Leone Buckle

Leone Buckle
The University of Manchester · Division of Human Communication Development & Hearing

PhD Developmental Psycholinguistics

About

2
Publications
457
Reads
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7
Citations
Introduction
Skills and Expertise
Semantics
Syntax
Language Acquisition
Speech and Language Processing
Cognitive Linguistics
Priming
Additional affiliations
September 2018 - September 2021
The University of Warwick
The University of Warwick
  • Department of Psychology
  • Coventry, United Kingdom
Position
  • Research Associate
Education
September 2015 - September 2019
The University of Manchester
The University of Manchester
Field of study
  • Developmental Psycholinguistics

Publications

Publications (2)
How does language experience support language development? Short-term priming and long-term learning Language Experience and Development Project
Poster
Full-text available
  • Jul 2019
FIGURE 1 | Prime animation: The girl brought the monkey a ball...
FIGURE 2 | Protocol for filler and priming trials. 
FIGURE 3 | The mean proportion of DOD responses following DOD and PD...
FIGURE 4 | The mean proportion of AN.IN responses following AN.IN and...
+2 TABLE 4 | Mixed effects logistic model results for children aged 5.
The Effects of Animacy and Syntax on Priming: A Developmental Study
Article
Full-text available
  • Dec 2017
Sentence production relies on the activation of semantic information (e.g., noun animacy) and syntactic frames that specify an order for grammatical functions (e.g., subject before object). However, it is unclear whether these semantic and syntactic processes interact and if this might change over development. We thus examined the extent to which a...

Projects

Project (1)
How does language experience support language development? Short-term priming and long-term learning
Project
Our project addresses the following questions: When in language development is this type of experience important? Do children show experience-based learning through experience of particular words (linguistic contexts) or experiences of particular conversations or tasks (non-linguistic contexts)? Do children generalise what they learn from one context to another? Do children learn through hearing different structures just as much as they learn through saying them?