Areas of expertise
- Early Language Development
- Lexical Development
Teaching and supervision
- Contemporary Issues in Psychology (PSYC4014)
- Introduction to Key areas of Psychology (PSYC40100)
- Academic Skills for Psychology (PSYC4011)
- Biological Psychology (PSYC5004)
- Developmental Psychology (PSYC5007)
- Topics in Developmental Psychology (PSYC6007)
- Project (PSYC6011)
- Brain and Cognition (PSYC7001)
- Intelligence, Personality and Individual Differences (PSYC7006)
- Research Dissertation (PSYC7007)
- Cognitive and Social Aspects of Development (PSYC7008)
|Sam Bond||A Detailed Exploration into the Constraints on Statistical Learning||Active|
|Shannon Gibson||Development of Word Learning Heuristics in Monolingual and Bilingual Infants||Active|
I am a member of the Brookes Babylab. My research focuses on understanding the roots of language acquisition, by exploring speech perception in infancy. I’m interested in infants’ capacity to learn phonological properties that occur in their native language, the mechanisms by which these native properties are acquired, and how prior knowledge about these properties supports later lexical acquisition, such as word segmentation and early word learning in monolingual and bilingual infants.
Examples of Research Projects:
- The effects of social distancing policies on children’s language development, sleep and executive functions, in collaboration with University of Oxford, University of Leeds, Warwick University and University of East Anglia.
- Early language acquisition in preterm infants and infants from lower-SES families.
Linking early phonological development and lexical acquisition. Oxford Brookes University (UK) in collaboration with the National Autonomous University of Mexico (Mexico).
Creation of an inventory of phonemic and syllabic frequencies in Spanish. UNAM, Mexico.
Acquisition of subject-verb agreement forms: Evidence from Spanish-learning children. Johns Hopkins University (USA) in collaboration with LPP- Paris V University (France).
Learning of non-adjacent phonological dependencies. Laboratoire Psychologie de la Perception (LPP) Paris V University (France), in collaboration with RIKEN Institute (Japan).
Comprehension of infrequent subject-verb agreement forms: Evidence from French-learning children. LPP- Paris V University (France) in collaboration with Johns Hopkins University (USA).
Learning of non-adjacent vocalic dependencies. LPP- Paris V University (France) in collaboration with the Central European University (Hungary).