68
January 2, 2015

 

 

344
January 15, 2023

In Press

by Casey Lew-Williams
367
June 19, 2024
by Casey Lew-Williams

Nencheva, M. L., Nook, E. C., Thornton, M. A., Lew-Williams, C., & Tamir, D. I. (in press). The emergence of organized emotion dynamics in childhood. Affective Science.

365
March 30, 2024
by Casey Lew-Williams

Kosie, J. E., & Lew-Williams, C. (in press). Infant-directed communication: Examining the many dimensions of everyday caregiver-child interactions. Developmental Science.

364
March 13, 2024
by Casey Lew-Williams

Okocha, A., Burke, N., & Lew-Williams, C. (in press). Infants and toddlers in the United States with more close relationships have larger vocabularies. Journal of Experimental Psychology: General.

353
May 29, 2023
by Casey Lew-Williams

Potter, C. E., & Lew-Williams, C. (in press). Frequent vs. infrequent words shape toddlers' real-time sentence comprehension. Journal of Child Language.

363
January 29, 2024

2024

by Casey Lew-Williams
357
September 21, 2023
by Casey Lew-Williams

Tamis-LeMonda, C. S., Gonzalez, S. L., Xu, M., Herzberg, O., Kachergis, G., Jayaraman, S., Soska, K. C., Gilmore, R. O., Adolph, K. E., Bornstein, M. H., Casasola, M., Fausey, C. M., Frank, M. C., Goldin-Meadow, S., Gros-Louis, J., Hirsh-Pasek, K., Iverson, J., Lew-Williams, C., MacWhinney, B., Marchman, V. A., Naigles, L., Namy, L., Perry, L. K., Rowe, M., Sheya, A., Soderstrom, M., Song, L., Walle, E., Warlaumont, A. S., Yoshida, H., Yu, C., & Yurovsky, D. (2024). Comparing apples to manzanas and oranges to naranjas: A new measure of English-Spanish vocabulary for dual language learners. Infancy, 29, 302-326.

PDF
339
September 19, 2022
by Casey Lew-Williams

Kosie, J. E., & Lew-Williams, C. (2024). Open science considerations for descriptive research in developmental science. Infant and Child Development, 33, e2377.

PDF
354
July 20, 2023
by Casey Lew-Williams

Singh, L., Barokova, M. D., Baumgartner, H. A., Lopera-Perez, D. C., Omane, P. O., Sheskin, M., Yuen, F. L., Wu, Y., Alcock, K. J., Altmann, E. C., Bazhydai, M., Carstensen, A., Chan, K. C. J., Chuan-Peng, H., Dal Ben, R.,  Franchin, L., Kosie, J. E., Lew-Williams, C., Okocha, A., Reinelt, T., Schuwerk, T., Soderstrom, M., Tsui, A. S. M., & Frank, M. C. (2024). A unified approach to demographic data collection for research with young children across diverse cultures. Developmental Psychology, 60, 211-227.

PDF
366
May 20, 2024
by Casey Lew-Williams

Weisleder, A., Lew-Williams, C., Garcia, L. P., Okocha, A., Kosie, J. E., Carstensen, A., Tomaselli, N., & Lichand, G. (2024). Language interactions. In N. Tomaselli, L., Dzekedzeke, G. Lichand, & J. Phuka (Eds.)., Using wearable sensors in practice: A user guide for collecting data on parental inputs and child development using wearable devices (pp. 22-27). UNICEF.

PDF
346
February 23, 2023

2023

by Juliana Trach
362
October 12, 2023
by Casey Lew-Williams

Jaffe-Dax, S., Potter, C. E., Leung, T. S., Emberson, L. L., & Lew-Williams, C. (2023). The influence of memory on visual perception in infants, children, and adults. Cognitive Science, 47, e13381.

PDF
355
August 2, 2023
by Casey Lew-Williams

Casey, K., Potter, C. E., Lew-Williams, C., & Wojcik, E. H. (2023). Moving beyond 'nouns in the lab': Using naturalistic data to understand why infants' first words include uh-oh and hi. Developmental Psychology, 59, 2162-2173.

PDF
342
January 6, 2023
by Casey Lew-Williams

Tsui, R. K.-Y., Kosie, J. E., Fibla, L., Lew-Williams, C., & Byers-Heinlein, K. (2023). Patterns of language switching and bilingual children's word learning: An experiment across two communities. Translational Issues in Psychological Science, 9, 323-337.

PDF
356
August 24, 2023
by Casey Lew-Williams

Kremin, L. V., Jardak, A., Lew-Williams, C., & Byers-Heinlein, K. (2023). Bilingual children's comprehension of code-switching at an uninformative adjective. Language Development Research, 3, 249-276.

PDF
340
October 7, 2022
by Casey Lew-Williams

Erel, Y., Adams Shannon, K., Scott, K., Cao, P., Tan, X., Hart, P., Kline Struhl, M., Chu, J., Raz, G., Piccolo, S., Mei, C., Potter, C. E., Jaffe-Dax, S., Lew-Williams, C., Tenenbaum, J., Fairchild, K., Bermano, A., & Liu, S. (2023). iCatcher+: Robust and automated annotation of infant gaze from videos collected in the lab and online. Advances in Methods and Practices in Psychological Science, 6, 1-23.

PDF
341
October 17, 2022
by Casey Lew-Williams

Nencheva, M. L., Tamir, D. I., & Lew-Williams, C. (2023). Caregiver speech predicts the emergence of children's emotion vocabulary. Child Development, 29, 585-602.

PDF
343
January 15, 2023
by Casey Lew-Williams

Reuter, T., Mazzei, C. A., Lew-Williams, C., & Emberson, L. L. (2023). Infants' lexical comprehension and lexical anticipation abilities are closely linked in early language development. Infancy, 28, 532-549.

PDF
338
September 19, 2022
by Casey Lew-Williams

Lee, C., & Lew-Williams, C. (2023). The dynamic functions of social cues during children's word learning. Infant and Child Development, 32, e2372.

PDF
352
May 11, 2023
by Casey Lew-Williams

Zettersten, M., Cutler, M., & Lew-Williams, C. (2023). Active information-seeking in support of learning extensions of novel words. Proceedings of the 45th Annual Conference of the Cognitive Science Society.

