ON
SPOKEN LANGUAGE UNDERSTANDING BY YOUNG LANGUAGE LEARNERS:
Marchman, V.A. & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science. [PDF]
Fernald, A., Zangl, R., Portillo, A.L., & Marchman, V.A. (2008). Looking while listening: Using eye movements to monitor spoken language comprehension by infants and young children. In Sekerina, I.A., Fernandez, E.M., & Clahsen, H. (Eds.) Developmental Psycholinguistics: On-line methods in children's language processing. [PDF] http://www.benjamins.com/cgi-bin/t_bookview.cgi?bookid=LALD%2044
Lew-Williams, C. & Fernald, A. (2007). Young children learning Spanish make rapid use of grammatical gender in spoken word recognition. Psychological Science. 18(3), 193-198. [PDF]
Hurtado, N., Marchman, V.A. & Fernald, A. (2007). Spoken word recognition by Latino children learning Spanish as their first language. Journal of Child Language. 34(2), 227-249. [PDF]
Zangl, R. & Fernald, A. (2007). Increasing flexibility in children's online processing of grammatical and nonce determiners in fluent speech. Language & Learning Development. [PDF]
Dixon, J.A. & Marchman, V.A. (2007). Grammar and the lexicon: Developmental ordering in language acquisition. Child Development, 78(1), 190-212. [PDF]
Fernald, A. & Marchman, V. A. (2006). Language learning in infancy. In Traxler, M.J. & Gernsbacher, M.A. (Eds.) Handbook of Psycholinguistics, 2nd Ed. [PDF]
Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the second year. Developmental Psychology, 42, 98-116. [PDF]
Fernald, A. & Hurtado, N. (2006). Names in frames: Infants interpret words in sentence frames faster than words in isolation. Developmental Science, 9(3), F33-F40. [PDF]
Thorpe, K. & Fernald, A. (2006). Knowing what a novel word is not: Two-year-olds "listen through" ambiguous adjectives in fluent speech. Cognition, 100, 389-433. [PDF]
Fernald, A. (2006). When infants hear two languages: Interpreting research on early speech perception by bilingual children. In P. McCardle & E. Hoff (Eds.) Childhood Bilingualism: Research on Infancy through School-Age. [PDF]
Zangl, R., Thal, D., Fernald, A., & Bates, E. (2005). Dynamics of word comprehension in infancy: Developments in timing, accuracy, and resistance to acoustic degradation. Journal of Cognition and Development, 6(2), 179-208. [PDF]
Swingley, D. & Fernald, A. (2002). Recognition of words referring to present and absent objects by 24-month-olds. Journal of Memory and Language, 46:39-56. [PDF]
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: 1003-1015. [PDF]
Fernald, A., McRoberts, G.W., &
Swingley, D. (2001). Infants' developing competence in recognizing and understanding words in fluent speech. In J. Weissenborn & B. Hohle (Eds.) Approaches to bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition, Vol. I. [PDF]
Swingley, D., Pinto, J.P., & Fernald, A. (1999). Continuous processing in word recognition at 24 months. Cognition, 71, 73-108. [PDF]
Fernald,
A., Pinto, J.P., Swingley, D., Weinberg, A., & McRoberts,
G.W. (1998). Rapid gains in speed of verbal processing by
infants in the second year. Psychological Science, 9, 72-75. [PDF]
ON
THE NATURE AND FUNCTIONS OF SPEECH TO INFANTS:
Fernald, A. (2000). Speech to infants as hyperspeech: Knowledge-driven processes in early word recognition. Phonetica, 57, 242-254. [PDF]
Fernald, A. & McRoberts, G.W. (1995). Prosodic bootstrapping. A critical analysis of the argument and the evidence. In: J. Morgan & K. Demuth (Eds.), Signal to syntax. Hillsdale, NJ: Erlbaum. [PDF]
Fernald,
A., & Morikawa, H. (1993). Common themes and cultural variations in Japanese and American mothers’ speech
to infants. Phonetica, 57, 242-254. [PDF]
Fernald, A. (1992). Maternal vocalisations to infants as biologically relevant signals: An evolutionary perspective. In J.H. Barkow, L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture. Oxford: Oxford University Press. [PDF]
Fernald, A. (1992). Meaningful melodies in mothers' speech to infants. In Papousek, H., Jurgens, U., & Papousek, M. (Eds.), Nonverbal vocal communication: Comparative and developmental approaches. Cambridge: Cambridge University Press, 262-282. [PDF]
Fernald, A. & Mazzie, C. (1991). Prosody and focus in speech to infants and adults. Developmental Psychology, 27(2), 209-221. [PDF]
Fernald, A. (1989). Intonation and communicative intent in mother's speech to infants: Is the melody the message? Child Development, 60(6), 1497-1510. [PDF]
Fernald, A., Taeschner, T., Dunn, J., Papousek, M., Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers’ and fathers’ speech to preverbal infants. Journal of Child Language, 16, 477-501. [PDF]
Fernald, A. & Kuhl, P. (1987). Acoustic determinants of infant preferene for motherese speech. Infant Behavior and Development, 10, 279-293. [PDF]
