Daniel Swingley | Psychology

Professor

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.

Email:

swingley@psych.upenn.edu

Phone:

215-898-0334

Website:

http://www.psych.upenn.edu/~swingley/

Research Interests:

Developmental Psychology

Language and Communication

Memory and Learning

Perception

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.

Professor Daniel Swingley will not be considering new graduate students for admission for Fall 2022.

Selected Publications:

Swingley, D. (2019). Learning phonology from surface distributions, considering Dutch and English vowel duration. Language Learning and Development. 15, (1-18). 10.1080/15475441.2018.156927

Swingley, D., & Van der Feest, S. (2019). A crosslinguistic examination of toddlers' interpretation of vowel duration. Infancy. 24, 300-317. 10.1111/infa.12280

Swingley, D., & Alarcon, C. (2018). Lexical learning may contribute to phonetic learning in infants: a corpus analysis of maternal Spanish. Cognitive Science, 42, 1618-1641, 10.1111/cogs.12620.

Swingley, D., & Humphrey, C. (2018). Quantitative linguistic predictors of infants' learning of specific English words. Child Development, 89, 1247-1267, 10.1111/cdev.12731.

Bergelson, E., & Swingley, D. (2018). Young infants' word comprehension given an unfamiliar talker or altered pronunciations. Child Development. 10.1111/cdev.12888

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.

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)

Appointments:

Linguistics Graduate Group

Advisees:

Angelica Buerkin-Pontrelli [Psychology Graduate Student]

Caroline Beech [Psychology Graduate Student]