In Press
Tsui, A. S. M., Carstensen, A., Kachergis, G., Cao, A., Abubakar, A., Asnake, M., Barry, O., Basnight-Brown, D. M., Bentu, D., Bergmann, C., Binan Dami, E., Boll-Avetisyan, N., de Jongh, M., Diop, Y., Herrmann, E., Jang, C., Kizito, S., Lamba, T., Maliwichi-Senganimalunje, L., Marangu, J., Mathur, M., Mbagaya, C. V., Mekonnen Mengistie, D., Milton, C., Mushimiyimana, F., Ndhambi, M., Ngina, I., Njoroge, E., Odhiambo Oburu, P., Okocha, A., Okyere Omane, P., Singh, A., Ssemata, A. S., Unyuzumutima, J., Zeidler, H., Lew-Williams, C., & Frank, M. C. (in press). Exploring variation in infants’ preference for infant-directed speech: Evidence from a multi-site study in Africa. Developmental Science.
McMillan, B. T. M., Baumgartner, H. A., Bergmann, C., Frank, M. C., Hamlin, J. K., Kampis, D., Kline Struhl, M., Ko, E.-S., Kosie, J. E., Lew-Williams, C., Lucca, K., Schuwerk, T., Soderstrom, M., Visser, I., Yuen, F. L., Zettersten, M., & Byers-Heinlein, K. (in press). What 5000 babies can tell us about developing minds and how to study them: Lessons from the ManyBabies Consortium. Communications Psychology.
2026
Nencheva, M. L., Peng, R., Tamir, D. I., & Lew-Williams, C. (2026). Infants track patterns of emotion transitions in the home. Journal of Experimental Psychology: Learning, Memory, and Cognition, 52, 251-261. PDF
Fibla, L., Kosie, J. E., Tsui, R. K.-Y., Potter, C. E., Lew-Williams, C., & Byers-Heinlein, K. (2026). Bilingual families align their languages during naturalistic interactions: Evidence from two bilingual communities. Behavioral Sciences, 16, 788. PDF
Nencheva, M. L., Van Dusen, H., Watson, E., & Lew-Williams, C. (2026). The dynamic interaction of affect and language in children’s home environments. Developmental Science, 9, e70083. PDF
Mohammed, A. I., Mutharasu, A., Lew-Williams, C., & Kosie, J. E. (2026). Longitudinal associations between between early language input and caregiver-infant neural synchrony. Proceedings of the 48th Annual Conference of the Cognitive Science Society. PDF
2025
Byers-Heinlein, K., Kircher, R., & Lew-Williams, C. (2025). A systems framework of bilingual language acquisition: How development, environment, and context shape outcomes. Annual Review of Developmental Psychology, 7, 219-242. PDF
Potter, C. E., & Lew-Williams, C. (2025). Infants do not reliably track when bilingual speakers switch languages. Behavioral Sciences, 15, 1427. PDF
Soderstrom, M., Rocha-Hidalgo, J., Muñoz, L. E., Bochynska, A., Werker, J. F., Skarabela, B., Seidl, A., Ryjova, Y., Rennels, J. L., Potter, C. E., Paulus, M., Ota, M., Olesen, N. M., Nave, K. M., Mayor, J., Martin, A., Machon, L. C., Lew-Williams, C., Ko, E.-S., Kim, H., Kartushina, N., Kammermeier, M., Jessop, A., Hay, J. F., Havron, N., Hannon, E. E., Hamlin, J. K., Gonzalez-Gomez, N., Gampe, A., Fritzsche, T., Frank, M. C., Durrant, S., Davies, C., Cashon, C., Byers-Heinlein, K., Boyce, V., Black, A. K. K., Bergmann, C., Anderson, L., Alshakhori, M. K., Al-Hoorie, A. H., & Tsui, A. S. M. (2025). Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study. Journal of Child Language, 52, 984-1009. PDF
Kosie, J. E., Nencheva, M. L., Jungé, J. A., & Lew-Williams, C. (2025). Models of human learning should capture the multimodal complexity and communicative goals of the natural learning environment. Language Development Research, 5, 188-220. PDF
Singh, L., Barokova, M., Bazhydai, M., Baumgartner, H. A., Franchin, L., Kosie, J. E., Lew-Williams, C., Okyere Omane, P., Reinelt, T., Schuwerk, T., Sheskin, M., Soderstrom, M., Wu, Y., & Frank, M. C. (2025). Tools of the trade: A guide to sociodemographic reporting for researchers, reviewers, and editors. Journal of Cognition and Development, 26, 354-373. PDF
