Potter, C. E., & Lew-Williams, C. (in press). Language development in children's natural environments: People, places, and things. Advances in Child Development and Behavior.
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.
Kosie, J. E., & Lew-Williams, C. (in press). Infant-directed communication: Examining the many dimensions of everyday caregiver-child interactions. Developmental Science.
Soderstrom, M., et al. (in press). Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study. Journal of Child Language.
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.
Potter, C. E., & Lew-Williams, C. (in press). Frequent vs. infrequent words shape toddlers' real-time sentence comprehension. Journal of Child Language.
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.
Kosie, J. E., & Lew-Williams, C. (2024). Open science considerations for descriptive research in developmental science. Infant and Child Development, 33, e2377.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Lee, C., & Lew-Williams, C. (2023). The dynamic functions of social cues during children's word learning. Infant and Child Development, 32, e2372.
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.
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.
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.
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.
Lee, C., & Lew-Williams, C. (2022). Speech and social cues combine at discourse boundaries to promote word learning. Cognitive Development, 64, 101254.
Nencheva, M. I., & Lew-Williams, C. (2022). Understanding why infant-directed speech supports learning: A dynamic attention perspective. Developmental Review, 66, 101047.
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.
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.
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.
Reuter, T., Sullivan, M., & Lew-Williams, C. (2022). Look at that: Spatial deixis reveals experience-related differences in prediction. Language Acquisition, 29, 1-26.
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.
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.
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.
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.
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.
Piazza, E. A., Nencheva, M., & Lew-Williams, C. (2021). The development of communication across timescales. Current Directions in Psychological Science, 30, 459-467.
Piazza, E. A., Cohen, A., Trach, J., E., & Lew-Williams, C. (2021). Neural synchrony predicts children's learning of novel words. Cognition, 214, 104752.
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.
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.
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.
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.
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.
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
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.
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.
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.
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.
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.
Schwab, J. F., & Lew-Williams, C. (2020). Discontinuity of reference hinders children's learning of new words. Child Development, 91, e29-e41.
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.
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
Reuter, T., Borovsky, A., & Lew-Williams, C. (2019). Predict and redirect: Prediction errors support children's word learning. Developmental Psychology, 55, 1656-1665.
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.
Potter, C. E., & Lew-Williams, C. (2019). Infants' selective use of reliable cues in multidimensional language input. Developmental Psychology, 55, 1-8.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5, 1-8.
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.
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.
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.
Ferguson, B., & Lew-Williams, C. (2016). Communicative signals support abstract rule learning by 7-month-old infants. Scientific Reports, 6, 25434.
Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. WIREs Cognitive Science, 7, 264-275.
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.
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.
Graf Estes, K., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across multiple speakers. Developmental Psychology, 51, 1517-1528.
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.
Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. Learning Landscapes, 7, 95-112.
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.
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.
Lew-Williams, C., Pelucchi, B., & Saffran, J. R. (2011). Isolated words enhance statistical language learning in infancy. Developmental Science, 14, 1323-1329.
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.
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.
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.
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.
