Developmental Psycholinguistics

Listed material: 1/8 What is language? Kaminski, J., Call, J., & Fischer, J. (2004). Word learning in a domestic dog: Evidence fo Science, 304(5677), 1682-1683. 1/12

Listed material: Yurovsky, D. (2018). A communicative approach to early word learning. New Ideas in Ps https://doi.org/10.1016/j.newideapsych.2017.09.001 1/15 Language and thought Lupyan, G. (2016). The centrality of language in human cognition. Language Learning, 6 https://doi-org.proxy.queensu.ca/10.1111/lang.12155 1/19

Listed material: Anderson, E. M., Chang, Y. J., Hespos, S., & Gentner, D. (2022). No evidence for langua relational learning. Infant behavior & development, 66, 101666. https://doi- org.proxy.queensu.ca/10.1016/j.infbeh.2021.101666 Spaepen, E., Coppola, M., Spelke. E, Carey, S., & Goldin-Meadow, S. (2011). Number w model. PNAS, 108(8), 3163-3168. Zhu, R., & Gopnik, A. (2023). Preschoolers and adults learn from novel metaphors. Psyc 696-704. https://doi.org/10.1177/09567976231165267 1/22 Language in real time: Information integration Snedeker, J., & Huang, Y. (2017). Sentence processing. In E. Bavin and L. Naigles (Eds language, 2nd Edition, 409-437. Cambridge University Press. 1/26

Listed material: Marchman VA, Bermúdez VN, Bang JY, Fernald A. (2020). Off to a good start: Early Spa processing efficiency supports Spanish- and English-language outcomes at 41⁄2 years Developmental Science, 23:e12973. https://doi.org/10.1111/desc.12973 Seidl, A. H., Indarjit, M., & Borovsky, A. (2024). Touch to learn: Multisensory input suppo processing. Developmental science, 27(1), e13419. Yurovsky, D., Case, S., & Frank, M. C. (2017). Preschoolers flexibly adapt to linguistic in Psychological Science, 28(1), 132–140. https://doi.org/10.1177/0956797616668557 *Huang, Y. T., Leech, K., & Rowe, M. L. (2017). Exploring socioeconomic differences in s through the lens of real-time processing. Cognition, 159, 61–75. https://doi.org/10.1016/j.cognition.2016.11.004 1/29 Statistical learning

Listed material: Forest, T. A., Schlichting, M. L., Duncan, K. D., & Finn, A. S. (2023). Changes in statistic development. Nature Reviews Psychology, 2(4), 205-219. https://doi-org.proxy.queen 023-00157-0 Saffran, J. R., Aslin, R. N., Newport, E. L. (1996). Statistical learning by 8-month-old infa 1928. 2/2

Listed material: Estes, K. G., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word multiple speakers. Developmental Psychology, 51(11), 1517-1528. http://dx.doi.org.proxy.queensu.ca/10.1037/a0039725 MacDonald, K., Yurovsky, D., & Frank, M. C. (2017). Social cues modulate the represent situational learning. Cognitive Psychology, 94, 67–84. https://doi.org/10.1016/j.cogpsy Zettersten, M. and Saffran, J.R. (2021). Sampling to learn words: Adults and children sam referential ambiguity. Developmental Science, 24, e13064. https://doi.org/10.1111/des *Simon, K., Werchan, D., Goldstein, M., Sweeney, L., Nadel, L., Bootzin, R. R., & Gómez and statistical language learning: Insights into cortical development and retention in v and Language. Brain and Language, 167, 3-12. http://dx.doi.org/10.1016/j.bandl.2016

Listed material: Psyc 452 – winter 2026, p. 11 2/5 Iconicity

Listed material: Perniss, P., & Vigliocco, G. (2014). The bridge of iconicity: from a world of experience to language. Phil. Trans. R. Soc. B, 369(1651), 20130300. https://doi.org/10.1098/rstb.2 *Hinton, L. & Bolinger, D. (2003). Sound symbolism. In W. J. Frawley, International Ency ed.). OUP (e-book) 2/9

