Schwab, J. F., Lew-Williams, C., & Goldberg, A. (in press). When regularization gets it wrong: Children over-simplify language input only in production. Journal of Child Language.
Lew-Williams, C., Ferguson, B., Abu-Zhaya, R., & Seidl, A. (in press). Social touch interacts with infants' learning of auditory patterns. Developmental Cognitive Neuroscience.
Emberson, L. L., Boldin, A., Riccio, J. E., Guillet, R., & Aslin, R. N. (in press). Deficits in top-down, sensory prediction in infants at-risk due to premature birth. Current Biology.
Emberson, L. L., Palmeri, H., Cannon, G., Richards, J. E., & Aslin, R. N. (in press). Using fNIRS to examine occipital and temporal responses to repetition in young infants: Evidenc of selective frontal cortex involvement, Developmental Cognitive Neuroscience.
Emberson, L. L. (in press). Gaining knowledge mediates changes in perception (without differences in attention): A case for perceptual learning. Commentary on Firestone & School for Brain and Behavioral Sciences.
Emberson, L. L., Lewkowicz, D. J., & Bavelier, D. (in press). Perceptual Development. Encyclopedia of Theory in Psychology. Ed. Harold Miller.
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.
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.
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.
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.
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.
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.
Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5, 1-8.
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.
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.
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.
Emberson, L. L. (2017). How does experience shape early development? Considering the role of top-down mechanisms. In Janette Benson (Ed.), Advances in Child Development and Behavior, Vol. 52. Elsevier Publishing. (Email Lauren Emberson to request a copy).
Kersey, A. J., & Emberson, L. L. (2016). Tracing trajectories of audio-visual learning in the infant brain, Developmental Science, 1-13.
Ferguson, B., & Lew-Williams, C. (2016). Communicative signals support abstract rule learning by 7-month-old infants. Scientific Reports, 6, 25434.
Goodwin, J. R., Cannaday, A. E., Palmeri, H., Di Costanzo, A., Emberson, L. L., Aslin, R. N., & Berger, A. J. (2016). Methodology for high-yield acquisition of functional near-infrared spectroscopy data from alert, upright infants. Neurophotonics, 3(3), 031415.
Emberson, L. L., & Rubinstein, D. (2016). Statistical learning is constrained to less abstract patterns in complex sensory input (but not the least). Cognition, 153, 63-78.
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.
Emberson, L. L., Crosswhite, S. L., Goodwin, J. R., Berger, A. J., & Aslin, R. N. (2016). Isolating the effects of systemic vasculature in infant neuroimagin experiments using short distance optical channels: A combination of local and global effects. Neurophotonics, 3(3), 031406.
Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. WIREs Cognitive Science, 7, 264-275.
Emberson, L. L., Richards, J. E., & Aslin, R. N. (2015). Top-down modulation in the infant brain: Learning-induced expectations rapidly affect the sensory cortex at 6 months. Proceedings of the National Academy of Sciences , 112 (31), 9585–9590.
Aslin, R.N., Shukla, M., Emberson, L.L. (2015). Hemodynamic Correlates of Cognition in Human Infants. Annu. Rev. Psychol. 66:349–79. First published online as a Review in Advance on September 22, 2014.
Graf Estes, K., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across multiple speakers. Developmental Psychology, 51, 1517-1528.
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.
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.
Karuza, E. A.⋆, Emberson, L. L.⋆ & Aslin, R. N. (2014). Invited Review: Combining fMRI and Behavioral Measures to Examine the Process of Human Learning. Neurobiology of Learning and Memory, 109, 193-206.
⋆ these authors contributed equally to this publication
Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. Learning Landscapes, 7, 95-112.
Emberson, L. L., Liu, R., & Zevin, J. D. (2013). Finding Functional Units Amidst Perceptual Variability: or How is Statistical Learning Accomplished Using Varying Exemplars of Novel, Complex Sound Categories? Cognition, 128: 82-102.
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.
Emberson, L. L. & Amso, D. (2012). Learning to Sample: Eye Tracking and fMRI Indices of Changes in Object Perception. Journal of Cognitive Neuroscience. 24:2030-2042.
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.
Emberson, L. L., Conway, C. M., & Christiansen, M. H. (2011). Timing is everything: Changes in Presentation Rate have Opposite Effects on Auditory and Visual Implicit Statistical Learning. Quarterly Journal of Experimental Psychology, 64:1021-1040.
Lew-Williams, C., Pelucchi, B., & Saffran, J. R. (2011). Isolated words enhance statistical language learning in infancy. Developmental Science, 14, 1323-1329.
Emberson, L. L., & Rubinstein, D. (2010). Learning from Environmental Regularities is Grounded in Specific Objects not Abstract Categories. In S. Ohlsson and R. Catrambone (Eds.), Proceedings for the 32nd Annual Conference of the Cognitive Science Society, (p. 2518-2523). Austin, TX: Cognitive Science Society.
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.
Emberson, L. L., Liu, R., & Zevin, J. D. (2009). Statistics All the Way Down: How is Statistical Learning Accomplished Using Novel, Complex Sound Categories? In N. Taatgen and H. van Rijn (Eds.), Proceedings of the 31st Annual Meeting of the Cognitive Science Society. (p. 995-1000). Austin, TX: Cognitive Science Society.
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.
Emberson, L. L., Weiss, R. J., Barbosa, A. V., Vatikiotis-Bateson, E., & Spivey, M. J. (2008). Crossed hands curve saccades: Multisensory dynamics in saccade trajectories. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 369-374). Austin, TX: Cognitive Science Society.
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.
Doesburg, S. Emberson, L. L., Rahi, A., Cameron, D., & Ward, L. M. (2008). Asynchonry from synchrony: Long-range gamma-band neural synchrony accompanies perception of audiovisual asynchrony in speech. Experimental Brain Research, 185, 11-20.
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.