with infants, statistical and acoustic analyses of infant-directed speech corpora, and perceptual learning studies of adults.
Selected Publications: 
Bergelson, E., & Swingley, D. (in press, 2017). Young infants' word comprehension given an unfamiliar talker or altered pronunciations. Child Development. 10.1111/cdev.12888

Adriaans, F., & Swingley, D. (2017). Prosodic exaggeration within infant-directed speech: consequences for vowel learnability. Journal of the Acoustical Society of America, 141, 3070-3078.

Swingley, D., & Humphrey, C. (2017). Quantitative linguistic predictors of infants' learning of specific English words. Child Development, 10.1111/cdev.12731.

Swingley, D. (2017). Commentary: The infant's developmental path in phonological acquisition. British Journal of Psychology, 108, 28-30. 10.1111/bjop.12215

Swingley, D. (2016). Two-year-olds interpret novel phonological neighbors as familiar words. Developmental Psychology, doi 10.1037/dev0000114, 52, 1011-1023.

Dautriche, I., Swingley, D., & Christophe, A. (2015). Learning novel phonological neighbors: syntactic category matters. Cognition, doi 10.1016/j.bcognition.2015.06.003

Bergelson, E., & Swingley, D. (2013). The acquisition of abstract words by young infants. Cognition, 127, 391-397.

Bergelson, E., & Swingley, D. (Feb. 2012). At 6 to 9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences of the USA, 109, 3253-3258.

Swingley, D. (2012). Cognitive development in language acquisition. Language Learning and Development, 8, 1-3.

Quam, C., & Swingley, D. (2012). Development in children's interpretation of pitch cues to emotions. Child Development, 83, 246-250.

Lupyan, G., & Swingley, D. (2012). Self-directed speech affects visual search performance. Quarterly Journal of Experimental Psychology 65, 1068-1085.

Courses Taught: 

PSYC 001 Introduction to Psychology
PSYC 281 Cognitive Development (undergraduate)
PSYC 399 Individual Empirical Research
PSYC 481 Special Topics in Development (Language acquisition)
PSYC 600 Cognitive Development (graduate)

Linguistics Graduate Group
Angelica Buerkin-Salgado [Psychology Graduate Student]