About
15
Publications
2,686
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
165
Citations
Introduction
My research focus is on developmental trajectories in language and cognition from toddlerhood through the early school years. I am specifically interested in vocabulary development, word learning, and language processing in children who are typically developing and children with Developmental Language Disorder. I use behavioral methods and eye tracking methodology in my research.
Additional affiliations
June 2019 - June 2022
Position
- PostDoc Position
Description
- Postdoctoral research fellow funded from an NIH-NIDCD T32 training grant, conducting research on word learning, language processing, and domain-general cognitive abilities in both typical development and children with language disorders.
Education
August 2014 - June 2019
San Diego State University & University of California San Diego
Field of study
- Language and Communicative Disorders
August 2010 - May 2014
Publications
Publications (15)
Purpose
Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spat...
Early vocabulary knowledge and speed of word processing are important foundational skills for the development of preschool and school-age language and cognition. However, the variance in outcomes accounted for by parent-reported receptive or expressive vocabulary is generally modest. Recent research suggests that directly assessed, decontextualized...
Toddler vocabulary knowledge and speed of word processing are associated with downstream language and cognition. Here, we investigate whether these associations differ across measures. At age two, 101 participants (55 monolingual French-speaking and 46 monolingual English-speaking children) completed a two-alternative forced choice task, yielding m...
Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross‐situational word learning. First‐graders (Mage = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross‐situation...
Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on parent-reported production prior to 30 months of age. Of interest is whether and how directly assessed vocabulary comprehension in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We...
Much of our basic understanding of cognitive and social processes in infancy relies on measures of looking time, and specifically on infants’ visual preference for a novel or familiar stimulus. However, despite being the foundation of many behavioral tasks in infant research, the determinants of infants’ visual preferences are poorly understood, an...
Remote communicative contexts are part of everyday social, familial, and academic interactions for the modern child. We investigated the ability of second-graders to engage in remote discourse, and we determined whether language ability, theory of mind, and shy temperament predicted their success. Fifty 7-to-9-year-old monolingual English speakers...
Remote communicative contexts are part of everyday social, familial, and academic interactions for the modern child. We investigated the ability of second-graders to engage in remote discourse, and we determined whether language ability, theory of mind, and shy temperament predicted their success. Fifty 7-to-9-year-old monolingual English speakers...
Early vocabulary knowledge and speed of word processing are important foundational skills for the development of preschool and school age language and cognition. However, the variance in outcomes accounted for by parent-reported receptive or expressive vocabulary is generally modest. Recent research suggests that directly assessed, decontextualized...
Although there is a body of work investigating code-switching (alternation between two languages in production) in the preschool period, it largely relies on case studies or very small samples. The current work seeks to extend extant research by exploring the development of code-switching longitudinally from 31 to 39 months of age in two distinct g...
The supplemental materials contain lists of items for the French and English tasks as well as some statistical tables that could not be included in the published manuscript due to considerations of manuscript length.
extends recent work on the prediction of preschool language skills by exploring prediction from decontextualized vocabulary comprehension. Vocabulary comprehension was a stronger predictor than parent reported production, yielding a quadrupling of variance accounted for relative to prior studies. Parallel studies (Studies 1 and 2) are reported for...
Recent studies demonstrate that emerging literacy depends on earlier language achievement. Importantly, most extant work focuses on parent-reported production prior to 30 months of age. Of interest is whether and how directly assessed vocabulary comprehension in the 2nd year of life supports vocabulary and kindergarten readiness in the 4th year. We...
Ruminative thought about stressors has been linked to extended post-stressor cardiovascular activation, which in turn predicts negative long-term health outcomes. Past work indicates that the nature of thought (mental imagery or verbal thought) may shape cardiovascular responses. Some evidence suggests that individuals with rumination tendencies ma...
