This page last updated March 2014 or thereabouts.

Wending manuscripts:

Bergelson, E., & Swingley, D. (under review). Early word comprehension in infants: replication and extension.

Publications:

Quam, C., & Swingley, D. (2014). Bunny? Banana? Processing of lexical-stress cues in young children. Journal of Experimental Child Psychology, 123, 73-89. dx.doi.org/10.1016/j.jecp.2014.01.010 pdf

Do young children use lexical stress to help differentiate stress-varying words? And, do they use pitch as a cue in doing so? Pitch is complicated, being used for many things; perhaps kids haven't sorted this out yet.

Bergelson, E., & Swingley, D. (2013). Young toddlers' word comprehension is flexible and efficient. Plos ONE, 8, 1-9. doi:0.1371/ journal.pone.0073359 pdf

Studies showing that in visual-world, "language-guided looking" situations, toddlers don't simply respond according to picture-driven expectations. They hear speech, interpret it, and scan the world accordingly.

Bergelson, E., & Swingley, D. (2013). The acquisition of abstract words by young infants. Cognition, 127, 391-397. pdf

Infants' understanding of words like "all-gone" and "hi" and "more", plus some verbs, was tested using a language-guided looking procedure. Infants showed some understanding of these words from about 10 months, in contrast to more precocious understanding of object and body-part words. How do they do it? Why the delay? And, what accounts for the big improvements around 13-14 months?

Bergelson, E., & Swingley, D. (Feb. 2012). At 6 to 9 months, human infants know the meanings of many common nouns. Proceedings of the National Academy of Sciences of the USA, 109, 3253-3258. www.pnas.org/cgi/doi/10.1073/pnas.1113380109 pdf

Swingley, D. (2012). Cognitive development in language acquisition. Language Learning and Development, 8, 1-3. pdf

Quam, C., & Swingley, D. (2012). Development in children's interpretation of pitch cues to emotions. Child Development, 83, 246-250. pdf

Adriaans, F., & Swingley, D. (2012). Distributional learning of vowel categories is supported by prosody in infant-directed speech. In Miyake, Peebles, & Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 72-77). Austin, TX: Cognitive Science Society. pdf

Lupyan, G., & Swingley, D. (2012). Self-directed speech affects visual search performance. Quarterly Journal of Experimental Psychology, 65, 1068-1085.pdf

Van der Feest, S. V., & Swingley, D. (2011). Dutch and English listeners' interpretation of vowel duration. JASA Express Letters, 129, EL57-63. pdf

Swingley, D. (2011). The looking-while-listening procedure. In E. Hoff (ed.), Research Methods in Child Language (pp. 29-42), Wiley-Blackwell.

Swingley, D. (2010). Fast mapping and slow mapping in children's word learning. Language Learning and Development, 6, 179-183. pdf

Quam, C., & Swingley, D. (2010). Phonological knowledge guides two-year-olds' and adults' interpretation of salient pitch contours in word learning. Journal of Memory and Language, 62, 135-150. pdf

Lupyan, G., Thompson-Schill, S.L., & Swingley, D. (2010). Conceptual penetration of visual processing. Psychological Science, 21, 682-691. pdf SOM (note: Fig.1 may not display properly under Preview; try Adobe Reader.)

Swingley, D. (2009). Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B, 364, 3617-3622. pdf

A review paper discussing how word learning in the first year bears on concurrent and subsequent developments in language acquisition. Proposes that the learning of phonetic categories may depend on contributions from the developing lexicon, and offers new analyses supporting this possibility.