PDF
351
May 10, 2023
by Casey Lew-Williams

Rane, S., Nencheva, M., Wang, Z., Lew-Williams, C., Russakovsky, O., & Griffiths, T. L. (2023). Predicting word learning in children from the performance of computer vision systems. Proceedings of the 45th Annual Conference of the Cognitive Science Society.

PDF
330
January 24, 2022
by Casey Lew-Williams

Savage, P. E., Jacoby, N., Margulis, E. H., Daikoku, H., Anglada-Tort, M., Castelo-Branco, S. E.-S., Nweke, F. E., Fujii, S., Hegde, S., Chuan-Peng, H., Jabbour, J., Lew-Williams, C., Mangalagiu, D., McNamara, R., Müllensiefen, D., Opondo, P., Patel, A., & Schippers, H. (2023). Building sustainable global collaborative networks: Recommendations from music studies and the social sciences. In E. H. Margulis, D. Loughridge, & P. Loui (Eds.), The science-music borderlands: Reckoning with the past, imagining the future. MIT Press.

PDF
308
February 14, 2021
by Casey Lew-Williams

Potter, C. E., & Lew-Williams, C. (2023). The psycholinguistics of early bilingualism. In A. Godfroid & H. Hopp (Eds.), The Routledge handbook of second language acquisition and psycholinguistics. New York: Taylor & Francis/Routledge.

PDF
328
January 24, 2022

2022

by Casey Lew-Williams
337
September 19, 2022
by Casey Lew-Williams

Lee, C., & Lew-Williams, C. (2022). Speech and social cues combine at discourse boundaries to promote word learning. Cognitive Development, 64, 101254.

PDF
336
August 22, 2022
by Casey Lew-Williams

Nencheva, M. I., & Lew-Williams, C. (2022). Understanding why infant-directed speech supports learning: A dynamic attention perspective. Developmental Review, 66, 101047.

PDF
335
March 18, 2022
by Casey Lew-Williams

Erel, Y., Potter, C. E., Jaffe-Dax, S., Lew-Williams, C., & Bermano, A. H. (2022). iCatcher: A Neural network approach for automated coding of young children's eye movements. Infancy, 27, 765-779.

PDF
327
December 1, 2021
by Casey Lew-Williams

Fibla, L., Kosie, J. E., Kircher, R., Lew-Williams, C., & Byers-Heinlein, K. (2022). Bilingual language development in infancy: What can we do to support bilingual families? Policy Insights from Behavioral and Brain Sciences, 9, 35-43.

PDF
324
July 30, 2021
by Casey Lew-Williams

Byers-Heinlein, K., Jardak, A., Fourakis, E., & Lew-Williams, C. (2022). Effects of language mixing on bilingual children's word learning. Bilingualism: Language and Cognition, 25, 55-69.

PDF
318
May 10, 2021
by Casey Lew-Williams

Reuter, T., Sullivan, M., & Lew-Williams, C. (2022). Look at that: Spatial deixis reveals experience-related differences in prediction. Language Acquisition, 29, 1-26.

PDF
315
April 15, 2021
by Casey Lew-Williams

Visser et al. (2022). Improving the generalizability of infant psychological research: The ManyBabies model. [Commentary on "The generalizability crisis" by T. Yarkoni]. Behavioral and Brain Sciences, 45, 63-65.

PDF
307
February 14, 2021
by Casey Lew-Williams

Potter, C. E., & Lew-Williams, C. (2022). Differences in vocabulary growth across groups and individuals. In A. Papafragou, J. Trueswell, & L. Gleitman (Eds.), The Oxford handbook of the mental lexicon. New York: Oxford.

PDF
304
December 21, 2020

2021

by Casey Lew-Williams
350
April 20, 2023
by Casey Lew-Williams

Floyd, S., Dalawella, K., Goldberg, A. E., Lew-Williams, C., & Griffiths, T. L. (2021). Modeling rules and similarity in colexification. Proceedings of the 43rd Annual Conference of the Cognitive Science Society.

PDF
325
August 18, 2021
by Casey Lew-Williams

Mon, S. K., Nencheva, M., Citron, F. M. M., Lew-Williams, C., & Goldberg, A. E. (2021). Conventional metaphors elicit greater real-time engagement than literal paraphrases or concrete sentences. Journal of Memory and Language, 121, 104285.

PDF
323
July 30, 2021
by Casey Lew-Williams

Schott, E., Mastroberardino, M., Fourakis, E., Lew-Williams, C., & Byers-Heinlein, K. (2021). Fine-tuning language discrimination: Monolingual and bilingual infants' detection of language switching. Infancy, 26, 1037-1056.

PDF
320
June 10, 2021
by Casey Lew-Williams

Piazza, E. A., Nencheva, M., & Lew-Williams, C. (2021). The development of communication across timescales. Current Directions in Psychological Science, 30, 459-467.

PDF
317
April 26, 2021
by Casey Lew-Williams

Piazza, E. A., Cohen, A., Trach, J., E., & Lew-Williams, C. (2021). Neural synchrony predicts children's learning of novel words. Cognition, 214, 104752.

PDF
316
April 15, 2021
by Casey Lew-Williams

Breitfeld, E., Potter, C. E., & Lew-Williams, C. (2021). Children simultaneously learn multiple dimensions of information during shared book reading. Cognition and Development, 22, 744-766.

PDF
306
January 6, 2021
by Casey Lew-Williams

Byers-Heinlein, K., Tsui, R. K.-Y., van Renswoude, D., Barr, R., Black, A., Brown, A.,  Colomer, M., Durrant, S., Gampe, A., Gonzalez-Gomez, N., Hay, J. F., Hernik, M., Jartó, M., Kovács, A. M., Laoun-Rubenstein, A., Lew-Williams, C., Liszkowski, U., Liu, L., Noble, C., Potter, C. E., Rocha-Hidalgo, J., Sebastian-Galles, N., Soderstrom, M., Visser, I., Waddell, C., Wermelinger, S., & Singh, L. (2021). The development of gaze following in monolingual and bilingual infants: A multi-laboratory study. Infancy, 26, 4-38.

PDF
302
October 13, 2020
by Casey Lew-Williams

Byers-Heinlein, K., Tsui, A. S. M., Bergmann, C., Black, A., Brown, A., Carbajal, M. J., Durrant, S., Fennell, C. T., Fiévet, A.-C., Frank, M. C., Gampe, A., Gervain, J., Gonzalez-Gomez, N., Hamlin, J. K., Havron, N., Hernik, M., Kerr, S., Killam, H., Klassen, K., Kosie, J., E., Kovács, A. M., Lew-Williams, C., Liu, L., Marino, C., Mastroberardino, M., Mateu, V., Noble, C., Orena, A. J., Polka, L., Potter, C. E., Singh, L., Soderstrom, M., Sundara, M., Waddell, C., Werker, J., & Wermelinger, S. (2021). A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech. Advances in Methods and Practices in Psychological Science, 4, 1-30.