Listed material: Perry, L. K., Custode, S., Fasano, R. M., Gonzalez, B. M., & Savy, J. D. (2021). What is How iconicity in caregiver speech supports children's word learning. Cognitive Scienc org.proxy.queensu.ca/10.1111/cogs.12976 Sekine, K., & Özyürek A. (2023). Children benefit from gestures to understand degraded extent than adults. Frontiers in Psychology, 14, 1305562. doi: 10.3389/fpsyg.2023.13 Tzeng, C. Y., Nygaard, L. C., & Namy, L. L. (2017). Developmental change in children’s symbolism. Journal of Experimental Child Psychology, 160, 107–118. https://doi.org/10.1016/j.jecp.2017.03.004 *Brand, J., Monaghan, P., & Walker, P. (2018). The changing role of sound-symbolism fo vocabularies. Cognitive Science, 42(S2), 578–590. https://doi.org/10.1111/cogs.1256 2/12

Listed material: Research proposal meetings/discussion 2/26 Perspective taking & conceptual pacts Brennan, S. E., & Clark, H. H. (1996). Conceptual pacts and lexical choice in conversatio Experimental Psychology: Learning, Memory, and Cognition, 22(6), 1482-1493. 3/2

Listed material: Khu, M., Chambers, C. G., & Graham, S. A. (2019). Preschoolers flexibly shift between s during real-time language comprehension. Child Development. https://doi.org/10.1111 Bleijlevens, N., Contier, F., & Behne, T. (2023). Pragmatics aid referent disambiguation a young children and adults. Developmental Science, 26(4), e13363.

Schedule of readings (subject to change)

* optional reading or background reading

Shaded = discussion meeting

9/4

Introduction

9/6

What is language?

Kaminski, J., Call, J., & Fischer, J. (2004). Word learning in a domestic dog: Evidence for "fast mapping".

Science, 304(5677), 1682-1683.

9/11

Language and

thought

Lupyan, G. (2016). The centrality of language in human cognition. Language Learning, 66(3), 516–553.

https://doi-org.proxy.queensu.ca/10.1111/lang.12155

9/13

Anderson, E. M., Chang, Y. J., Hespos, S., & Gentner, D. (2022). No evidence for language benefits in infant

relational learning. Infant behavior & development, 66, 101666. https://doiorg.proxy.queensu.ca/10.1016/j.infbeh.2021.101666

Spaepen, E., Coppola, M., Spelke. E, Carey, S., & Goldin-Meadow, S. (2011). Number without a language

model. PNAS, 108(8), 3163-3168.

Zhu, R., & Gopnik, A. (2023). Preschoolers and adults learn from novel metaphors. Psychological Science, 34(6),

696-704. https://doi.org/10.1177/09567976231165267

9/18

Language in real

time: Information

integration

Snedeker, J., & Huang, Y. (2017). Sentence processing. In E. Bavin and L. Naigles (Eds.), The handbook of child

language, 2nd Edition, 409-437. Cambridge University Press.

9/20

Marchman VA, Bermúdez VN, Bang JY, Fernald A. (2020). Off to a good start: Early Spanish-language

processing efficiency supports Spanish- and English-language outcomes at 4½ years in sequential bilinguals.

Developmental Science, 23:e12973. https://doi.org/10.1111/desc.12973

Seidl, A. H., Indarjit, M., & Borovsky, A. (2024). Touch to learn: Multisensory input supports word learning and

processing. Developmental science, 27(1), e13419.

Yurovsky, D., Case, S., & Frank, M. C. (2017). Preschoolers flexibly adapt to linguistic input in a noisy channel.

Psychological Science, 28(1), 132–140. https://doi.org/10.1177/0956797616668557

*Huang, Y. T., Leech, K., & Rowe, M. L. (2017). Exploring socioeconomic differences in syntactic development

through the lens of real-time processing. Cognition, 159, 61–75.

https://doi.org/10.1016/j.cognition.2016.11.004

Psyc 452 – fall 2024, p. 10

9/25

Statistical learning

Forest, T. A., Schlichting, M. L., Duncan, K. D., & Finn, A. S. (2023). Changes in statistical learning across

development. Nature Reviews Psychology, 2(4), 205-219. https://doi-org.proxy.queensu.ca/10.1038/s44159-

023-00157-0

*Saffran, J. R., Aslin, R. N., Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-

1928.

