Word recognition, word learning, and lexical representation in infants and young children
Professor Daniel Swingley will be considering new graduate students for admission for Fall 2018.
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
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.
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)