PDF
301
October 12, 2020
by Casey Lew-Williams

Reuter, T., Dalawella, K., & Lew-Williams, C. (2021). Adults and children predict in complex and variable referential contexts. Language, Cognition and Neuroscience, 36, 474-490.

PDF
280
May 14, 2020
by Casey Lew-Williams

Nencheva, M. L., Piazza, E. A., & Lew-Williams, C. (2021). The moment-to-moment pitch dynamics of child-directed speech shape toddlers' attention and learning. Developmental Science, 24, e12997.

PDF
277
January 4, 2020

2020

by Casey Lew-Williams
305
January 6, 2021
by Casey Lew-Williams

Olson, R. H., Pomper, R., Potter, C. E., Hay, J. F., Saffran, J. R., Ellis Weismer, S., & Lew-Williams, C. (2020). Peyecoder: An open-source program for coding eye movements (Version v1.1.5). Zenodo. http://doi.org/10.5281/zenodo.4313832

PDF
299
August 20, 2020
by Casey Lew-Williams

Jaffe-Dax, S., Potter, C. E., Leung, T., Lew-Williams, C., & Emberson, L. (2020). Memory integration into visual perception in infancy, childhood, and adulthood. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.

PDF
281
June 2, 2020
by Casey Lew-Williams

Tippenhauer, N., Fourakis, E. R., Watson, D. G., & Lew-Williams, C. (2020). The scope of audience design in child-directed speech: Parents' tailoring of word lengths for adult versus child listeners. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46, 2163-2178.

PDF
279
February 12, 2020
by Casey Lew-Williams

Byers-Heinlein, K., Bergmann, C., Davies, C., Frank, M. C., Hamlin, K., Kline, M., Kominsky, J., Kosie, J. E., Lew-Williams, C., Liu, L., Singh, L., Waddell, C., Zettersten, M., & Soderstrom, M. (2020). Building a collaborative psychological science: Lessons learned from ManyBabies 1. Canadian Psychology/Psychologie canadienne, 61, 349-363.

PDF
274
October 2, 2019
by Casey Lew-Williams

The ManyBabies Consortium (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science, 3, 24-52.

PDF
264
July 24, 2019
by Casey Lew-Williams

Piazza, E. A., Hasenfratz, L., Hasson, U., & Lew-Williams, C. (2020). Infant and adult brains are coupled to the dynamics of natural communication. Psychological Science, 31, 6-17.

PDF
232
August 13, 2018
by Casey Lew-Williams

Schwab, J. F., & Lew-Williams, C. (2020). Discontinuity of reference hinders children's learning of new words. Child Development, 91, e29-e41.

PDF
349
April 14, 2023
by Casey Lew-Williams

Floyd, S., Lew-Williams, C., & Goldberg, A. E. (2020). Toddlers assign word labels to multiple polyemous meanings. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.

PDF
246
December 14, 2018

2019

by Casey Lew-Williams
262
July 16, 2019
by Kachina Allen

Emberson, L., Loncar, N., Mazzei, C., Treves, I., & Goldberg, A. (2019). The blowfish effect: Children and adults use atypical exemplars to infer more narrow categories during word learning. Journal of Child Language, 1-17. doi:10.1017/S0305000919000266

PDF
261
April 10, 2019
by Casey Lew-Williams

Reuter, T., Borovsky, A., & Lew-Williams, C. (2019). Predict and redirect: Prediction errors support children's word learning. Developmental Psychology, 55, 1656-1665.

PDF
247
December 19, 2018
by Casey Lew-Williams

Potter, C. E., Fourakis, E., Morin-Lessard, E., Byers-Heinlein, K., & Lew-Williams, C. (2019). Bilingual toddlers' comprehension of mixed sentences is asymmetrical across their two languages. Developmental Science, 22, e12794.

PDF
228
July 19, 2018
by Casey Lew-Williams

Potter, C. E., & Lew-Williams, C. (2019). Infants' selective use of reliable cues in multidimensional language input. Developmental Psychology, 55, 1-8.

PDF
226
May 18, 2018
by Casey Lew-Williams

Rabagliati, H., Ferguson, B., & Lew-Williams, C. (2019). The profile of abstract rule learning in infancy: Meta-analytic and experimental evidence. Developmental Science, 22, e12704.

PDF
208
September 4, 2017
by Casey Lew-Williams

Lew-Williams, C., Ferguson, B., Abu-Zhaya, R., & Seidl, A. (2019). Social touch interacts with infants' learning of auditory patterns. Developmental Cognitive Neuroscience, 35, 66-74.

PDF
348
April 14, 2023
by Casey Lew-Williams

Floyd, S., Lew-Williams, C., & Goldberg, A. E. (2019). Children, more than adults rely on similarity to access multiple meanings of words. Proceedings of the 41st Annual Conference of the Cognitive Science Society.

PDF
222
October 20, 2017

2018

by Casey Lew-Williams
242
October 3, 2018
by Casey Lew-Williams

Potter, C. E., Fourakis, E., Morin-Lessard, E., Byers-Heinlein, K., & Lew-Williams, C. (2018). Bilingual infants process mixed sentences differently in their two languages. Proceedings of the 40th Annual Conference of the Cognitive Science Society.

PDF
225
March 6, 2018
by Casey Lew-Williams

Reuter, T., Emberson, L. L., Romberg, A. R., & Lew-Williams, C. (2018). Individual differences in nonverbal prediction and vocabulary size in infancy. Cognition, 176, 215-219.

PDF
224
January 9, 2018
by Casey Lew-Williams

Schwab, J. F., Lew-Williams, C., & Goldberg, A. (2018). When regularization gets it wrong: Children over-simplify language input only in production. Journal of Child Language, 45, 1054-1072.

PDF
223
January 8, 2018
by Kachina Allen

Byers-Heinlein, K., & Lew-Williams, C. (2018). Language comprehension in monolingual and bilingual children. In E. M. Fernández & H. S. Cairns (Eds.), The handbook of psycholinguistics (pp. 516-535). Hoboken, NJ: Wiley.