9/27

Estes, K. G., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across

multiple speakers. Developmental Psychology, 51(11), 1517-1528.

http://dx.doi.org.proxy.queensu.ca/10.1037/a0039725

MacDonald, K., Yurovsky, D., & Frank, M. C. (2017). Social cues modulate the representations underlying crosssituational learning. Cognitive Psychology, 94, 67–84. https://doi.org/10.1016/j.cogpsych.2017.02.003

Zettersten, M. and Saffran, J.R. (2021). Sampling to learn words: Adults and children sample words that reduce

referential ambiguity. Developmental Science, 24, e13064. https://doi.org/10.1111/desc.13064

*Simon, K., Werchan, D., Goldstein, M., Sweeney, L., Nadel, L., Bootzin, R. R., & Gómez, R. L. (2017). Sleep

and statistical language learning: Insights into cortical development and retention in very young infants. Brain

and Language. Brain and Language, 167, 3-12. http://dx.doi.org/10.1016/j.bandl.2016.05.002

10/2

Iconicity

Perniss, P., & Vigliocco, G. (2014). The bridge of iconicity: from a world of experience to the experience of

language. Phil. Trans. R. Soc. B, 369(1651), 20130300. https://doi.org/10.1098/rstb.2013.0300

*Hinton, L. & Bolinger, D. (2003). Sound symbolism. In W. J. Frawley, International Encyclopedia of Linguistics (2

ed.). OUP (e-book)

10/4

Perry, L. K., Custode, S., Fasano, R. M., Gonzalez, B. M., & Savy, J. D. (2021). What is the buzz about iconicity?

How iconicity in caregiver speech supports children's word learning. Cognitive Science, 00:, 1–18. https://doiorg.proxy.queensu.ca/10.1111/cogs.12976

Sekine, K., & Özyürek A. (2023). Children benefit from gestures to understand degraded speech but to a lesser

extent than adults. Frontiers in Psychology, 14, 1305562. doi: 10.3389/fpsyg.2023.1305562

Tzeng, C. Y., Nygaard, L. C., & Namy, L. L. (2017). Developmental change in children’s sensitivity to sound

symbolism. Journal of Experimental Child Psychology, 160, 107–118.

https://doi.org/10.1016/j.jecp.2017.03.004

*Brand, J., Monaghan, P., & Walker, P. (2018). The changing role of sound-symbolism for small versus large

vocabularies. Cognitive Science, 42(S2), 578–590. https://doi.org/10.1111/cogs.12565

10/9

Perspective taking &

conceptual pacts

Brennan, S. E., & Clark, H. H. (1996). Conceptual pacts and lexical choice in conversation. Journal of

Experimental Psychology: Learning, Memory, and Cognition, 22(6), 1482-1493.

Psyc 452 – fall 2024, p. 11

10/11

Khu, M., Chambers, C. G., & Graham, S. A. (2019). Preschoolers flexibly shift between speakers’ perspectives

during real-time language comprehension. Child Development. https://doi.org/10.1111/cdev.13270

Bleijlevens, N., Contier, F., & Behne, T. (2023). Pragmatics aid referent disambiguation and word learning in

young children and adults. Developmental Science, 26(4), e13363.

Ju, N., Williams, N., Sedivy, J., Chambers, C. G., & Graham, S. A. (2023). Preschoolers modulate contrastive

inferences during online language comprehension. Child Development, 94(5), 1319-1329.

*Köymen, B., Schmerse, D., Lieven, E., & Tomasello, M. (2014). Young children create partner-specific

referential pacts with peers. Developmental Psychology, 50(10), 2334-2342.

10/16

No class

Fall Term Reading Week

10/18

10/23

Library workshop (or alternative)

10/25

Research Proposal – literature search

Reflection due 5pm, Oct 25th

10/30

Prediction

Kray, J., Sommerfeld, L., Borovsky, A., & Häuser, K. (2024). The role of prediction error in the development of

language learning and memory. Child Development Perspectives, 00, 1–14.

https://doi.org/10.1111/cdep.12515

11/1

Favier, S., Meyer, A. S., & Huettig, F. (2021). Literacy can enhance syntactic prediction in spoken language

processing. Journal of Experimental Psychology: General, 150(10), 2167.

Gambi, C., Pickering, M. J., & Rabagliati, H. (2021). Prediction error boosts retention of novel words in adults but

not in children. Cognition, 211, 104650.