Lucca, K., Yuen, F., Wang, Y., Alessandroni, N., Allison, O., Alvarez, M., Axelsson, E. L., Baumer, J., Baumgartner, H. A., Bertels, J., Bhavsar, M., Byers-Heinlein, K., Capelier-Mourguy, A., Chijiiwa, H., Chin, C. S.-S., Chrstner, N., Cirelli, L. K., Corbit, J., Daum, M. M., Doan, T., Dresel, M., Exner, A., Fei, W., Forbes, S. H., Franchin, L., Frank, M. C., Geraci, A., Giraud, M., Gornik, M. E., Grosse Wiesmann, C., Grossmann, T., Hadley, I. M., Havron, N., Henderson, A. M. E., Higgs Matzner, E., Immel, B. A., Jankiewicz, G., Jedryczka, W., Kanakogi, Y., Kominsky, J. F., Lew-Williams, C., Liberman, Z., Liu, L., Liu, Y., Loeffler, M. T., Martin, A., Mayor, J., Meng, X., Misiak, M., Moreau, D., Nencheva, M. L., Oña, L. S., Otálora, Y., Paulus, M., Pepe, B., Pickron, C. B., Powell, L. J., Proft, M., Quinn, A. A., Rakoczy, H., Reschke, P. J., Roth-Hanania, R., Rothmaler, K., Schlegelmilch, K., Schlingloff-Nemecz, L., Schmuckler, M. A., Schuwerk, T., Seehagen, S., Sen, H. H., Shainy, M. R., Silvestri, V., Soderstrom, M., Sommerville, J., Song, H., Sorokowski, P., Stutz, S. E., Su, Y., Taborda-Osorio, H., Tan, A. W. M., Tatone, D., Taylor-Partridge, T., Tsang, C. K. A., Urbanek, A., Uzefovsky, F., Visser, I., Wertz, A. E., Williams, M., Wolsey, K., Wong, T. T.-Y., Woodward, A. M., Wu, Y., Zeng, Z., Zimmer, L., & Hamlin, J. K. (2025). Infants' social evaluation of helpers and hinderers: A Large-scale, multi-lab coordinated replication study. Developmental Science, 28, e13581. PDF
Tenenbaum, E. J., Stone, C., Vu, M. H., Hare, M., Gilyard, K. R., Arunachalam, S., Bergelson, E., Bishop, S. L., Frank, M. C., Hamlin, J. K., Kline Struhl, M., Landa, R. J., Lew-Williams, C., Libertus, M. E., Luyster, R. J., Markant, J., Sabatos-DeVito, M., Sheinkopf, S. J., Wagner, J. B., Park, K., Soderling, A. I., Waterman, A. K., Grapel, J. N., Bermano, A., Erel, Y., & Jeste, S. (2025). Remote infant studies of early learning (RISE): Scalable online replications of key findings in infant cognitive development. Developmental Psychology, 61, 151-167. PDF
Kosie, J. E., & Lew-Williams, C. (2025). The high dimensionality of caregiver-child communication. [Commentary on “First language acquisition in a multimodal language framework: Insights from speech, gesture, and sign” by D. Z. Karadöller, B. Sümer, & A. Özyürek]. First Language, 45, 748-752. PDF
Zettersten, M., Chen, J., & Lew-Williams, C. (2025). Children explore conservatively when learning novel word extensions. Proceedings of the 47th Annual Conference of the Cognitive Science Society. PDF
2024
Okocha, A., Burke, N., & Lew-Williams, C. (2025). Infants and toddlers in the United States with more close relationships have larger vocabularies. Journal of Experimental Psychology: General, 153, 2849-2858. PDF
Nencheva, M. L., Schwab, J. F., Lew-Williams, C., & Fausey, C. M. (2024). Word repetition and isolation are intertwined in children's early language experiences. Open Mind, 8, 1330-1347. PDF
Potter, C. E., & Lew-Williams, C. (2024). Frequent vs. infrequent words shape toddlers' real-time sentence comprehension. Journal of Child Language, 51, 1478-1488. PDF
Nencheva, M. L., Nook, E. C., Thornton, M. A., Lew-Williams, C., & Tamir, D. I. (2024). The emergence of organized emotion dynamics in childhood. Affective Science, 5, 246-258. [Winner of Society for Affective Science Best Paper Award] PDF
Potter, C. E., & Lew-Williams, C. (2024). Language development in children's natural environments: People, places, and things. Advances in Child Development and Behavior, 67, 201-236. PDF
Kosie, J. E., & Lew-Williams, C. (2024). Infant-directed communication: Examining the many dimensions of everyday caregiver-child interactions. Developmental Science, 27, e13515 PDF
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
Kosie, J. E., & Lew-Williams, C. (2024). Open science considerations for descriptive research in developmental science. Infant and Child Development, 33, e2377. PDF
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
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
2023
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
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
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
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
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
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
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
Lee, C., & Lew-Williams, C. (2023). The dynamic functions of social cues during children's word learning. Infant and Child Development, 32, e2372. PDF
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
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
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
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
2022
Lee, C., & Lew-Williams, C. (2022). Speech and social cues combine at discourse boundaries to promote word learning. Cognitive Development, 64, 101254. PDF