PDF
206
July 10, 2017
by Casey Lew-Williams

Schwab, J. F., Rowe, M. L., Cabrera, N. J., & Lew-Williams, C. (2018). Fathers' repetition of words is coupled with children's vocabularies. Journal of Experimental Child Psychology, 166, 437-450.

PDF
139
August 27, 2015
by Maritza Gomez

Fennell, C., & Lew-Williams, C. (2018). Early bilingual word learning. In G. Westermann & N. Mani (Eds.), Early word learning (pp. 110-122). New York: Routledge.

PDF
196
February 3, 2017

2017

by Kachina Allen
207
August 9, 2017
by Casey Lew-Williams

Piazza, E. A., Iordan, M. C., & Lew-Williams, C. (2017). Mothers consistently alter their unique vocal fingerprints when communicating with infants. Current Biology, 27, 3162-3167.

PDF
202
June 21, 2017
by Casey Lew-Williams

Byers-Heinlein, K., Morin-Lessard, E., & Lew-Williams, C. (2017). Bilingual infants control their languages as they listen. Proceedings of the National Academy of Sciences, 114, 9032-9037.

PDF
205
July 4, 2017
by Casey Lew-Williams

Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5, 1-8.

PDF
204
July 2, 2017
by Casey Lew-Williams

Grieco-Calub, T. M., Simeon, K. M., Snyder, H. E., & Lew-Williams, C. (2017). Word segmentation from noise-band vocoded speech. Language, Cognition and Neuroscience, 32, 1344-1356.

PDF
200
May 10, 2017
by Casey Lew-Williams

Schwab, J. F., & Lew-Williams, C. (2017). Discourse continuity promotes children’s learning of new object labels. Proceedings of the 39th Annual Conference of the Cognitive Science Society.

PDF
199
February 27, 2017
by Casey Lew-Williams

Lew-Williams, C. (2017). Specific referential contexts shape efficiency in second language processing: Three eye-tracking experiments with 6- and 10-year-old children in Spanish immersion schools. Annual Review of Applied Linguistics, 37, 128-147.

PDF
195
February 2, 2017
by Casey Lew-Williams

Frank, M. C., Bergelson, E., Bergmann, C., Cristia, A., Floccia, C., Gervain, J., Hamlin, J. K., Hannon, E. E., Kline, M., Levelt, C., Lew-Williams, C., Nazzi, T., Panneton, R., Rabagliati, H., Soderstrom, M., Sullivan, J., Waxman, S., Yurovsky, D. (2017). A collaborative approach to infant research: Promoting reproducibility, best practices, and theory-building. Infancy, 22, 421-435.

PDF
155
December 19, 2015

2016

by Maritza Gomez
165
May 9, 2016
by Maritza Gomez

Ferguson, B., & Lew-Williams, C. (2016). Communicative signals support abstract rule learning by 7-month-old infants. Scientific Reports, 6, 25434.

PDF
164
March 16, 2016
by Maritza Gomez

Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. WIREs Cognitive Science, 7, 264-275.

PDF
163
March 16, 2016
by Maritza Gomez
Schwab, J. F., & Lew-Williams, C. (2016). Repetition across successive sentences facilitates young children’s word learning. Developmental Psychology, 52, 879-886.
PDF
141
August 27, 2015
by Maritza Gomez

Lew-Williams, C. (2016). Using the looking-while-listening procedure for second language research. In A. Mackey & E. Marsden (Eds.), Advancing methodology and practice: The IRIS repository of instruments for research into second languages (pp. 43-57). New York: Routledge.

PDF
97
May 27, 2015

2015

by Maritza Gomez
140
August 27, 2015
by Maritza Gomez

Lew-Williams, C. (2015). Infants’ history of distributional learning in real time. (Commentary on Phillips and Ehrenhofer’s The role of language processing in language acquisition). Linguistic Approaches to Bilingualism, 5, 494-498.

PDF
134
July 29, 2015
by Maritza Gomez

Graf Estes, K., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across multiple speakers. Developmental Psychology, 51, 1517-1528.

PDF
85
May 11, 2015

2014

by Lauren Emberson
135
July 29, 2015
by Maritza Gomez

Ferguson, B., & Lew-Williams, C. (2014). Communicative signals promote abstract rule learning by 7-month-old infants. Proceedings of the 36th Annual Meeting of the Cognitive Science Society.

PDF
93
May 19, 2015

2013

by Lauren Emberson
126
May 29, 2015
by Maritza Gomez

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. Learning Landscapes, 7, 95-112.

PDF
98
May 27, 2015

2012

by Maritza Gomez
124
May 29, 2015
by Maritza Gomez

Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2: A production or a real-time processing problem? Second Language Research, 28, 191-215.

PDF
123
May 29, 2015
by Maritza Gomez

Lew-Williams, C., & Saffran, J. R. (2012). All words are not created equal: Expectations about word length guide infant statistical learning. Cognition, 122, 241-246.

PDF
99
May 27, 2015

2011

by Maritza Gomez
122
May 29, 2015
by Maritza Gomez

Lew-Williams, C., Pelucchi, B., & Saffran, J. R. (2011). Isolated words enhance statistical language learning in infancy. Developmental Science, 14, 1323-1329.

PDF
100
May 27, 2015

2010

by Maritza Gomez
121
May 29, 2015
by Maritza Gomez

Lew-Williams, C., & Fernald, A. (2010). Real-time processing of gender-marked articles by native and non-native Spanish speakers. Journal of Memory and Language, 63, 447-464.

PDF
101
May 27, 2015

2009

by Maritza Gomez
136
July 29, 2015
by Maritza Gomez

Lew-Williams, C., & Fernald, A. (2009). Fluency in using morphosyntactic cues to establish reference: How do native and non-native speakers differ? Proceedings of the 33rd Annual Boston University Conference on Language Development.

PDF
102
May 27, 2015

2008

by Maritza Gomez
137
July 29, 2015
by Maritza Gomez

Lew-Williams, C., & Fernald, A. (2008). How first and second language learners use predictive cues in online sentence interpretation in Spanish and English. Proceedings of the 31st Annual Boston University Conference on Language Development.

PDF
119
May 29, 2015

2007

by Maritza Gomez
120
May 29, 2015
by Maritza Gomez

Lew-Williams, C., & Fernald, A. (2007). Young children learning Spanish make rapid use of grammatical gender in spoken word recognition. Psychological Science, 33, 193-198.