Lieberman, A., Borovsky, A., Mayberry, R. (2018). Prediction in a visual language: Real-time sentence

processing in American Sign Language across development. Language, Cognition and Neuroscience, 33(4),

387-401.

* Fazekas, J., Jessop, A., Pine, J., & Rowland, C. (2020). Do children learn from their prediction mistakes? A

registered report evaluating error-based theories of language acquisition. Royal Society Open Science, 7(11),

180877.

11/6

Learning in dialogue

Bock, K., & Griffin, Z. M. (2000). The persistence of structural priming: Transient activation or implicit learning?

Journal of Experimental Psychology: General, 129(2), 177–192.

11/8

Branigan, H. P., & McLean, J. F. (2016). What children learn from adults’ utterances: An ephemeral lexical boost

and persistent syntactic priming in adult–child dialogue. Journal of Memory and Language, 91, 141-157.

http://dx.doi.org.proxy.queensu.ca/10.1016/j.jml.2016.02.002

Psyc 452 – fall 2024, p. 12

Hopkins, Z. L., & Branigan, H. P. (2020). Children show selectively increased language imitation after

experiencing ostracism. Developmental Psychology, 56(5), 897–911. https://doi.org/10.1037/dev0000915

Foltz, A., Thiele, K., Kahsnitz, D., & Stenneken, P. (2015). Children’s syntactic-priming magnitude: lexical factors

and participant characteristics. Journal of Child Language, 42(4), 932–945.

11/13

Embodiment

Wellsby, M., & Pexman, P. M. (2014). Developing embodied cognition: Insights from children’s concepts and

language processing. Frontiers in psychology, 5, 506.

11/15

Masson, M. E. J., Bub, D. N., & Warren, C. M. (2008). Kicking calculators: Contribution of embodied

representations to sentence comprehension. Journal of Memory and Language, 59(3), 256-

265.http://dx.doi.org/10.1016/j.jml.2008.05.003

Zwaan, R. A., Stanfield, R. A., & Yaxley, R. H. (2002). Language comprehenders mentally represent the shapes

of objects. Psychological Science, 13(2), 168–171. https://doi.org/10.1111/1467-9280.00430

Vogt, A., Kaup, B., & Dudschig, C. (2019). When words are upside down: Language–space associations in

children and adults. Journal of Experimental Child Psychology, 186, 142-158.

11/20

Research proposal meetings

11/22

11/27

Special topic TBD

11/29

Wrap-up

Yurovsky, D. (2018). A communicative approach to early word learning. New Ideas in Psychology, 50, 73–79.

https://doi.org/10.1016/j.newideapsych.2017.09.001

Listed material: 1. Sedivy, J. (2021). Memory Speaks: On Losing and Reclaiming Language and Self. Cambridge, MA: Belknap.

Listed material: Assessments Th 9/8 Introduction

Listed material: Day 1 Introductory reading discussion

Listed material: Day 2 No ZOOM sessions Presentations and CE papers due 10 am

Listed material: Day 2 Monday – prepare and submit either a presentation or a critique/extension paper on one of the further readings. Sign-up document for presentations and CE assignments is on Teams. Day 3 Thursday – discussion of Day 2 readings and topic wrap-up.

Listed material: Week 1 Reflection papers (RP; 16%). The deadline for posting those is 10am on the Wednesday before module Day 1.

Listed material: Psyc 452 – fall 2021

Listed material: Week 2 Critique/Extension papers (CE; 10%). The CE papers have to be posted on the appropriate onQ Discussion board by 10am on Monday, Module Day 2.

Listed material: The deadline for posting it to the onQ Presentation Space is 10 am on Monday, Module Day 2.

Listed material: Th 9/9 Introduction

Listed material: M 9/13 What is language? Franklin, A., Drivonikou, G. V., Clifford, A., Kay, P., Regier, T., & Davies, I. R. L. (2008). Lateralization of categorical perception of color changes with color term acquisition. PNAS, 105, 18221-18225. Spaepen, E., Coppola, M., Spelke. E, Carey, S., & Goldin-Meadow, S. (2011). Number without a language model.