Nencheva, M. I., & Lew-Williams, C. (2022). Understanding why infant-directed speech supports learning: A dynamic attention perspective. Developmental Review, 66, 101047. PDF
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
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
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
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
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
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
2021
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
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
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
Piazza, E. A., Nencheva, M., & Lew-Williams, C. (2021). The development of communication across timescales. Current Directions in Psychological Science, 30, 459-467. PDF
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
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
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
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
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
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
2020
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
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
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
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
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
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
Schwab, J. F., & Lew-Williams, C. (2020). Discontinuity of reference hinders children's learning of new words. Child Development, 91, e29-e41. PDF
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
2019
Reuter, T., Borovsky, A., & Lew-Williams, C. (2019). Predict and redirect: Prediction errors support children's word learning. Developmental Psychology, 55, 1656-1665. PDF
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
Potter, C. E., & Lew-Williams, C. (2019). Infants' selective use of reliable cues in multidimensional language input. Developmental Psychology, 55, 1-8. PDF
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
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
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
2018
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
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
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
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
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
2017
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
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
Lew-Williams, C., & Weisleder, A. (2017). How do little kids learn language? Frontiers for Young Minds, 5, 1-8. PDF
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
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
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
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
2016
Ferguson, B., & Lew-Williams, C. (2016). Communicative signals support abstract rule learning by 7-month-old infants. Scientific Reports, 6, 25434. PDF
Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. WIREs Cognitive Science, 7, 264-275. PDF
Schwab, J. F., & Lew-Williams, C. (2016). Repetition across successive sentences facilitates young children’s word learning. Developmental Psychology, 52, 879-886. PDF
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
2015
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
Graf Estes, K., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across multiple speakers. Developmental Psychology, 51, 1517-1528. PDF
2014
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
2013
Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the early years: What the science says. Learning Landscapes, 7, 95-112. PDF
2012
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
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
2011
Lew-Williams, C., Pelucchi, B., & Saffran, J. R. (2011). Isolated words enhance statistical language learning in infancy. Developmental Science, 14, 1323-1329. PDF
2010
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
2009
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
2008
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
2007
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