PDF
147
October 5, 2015

The Baby Lab in Princeton News!

by Juliana Trach

The Princeton Baby was featured on the Princeton University website in the article "Baby Talk: Looking inside young minds for clues to early learning" by Michael Hotchkiss! Thanks Michael for the inside look at our research and also a big thank you to Denise Applewhite of the Princeton University Office of Communications for the fun photos from a visit. 

 

146
October 5, 2015

Dr. Lauren Emberson's research published in PNAS

by Juliana Trach

Along with collaborators John Richards and Richard Aslin, co-director Lauren Emberson's paper "Top-dow modulation in the infant brain: Learning-induced expectations rapidly affect the sensory cortex at 6 months" was published in the competitive journal Proceedings of the National Academy of Sciences of the United States of America. The findings in the paper suggest that even at as earlier as 6 months of age, there is neural architecture present in infancy that allows for top-down modulation in learning. Congratulations to Lauren for the honorable recognition of her continuing contributions to the developmental psychology! 

The full article can be viewed here.

 

 

 

145
October 5, 2015

Welcome Alex and Carolyn!

by Juliana Trach

The start of the fall semester also marked the start for two new lab members in the Princeton Baby. Alex Boldin is being welcomed as a new Research Specialist under Dr. Lauren Emberson. Alex received her B.A. in Physics and Mathematics from Macalester College and is diving right into data analysis and fNIRS preparation in lab. Carolyn Mazzei is being welcomed as the Lab Manager for Lauren Emberson. She received her B.S. in Cognitive Science and B.A. in Psychology from University of Delaware and will be working to recruit more tiny tigers to teach the Princeton students a thing or two in the Baby Lab studies.

132
June 29, 2015

Interdisciplinary Advances in Statistical Learning

by Lauren Emberson

In late June 2015, the Basque Center on Cognition, Brain and Language hosted a workshop on the Interdisciplinary Advanced in Statistical Learning.  Researchers from many countries converged for 3 excellent days of talks on how we learn from the environment and how learning supports development.  Research from the Princeton Baby Lab was well represented at this conference: Both Lab Directors gave well attended talks.  Dr. Lauren Emberson gave a talk entitled "How Abstract is Statistical Learning? Comparing Learning Across Visual and Auditory Perceptual Modalities In Infancy." and Dr. Casey Lew-Williams gave a talk entitled "Noise-band vocoding interferes with auditory statistical learning in adults."

 

 

131
June 13, 2015

Congrats and Welcome to Elise Piazza!

by Lauren Emberson

In the Fall of 2015, we'll be joined by Elise Piazza!  She's currently a PhD Candidate at UBerkeley (PI: Michael Silver).  She's won the very pretigious CV Starr Fellowship through the Princeton Neuroscience Institute (PNI) to start a postdoc with Casey Lew-Williams and Uri Hasson.  The CV Starr Fellowship is intended to recruit "exceptional individuals" who wish to pursue neuroscience postdocs at Princeton.  Elise will be heading up a developmental imaging project to track how interpersonal neural synchrony emerges through language development using fNIRS.  Lauren Emberson will also provide fNIRS mentorship for the project. 

 

Congrats on this incredible honor Elise! Good luck with your PhD defense, and looking forward to having you in the Princeton Baby Lab in the Fall!

 

For more information about Elise, visit her personal website. 

94
May 24, 2015
by Lauren Emberson

 

 

Electronic versions are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders.

90
May 15, 2015

Graduate Students

by Lauren Emberson

Students interested in pursuing graduate work would apply to work directly with Dr. Lauren Emberson or Dr. Casey Lew-Williams through the graduate school.  However, Princeton Psychology is a highly collaborative department and co-advising of students between multiple faculty is a possibility under the right circumstances.  Applications are typically due in mid-December.  Interested students should email Dr. Lauren Emberson and/or Dr. Casey Lew-Williams (depending on their individual interests) early in the process to determine whether they would be a good fit for the program and the lab. 

88
May 12, 2015

Are you new to the Princeton Baby Lab, Big Kid Lab, & Teen Lab?

 

Please fill out the fields below, and we will contact you soon about our in-person and online studies!

 

 To request accessibility information or to request an accommodation for you or your child, please contact Alyssa Guillu (aguillu@princeton.edu) or call 609-258-6577. 

 

If you will be traveling to the lab, here are directions!

 

76
April 30, 2015

Congrats to Jessica Schwab!

by Lauren Emberson

Congrats to Princeton Baby Lab graduate student, Jessica Schwab, on her admission to the Joint PhD program in Social Policy in the Woodrow Wilson School of Policy. Jessica's work examines how the social environment supports langugage development and particularly word learning.  An incredible honor and an incredible opportunity!!  Congrats Jessie! 

 

For more information about Jessie and her work, please see her information on the Princeton Baby Lab People page

59
December 29, 2014

What is developmental research and why is it important?


Photo by Denise J. Applewhite

At the Princeton Baby Lab, we study how babies and young children learn to talk, see, and understand the world. This is an exciting time for research on child development, because we have the ability to study how a child’s ability to learn and their experiences work together to support their development.

 

Our research is important for many reasons. It helps us understand how the developing mind works, how biology and experience shape our lives, how caregivers can best support children’s development, and how we can help children at-risk for poor developmental outcomes. Our main goal is to develop a scientific understanding about how children develop, but our science is useful beyond the geographic and digital borders of universities: it helps us figure out how to improve children’s developmental outcomes. 

 

 

We depend heavily on the New Jersey community to help us out, so please consider volunteering a little bit of your time for our fun studies. See below for a few of the scientific questions we are trying to answer!

 

If you are a student and want more information about how to get involved in the research at the Baby Lab, please click here. 

 

If you are a parent or caregiver and want more information about what it means to be involved in our research, please click here for more information. 

 

We wish to acknowledge that the land on which we gather to work, study, and learn is part of the unceded territory of the Nanticoke Lenni-Lenape Tribal Nation.

 

57
December 29, 2014

Testing wysiwyg editor (Body Field)

Some text below:

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Now some media stuff:

PDF link with custom title

 

54
November 24, 2014

Undergraduates

The Baby Lab is seeking motivated and organized undergraduate research assistants to join our team. Studies will focus on questions of infant language development, perception, and learning.