Fernald,
A. (1985). Four-month-old infants prefer to listen to motherese.
Infant Behavior and Development, 8, 181-195. [PDF]
Fernald, A. & Simon, T. (1984). Expanded intonation contours in mothers' speech to newoborns. Developmental Psychology, 20(1), 104-113. [PDF]
ON
INFANTS’ RESPONSIVENESS TO EMOTION IN THE VOICE:
Mumme, D., & Fernald, A. (2003). The infant as onlooker: Learning from emotional reactions observed in a televised scenario. Child Development, 74, 221-237. [PDF]
Mumme,
D., Fernald, A., & Herrera, C. (1996). Infants' responses
to facial and vocal emotional signals in a social referencing
paradigm. Child Development, 67, 3219-3237. [PDF]
Fernald, A. (1993). Approval and disapproval: Infant responsiveness to vocal affect in familiar and unfamiliar languages. Child Development, 64, 657-67. [PDF]
Fernald, A. (1993). Peekaboo: How mothers and infants play with voices, faces, and expectations. In K. McDonald & A.D. Pellegrini (Eds.), Parent-child play: Descriptions and Implications. New York: SUNY Press. [PDF]
OTHER SELECTED PUBLICATIONS:
Marchman, V. A., Martínez-Sussmann, C. & Dale, P. S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7(2), 212-224. [PDF]
Marchman, V. A. & Thal, D. (2004). Words & Grammar. In M. Tomasello & D. Slobin (Eds.) From Nature to Nurture: Essays in honor of Elizabeth Bates. Mahwah, NJ: Erlbaum.
Marchman, V. A., Saccuman, C., & Wulfeck, B. (2003). Productive use of the English past tense in children with focal brain injury and specific language impairment. Brain and Language, 88(2), 202-214. [PDF]
Marchman, V. A. & Martínez-Sussmann, C. (2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, and Hearing Research, 45(5), 983-997. [PDF]
Marchman, V. A., Wulfeck, B., & Ellis Weismer, S. (1999). Morphological productivity in children with normal language and SLI: A study of the English past tense. Journal of Speech, Language and Hearing Research, 42, 206-219.
Marchman, V. A. (1997). Children's productivity in the English past tense: The role of frequency, phonology, and neighborhood structure. Cognitive Science, 21(3), 283-304. [PDF]
Marchman, V. A., Plunkett, K. & Goodman, J. (1997). Overregularization in English plural and past tense inflectional morphology: A response to Marcus. Journal of Child Language, 24(3), 767-779. [PDF]
Plunkett, K., & Marchman, V. A. (1996). Learning from a connectionist model of the acquisition of the English past tense. Cognition, 61(3), 299-308. [PDF]
Bates, E., Marchman, V. A., Thal, D., Fenson, L., Dale, P., Reznick, J.S., Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21(1), 85-124. [PDF]
Marchman, V. A. & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21(2), 339-366. [PDF]
Marchman, V. A. (1993). Constraints on plasticity in a connectionist model of the English past tense. Journal of Cognitive Neuroscience, 5(2), 215-234. [PDF]
Jackson-Maldonado, D., Thal, D., Marchman, V. A., Bates, E., & Gutierrez-Clellen, V. (1993). Early lexical acquisition in Spanish-speaking infants and toddlers. Journal of Child Language, 20(3), 523-549.
Plunkett, K. & Marchman, V. A. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48(1), 21-69. [PDF]
Plunkett, K. & Marchman, V. A. (1991). U-shaped learning and frequency effects in a multi-layered perceptron: Implications for child language acquisition. Cognition, 38, 43-102. [PDF]
