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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
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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
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