Tasks will include managing the lab phones and email for participant recruitment and scheduling, data collection and entry, and interacting with the infant and families during their visits to the lab. Work hours will include a weekly lab meeting to discuss relevant studies and allow RAs to further learn about the research process. Applicants should demonstrate an interest in the study topics. While no previous research experience is required, it would be advantageous. Students will be selected based on their dedication to the kinds of questions we ask in our research, as well as work ethic. Bilingual Spanish speakers are highly encouraged to apply; however, Spanish language skills are not required to apply. 

Please send a CV/resume and a cover letter describing why you are interested in being involved in the Baby Lab to annie.schwartzstein@princeton.edu and taylorm@princeton.edu by Monday, January 18th with the subject line "Research Assistant Application". 

53
November 24, 2014

We are always looking for families to volunteer their time to visit us in the Baby Lab. We all know you live very busy lives so we appreciate you volunteering your time to developmental science! If you choose to participate, our studies offer free parking, free child care for any other children that you have, a small monetary compensation, and a toy or t-shirt to say "thank you" to our young participants.

 

Our studies are designed to be fun and engaging for your child!!  Appointments are usually 30-45 minutes long. Studies usually entail your child hearing sounds or seeing pictures or a play session with one of our researchers.  During some studies we will video tape your child so that we can watch and determine what your child learned from the study.   

 

Click on the frequently asked questions (FAQ) below for more information.  If you would like to talk with someone from the Princeton Baby Lab, you may call (609-258-6577), email us (babylab@princeton.edu) or click here to have us contact you!

45
November 18, 2014

How do young children learn, and how does their incredible ability to learn support their development?

We are a research group in the Department of Psychology at Princeton University,

directed by Dr. Lauren Emberson and Dr. Casey Lew-Williams.

We would be very grateful if you volunteered your time by participating in our ongoing research.

Lab Director

47
November 24, 2014

Casey Lew-Williams
Director

Ph.D., 2009, Stanford University

 

Prof. Casey Lew-Williams studies how babies learn, with a particular focus on language and communication. He is interested in how babies learn and generalize patterns, how toddlers efficiently process what their parents say, how home language experience shapes learning, and why some children learn more easily than others. He studies various populations — including children learning two languages and children growing up in poverty — to ask questions about the foundations and high-stakes consequences of early learning.

 

caseylw@princeton.edu

Research Staff

282
June 22, 2020
by Juliana Trach

Alyssa Guillu
Lab Manager

B.A., 2022, University of Chicago

Alyssa is commited to better understanding children's dynamic, diverse language experiences. Broadly, she is interested in exploring how aspects of children's everyday environments support early language learning and communication. Alyssa has previously worked with Dr. Susan Goldin-Meadow and Dr. Marisa Casillas at the University of Chicago, and Dr. Meredith Rowe at the Harvard Graduate School of Education. Outside of the lab, Alyssa enjoys caring for her tree frog, baking, and taking photographs.

 

aguillu@princeton.edu
251
March 11, 2019
by Kachina Allen
Liat_baby

Liat Hasenfratz
Research Scholar

Ph.D., 2011 Jerusalem

Liat has completed her PhD on learning and motivation in early childhood. At Ariel Knafo-Noam’s Social Development Lab in Jerusalem she learned how to use behavioral genetics to investigate the interplay of nature and nurture in the development of prosocial behavior and the emergence of values. This work has ignited Liat’s keen interest in the question of how knowledge is transmitted across time, from generation to generation, and how it travels across space, via various forms of media such as books, audio recordings and videos. To do so, Liat is combining natural and realistic experimental set-ups with neuro-imaging approaches.

Postdoctoral Researchers

359
September 25, 2023
by Juliana Trach

Steven Elmlinger
Postdoc

B.A., 2013, Indiana University
Ph.D., 2023, Cornell University
Steven studies the perceptual mechanisms that guide early communicative and language development. He is particularly interested in parent-child interaction and children's active role in shaping what is relevant for them to learn. In what ways do children use their own behaviors to spark interest in and continued learning about the social world throughout early development? If he's not in the lab, Steven is probably spending time cooking outside or taking his retired racing greyhound, Wendy, for a walk.

347
February 24, 2023
by Juliana Trach

Stevie Custode
Postdoc

B.S., 2014, University of Tennessee 

M.A., 2017, New York University  

Ph.D., 2022, University of Miami 

Stevie's interests broadly revolve around how features of children’s everyday environments and contexts influence their social interactions with caregivers. In her dissertation work she used automated measurements of children’s language and movement in inclusive preschool classrooms to understand how language interactions differ across activity contexts for children with and without developmental delays. In her free time, Stevie enjoys practicing yoga, trying out new cooking and baking recipes, and wandering around Philly with her dog Lula. 

287
June 26, 2020
by Juliana Trach

Martin Zettersten
Postdoc

1st St.ex., 2013, Heidelberg University

Ph.D., 2020, University of Wisconsin-Madison

Martin is interested in language - how we learn it and what it helps us do. His research focuses on the active role that children play in the learning process. How do children seek out new information and make predictions about their environment (e.g., about word meanings)? Outside of the lab, Martin can usually be found chasing frisbees, sipping tea, or singing songs about Charles Darwin and/or cheese.

martincz@princeton.edu

Graduate Students

322
July 2, 2021
by Juliana Trach

Nicole Cuneo
Ph.D. Student

Nicole is interested in all things language- how it is learned, how it is used, and what this tells us about the brain. Nicole received her B.A. in Cognitive Science at University of Michigan (go blue!). Since then, she has worked as a lab manager for the Gelman Conceptual Development Lab and the Language Learning and Multisensory Brain (LLAMB) Lab, working closely with Susan Gelman, Richard Aslin, and David Lewkowicz. Outside of the lab, Nicole can be found taking long walks with her fur baby (Theo), cooking, or binge watching a series in record timing.  

 

319
June 2, 2021
by Juliana Trach

Jonathan S. Daniels
Ph.D. Student

B.A., 2019, Case Western Reserve University

Fueled by his curiosity for the magic in the world, Jonathan plans to examine how the inherent mechanisms for learning and memory may have evolved, developed, and interacted with one another to give rise to complex human cognitive abilities. Jonathan previously worked with Dr. Brooke Macnamara at Case Western Reserve and later managed the Turk-Browne lab at Yale University. Besides research, Jonathan is a competitive powerlifter and enjoys exploring new brunch spots with his dog.