Listed material: 9/11 What is language? Kaminski, J., Call, J., & Fischer, J. (2004). Word learning in a domestic dog: Evidence for "fast mapping". Science, 304(5677), 1682-1683. 9/13 Language and thought Lupyan, G., & Bergen, B. (2016). How language programs the mind. Topics in Cognitive Science, 8(2), 408–424. https://doi.org/10.1111/tops.12155 9/18

Listed material: Franklin, A., Drivonikou, G. V., Clifford, A., Kay, P., Regier, T., & Davies, I. R. L. (2008). Lateralization of categorical perception of color changes with color term acquisition. PNAS, 105, 18221-18225. Spaepen, E., Coppola, M., Spelke. E, Carey, S., & Goldin-Meadow, S. (2011). Number without a language model. PNAS, 108(8), 3163-3168. 9/20 Language in real time: Information integration Snedeker, J., & Huang, Y. (2017). Sentence processing. In E. Bavin and L. Naigles (Eds.), The handbook of child language, 2nd Edition, 409-437. Cambridge University Press. *Aslin, R. N. (2007). What’s in a look? Developmental Science, 10(1), 48– 53. 9/25

Listed material: Fernald, A., Swingley, D., & Pinto, J. P. (2001). When half a word is enough: Infants can recognize spoken words using partial phonetic information. Child Development, 72(4), 1003-1015. Mani, N. & Huettig, F. (2012). Prediction during language processing is a piece of cake—But only for skilled producers. Journal of Experimental Psychology: Human Perception and Performance, 38, 843-847 *Yurovsky, D., Case, S., & Frank, M. C. (2017). Preschoolers flexibly adapt to linguistic input in a noisy channel. Psychological Science, 28(1), 132– 140. https://doi.org/10.1177/0956797616668557 9/27

Listed material: Fernald, A. & Marchman, V. A. (2012). Individual differences in lexical processing at 18 months predict vocabulary growth in typically- developing and late-talking toddlers. Child Development, 83, 203-222. Huang, Y. T., Leech, K., & Rowe, M. L. (2017). Exploring socioeconomic differences in syntactic development through the lens of real-time processing. Cognition, 159, 61–75. https://doi.org/10.1016/j.cognition.2016.11.004 *McMurray, B., Farris-Trimble, A., & Rigler, H. (2017). Waiting for lexical access: Cochlear implants or severely degraded input lead listeners to process speech less incrementally. Cognition, 169, 147–164. https://doi.org/10.1016/j.cognition.2017.08.013 10/2 Statistical learning Saffran, J.R., & Kirkham, N. Z. (2017). Infant statistical learning. Annual Review of Psychology, 69, 2.1-2.23. *Saffran, J. R., Aslin, R. N., Newport, E. L. (1996). Statistical learning by 8- month-old infants. Science, 274, 1926-1928. 10/4

Listed material: Thiessen, E. D., Onnis, L., Hong, S.-J., & Lee, K.-S. (2019). Early developing syntactic knowledge influences sequential statistical learning in infancy. Journal of Experimental Child Psychology, 177, 211–221. https://doi.org/10.1016/j.jecp.2018.04.009 Shufaniya, A., & Arnon, I. (2018). Statistical learning is not age-invariant during childhood: Performance improves with age across modality. Cognitive Science, 42(8), 3100–3115.

Listed material: Psyc 452 – fall 2019

Listed material: p. 6 https://doi.org/10.1111/cogs.12692 10/9

Listed material: Estes, K. G., & Lew-Williams, C. (2015). Listening through voices: Infant statistical word segmentation across multiple speakers. Developmental Psychology, 51(11), 1517-1528 http://dx.doi.org.proxy.queensu.ca/10.1037/a0039725 Potter, C. E., & Lew-Williams, C. (2019). Infants’ selective use of reliable cues in multidimensional language input. Developmental Psychology, 55(1), 1-8. http://dx.doi.org.proxy.queensu.ca/10.1037/dev0000610 10/11

Listed material: MacDonald, K., Yurovsky, D., & Frank, M. C. (2017). Social cues modulate the representations underlying cross-situational learning. Cognitive Psychology, 94, 67–84. https://doi.org/10.1016/j.cogpsych.2017.02.003 Karaman, F., & Hay, J. F. (2018). The longevity of statistical learning: When infant memory decays, isolated words come to the rescue. Journal of Experimental Psychology. Learning, Memory, and Cognition, 44(2), 221–232. https://doi.org/10.1037/xlm0000448 10/16 Gesture, sign, and