 

 

 

284
June 23, 2020
by Juliana Trach

Kennedy Casey
Ph.D. Student

B.A. Psychology, 2021, Princeton University

Kennedy studies the naturalistic contexts and interactions that shape early word learning. Broadly speaking, she is interested in variation in children's word learning input at multiple levels - variation in how words sound, variation in the situations words appear in, and more. Previously, Kennedy was a lab manager for Dr. Marisa Casillas at the University of Chicago (Comparative Human Development department), and before that, she was an undergraduate RA and thesis student in the Baby Lab. Outside the lab, Kennedy can be found taking long walks on the canal path, trying out new recipes, or reading/crosswording at a local coffee shop.
 
283
June 23, 2020
by Juliana Trach

Benny deMayo
Ph.D. Student
B.A. 2018 Stanford University
Benny is from Los Angeles, CA. He previously served as a lab manager for Dr. Michael Frank in the Stanford Language and Cognition Lab. Benny is interested in how the home language environment shapes children's understanding of social categories such as gender, ethnicity and age. In his free time, Benny is a classical clarinet player and enjoys attempting to recreate his grandmother's legendary cuisine.
270
September 23, 2019
by Juliana Trach
Crystal Lee

Crystal Lee
Ph.D. Student

B.S. Brain and Cognitive Sciences & B.A. Linguistics, University of Rochester

Crystal is interested in how children use various (social, environmental) cues, such as speaker information or visual variability, to learn words. Crystal has previously worked in the Language Development Department at the Max Planck Institute for Psycholinguistics in the Netherlands, the Harvard Lab for Developmental Studies, and Johns Hopkins Laboratory for Child Development. Outside of the lab, she likes to paint and draw, watch stand-up, and bake desserts.

245
October 22, 2018
by Kachina Allen
Mira Nencheva Mira Nencheva when young

Mira Nencheva
Ph.D. Student

B.S., 2016, Stanford
Mira is interested in the role of the social cues surrounding language and communication early in life, such as facial expressions and prosody. She is especially excited to explore the different time-scales at which these cues act - from subsecond moments in a single interaction, to the accumulating statistical information over longer periods of time. Outside of the lab, Mira can be found on long morning walks, painting or trying to find every single jazz concert in the area.

Senior Honors Students

275
November 5, 2019
by Juliana Trach

Harper Chambers
Research Assistant

 

Harper Chambers (Class of 2024) is from Little Rock, Arkansas. He is a Neuroscience major with certificates in Cognitive Science and Latin American Studies. Harper is also enrolled in the Teacher Preparation Program where he will earn teaching licenses in Biology and Bilingual Education. He is fascinated by the impact of autistic behaviors on brain-brain interactions and social learning outcomes. Outside his courses and the Baby Lab, he works as a Fellow for the AccessAbility Center. After graduation, he hopes to combine his interests in neuroscience research, education, and disability by working in disability education policy.

Undergraduates

361
October 9, 2023
by Juliana Trach

Angelica Castro Lopez
Research Assistant

Angelica Castro Lopez (Class of 2025) is from Los Angeles, California. She is a Neuroscience major on the pre-med track pursuing certificates in Spanish and Latino Studies. Angelica is interested in the intersection between bilingualism, its effect on learning, and how children are able to easily switch between languages as they grow! In the future, she hopes to attend medical school and work with families in underserved communities back home. Outside of the baby lab, she is a volunteer for the Princeton Penn Medical Center, social chair for Más Flow, a core volunteer for El Centro, and enjoys hanging out with friends.

360
September 27, 2023
by Juliana Trach

Jaime Chen
Research Assistant

Jaime Chen (Class of 2025) is from Bellevue, Washington. She is a Neuroscience major on the pre-med track and pursuing a certificate in Cognitive Science. Jaime is interested in studying child development and learning, with a heavy emphasis on language acquisition. In parallel, she hopes to go into pediatrics where she can continue to work in child development through medicine. Outside the Baby Lab, Jaime is a Residential College Adviser, Peer Health Adviser, and Princeton Medical Center volunteer. In her free time, she enjoys swimming, art, and photography.

358
September 21, 2023
by Juliana Trach

Isabella Stahlman
Research Assistant

Isabella Stahlman (Class of 2026) is from Atlanta, Georgia. She is a prospective Psychology major with an intended certificate in Entrepreneurship. She is particularly interested in the assessment and treatment of psychological disorders and mental illnesses, as well the study of how children learn and apply knowledge in educational settings. Outside of the Baby Lab, she works on the PR team for Tiger Trends, a fashion and lifestyle publication based at Princeton, and enjoys yoga and spin classes, spending time with friends, and binging reality TV shows.

334
March 3, 2022
by Juliana Trach

Ella Rosenberg
Research Assistant

Ella Rosenberg (Class of 2025) is from Durham, North Carolina. She is a Neuroscience major with a certificate in Teacher Prep. She is interested in the science behind how kids learn, especially how they go from learning a language to reading in such a short amount of time. After graduation, she hopes to go into teaching for a few years before continuing her work with education in other ways. Outside of the baby lab, she enjoys spending time with friends and family, watching Duke basketball and working with children. 

332
March 3, 2022
by Juliana Trach

Ahlanna Olson
Research Assistant

Ahlanna Olson (Class of 2024)  is a prospective Neuroscience major, looking at certificates in the Psychology and Molecular Biology areas. As a student on the pre-health track, Ahlanna is aiming to eventually attend Medical School, focusing on neuroscience research; Eventually, she aims to be a Pediatric Neurosurgeon. On campus, Ahlanna participates in Lightweight Women’s Crew, acapella performance, HPA, and PHLE extracurriculars; She also has worked as a Lab Technician in Frick Chemistry Laboratory, aiding with the General Chemistry 201/202 sequence. 

331
March 3, 2022
by Juliana Trach

Jesus Arroyo
Research Assistant

Jesus Arroyo (Class of 2024) is from La Puente California. He is a psychology major pursuing a Latin American Studies Certificate. Coming from a Spanish speaking household, he is interested in how bilingualism affects language development and in the ways social/cultural practices help emotional regulation. In the future he hopes to pursue a career in mental health counseling to help serve his community back home. On campus he works for the compost initiative in Forbes garden and enjoys playing basketball and learning to play the accordion. 

 

 

326
October 12, 2021
by Juliana Trach

AJ Salcedo
Research Assistant

AJ Salcedo (Class of 2024) is from Queens, New York. He is a Anthropology major on the pre-medical track, and he is fascinated by the impact of social factors like race, gender, and socioeconomic status on childhood development. After graduating from Princeton, he plans to pursue medical school and potentially a career as a physician in psychiatry or family/pediatric medicine. Specifically, he is passionate about providing adequate healthcare (especially mental health) support and resources to disadvantaged communities. Outside of the Baby Lab, AJ enjoys spending time with his family and friends, creating artwork, and stepping on the Princeton University Step Team.

321
July 2, 2021
by Juliana Trach

Lynna Tran
Research Assistant

Lynna Tran (Class of 2026) is from Seattle, Washington. She is a prospective psychology major with intended certificates in Linguistics and Cognitive Science. She is interested in researching language development, particularly regarding bilingualism and how socioeconomic status (SES) affects language learning. Lynna plans to pursue graduate school after Princeton and continue doing research in these areas, with hopes of one day becoming a professor and head of a lab herself. At Princeton, she is a Writing Center Fellow, a Matriculate Advising Fellow, a Peer Health Advisor, and an on-and-off editor for various campus publications. She also loves baking, (procrastinating on) writing, going on boba or coffee hangouts, and binge-watching shows.

314
March 3, 2021
by Juliana Trach

Hannah Van Dusen
Research Assistant

Hannah Van Dusen (Class of 2025) is from West Windsor, New Jersey. She is a prospective Psychology major pursuing certificates in Global Health and Health Policy and Environmental Studies. She is interested in the development of psychopathology in children, such as the influence of caregiver depression on childhood emotional development. In the future, Hannah hopes to pursue a career in pediatrics, potentially in the field of clinical neuropsychology. Outside of the lab, she volunteers for a suicide prevention line and the campus blood drive and enjoys planning tennis, reading classic books, and having game nights with family and friends. 

313
March 2, 2021
by Juliana Trach

Jules Regan
Research Assistant

Jules Regan (class of 2025) is from Toms River, New Jersey. She is a prospective psychology major with possible certificates in the teachers preparatory program and neuroscience. Jules is interested in the intersection between early education and cognitive development, especially in how to optimize curriculums to best fit children's learning. Outside of the Baby Lab, Jules is the co-president of Academic Success Today, a member of the Princeton Neuroscience Network, and a member of the Scholars Institute Fellowship Program. She also loves to exercise, read new books, and binge Netflix.

 

269
September 23, 2019
by Juliana Trach

Aunyae Romeo
Research Assistant

Aunyae Romeo (Class of 2026) is from Hamilton, New Jersey. She is a prospective Psychology major who intends to earn certificates in Gender and Sexuality Studies and African American Studies or Cognitive Science. She is interested in understanding the factors that contribute to childhood behavior development, as well as the development of individuality and sexuality in adolescence. Outside of the lab, Aunyae is a dancer in eXpressions Dance Company (a campus dance group) and on the board of the Generational African American Students Association. For fun, she runs a food Instagram where she loves sharing the new, fun foods she tries with her followers and friends. 

Affiliated Faculty

286
June 23, 2020
by Juliana Trach

Kristina Olson
Affiliated Faculty Member

Ph.D., 2008, Harvard University

Dr. Kristina Olson studies how children think about themselves and the other people around them. Currently much of her work explores gender development, including in children who are transgender, gender nonconforming or those who have variations in sex development. She received her PhD in Psychology and African and African American Studies at Washington University and her PhD from Harvard University. Before arriving at Princeton she was a faculty member at Yale and at the University of Washington. In addition to being an affiliate of the BabyLab, she directs the Human Diversity Lab. 

285
June 23, 2020
by Juliana Trach

Jesse Gomez
Affiliated Faculty Member
Ph.D. 2018, Stanford University
Jesse Gomez is a professor of neuroscience studying human brain development. His research uses magnetic resonance imaging and behavior to understand and chart the dramatic changes the brain undergoes between birth and the end of childhood. Characterizing how experience sculpts emerging brain circuits is a primary motivation of his lab. In addition to understanding how the brain develops normally in children, he also seeks to understand what happens when this development goes awry, as it might do in deficits such as dyscalculia, dyslexia, face-blindness, and autism. 
jessegomez@princeton.edu
236
September 13, 2018
by Kachina Allen
Current photo of Adele Adele as a child

Adele Goldberg
Affiliated Faculty Member

Ph.D., 1992, UC Berkeley
Adele Goldberg has been a professor of psychology and linguistics at Princeton University since 2004.  Her research emphasizes the role of a learned network of pairings of form and function constructions in language.  Her work has focused on the role of statistical and functional factors in an effort to explain our creative but constrained use of language in typical and atypical populations, and in child and adult learners. She is the author of Constructions: a construction grammar approach to argument structure (1995) Constructions at Work: the nature of generalization in language (2006) Explain me this: creativity, competition and the partial productivity of constructions

adele@princeton.edu
235
September 13, 2018
by Kachina Allen
Tania as a small child

Tania Lombrozo
Affiliated Faculty Member

Dr. Tania Lombrozo investigates how young children and adults learn and reason about the world, using the conceptual tools of analytic philosophy and the empirical tools of experimental psychology. Current research in her lab focuses on questions such as: Why are we so motivated to explain the social and physical world around us? What prompts us to seek explanations, and what are the effects of explanation-seeking on subsequent learning? How do our intuitive theories about the world shape the way we learn and make decisions? She received Bachelor’s Degrees in Philosophy and Symbolic Systems from Stanford University, and PhD in Psychology from Harvard University. Prior to joining the faculty of Princeton University in 2018, she was a faculty member at the University of California, Berkeley. In addition to being an affiliate of the BabyLab, Prof. Lombrozo directs the Concepts and Cognition Lab

lombrozo@princeton.edu
233
September 7, 2018
by Kachina Allen
Uri Hasson

Uri Hasson
Affiliated Faculty Member

Uri Hasson grew up in Jerusalem. As an undergrad he studied philosophy and cognitive sciences at the Hebrew University. He completed his Ph.D. in Neurobiology at the Weizmann Institute in Israel and was a postdoctoral fellow at NYU before moving to Princeton. He is currently a Professor in the Psychology Department and the Neuroscience Institute at Princeton University. His research program aims to understand the emergence of face-to-face, brain-to-brain, social interaction, with a focus on verbal communication and storytelling in real-life contexts.

hasson@princeton.edu