Goudbeek, M., Smits, R., & Swingley, D. (2009). Supervised and unsupervised learning of multidimensional auditory categories. JEP:HPP, 35, 1913-1933. pdf

Swingley, D. (2009). Onsets and codas in 1.5-year-olds' word recognition. Journal of Memory and Language, 60, 252-269. pdf

Ramon-Casas, M., Swingley, D., Bosch, L., & Sebastian-Galles, N. (2009). Vowel categorization during word recognition in bilingual toddlers. Cognitive Psychology, 59, 96-121. pdf

Yoshida, K., Fennell, C., Swingley, D., & Werker, J.F. (2009). 14-month-olds learn similar-sounding words. Developmental Science, 12, 412-418. pdf

Swingley, D. (2008). The roots of the early vocabulary in infants' learning from speech. Current Directions in Psychological Science, 17, 308-312. pdf

Dietrich, C., Swingley, D., & Werker, J.F. (2007). Native language governs interpretation of salient speech sound differences at 18 months. Proceedings of the National Academy of Sciences of the USA, 104, 454-464. Available here

Swingley, D. (2007). Lexical exposure and word-form encoding in 1.5-year-olds. Developmental Psychology, 43, 454-464. pdf

Swingley, D., & Aslin, R.N. (2007). Lexical competition in young children's word learning. Cognitive Psychology, 54, 99-132. pdf

Swingley, D. (2005). 11-month-olds' knowledge of how familiar words sound. Developmental Science, 8, 432-443. pdf

Swingley, D. (2005). Statistical clustering and the contents of the infant vocabulary. Cognitive Psychology, 50, 86-132. pdf

Goudbeek, M., Smits, R., Swingley, D., & Cutler, A. (2005). Acquiring auditory and phonetic categories. In H. Cohen & C. Lefebvre (Eds.), Handbook of Categorization in Cognitive Science, Elsevier.

Swingley, D. (2003). Phonetic detail in the developing lexicon. Language and Speech, 46, 265-294. pdf

Swingley, D. and Aslin, R.N. (2002). Lexical neighborhoods and the word-form representations of 14-month-olds. Psychological Science, 13, 480-484. pdf

Swingley, D. and 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., McRoberts, G.W., and Swingley, D. (2001). Infants' developing competence in recognizing and understanding words in fluent speech. In J. Weissenborn & B. Hoehle (eds.) Approaches to bootstrapping: Phonological, lexical, syntactic, and neurophysiological aspects of early language acquisition (Vol. I, pp. 97-123). Amsterdam: Benjamins.

Fernald, A., Swingley, D., and 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

Swingley, D. and Aslin, R.N. (2000) Spoken word recognition and lexical representation in very young children. Cognition, 76, 147-166. pdf

Dahan, D., Swingley, D., Tanenhaus, M.K., and Magnuson, J.S. (2000). Linguistic gender and spoken word recognition in French. Journal of Memory and Language, 42, 465-480.

Swingley, D. (1999). Conditional probability and word discovery: A corpus analysis of speech to infants. In Proceedings of the 21st Annual Meeting of the Cognitive Science Society (pp. 724-729). Mahwah, NJ.: LEA.

Swingley, D., Pinto, J.P., and Fernald, A. (1999). Continuous processing in word recognition at 24 months. Cognition, 71, 73-108.

Swingley, D., Pinto, J.P., and Fernald, A. (1998). Assessing the speed and accuracy of word recognition in infants. Advances in Infancy Research, 12, pp. 257-277.

Fernald, A., Pinto, J.P., Swingley, D., Weinberg, A., and McRoberts, G. (1998). Rapid gains in speed of verbal processing by infants in the second year. Psychological Science, 9, 228-231. (Reprinted in M. Tomasello and E. Bates (eds.), Language Development: The Essential Readings. Blackwell, 2001.)

Swingley, D. (1997). Word Recognition and Representation in Young Children. PhD thesis, Stanford University Department of Psychology.

Swingley, D., Fernald, A., McRoberts, G., and Pinto, J.P. (1996). Prosody, functors, and word recognition in young children. In Proceedings of the 20th Annual Conference on Language Development (pp. 760-767). Somerville, MA.: Cascadilla Press.

Invited talks:

Swingley, D. (September, 2013). Workshop presentation, University of Leiden / Lorentz Center.

Swingley, D. (July, 2013). Keynote talk, Basque Center on Cognition, Brain, and Language (San Sebastian, Spain).

Swingley, D. (December, 2012). Workshop presentation, University of Leiden.

Swingley, D. (November, 2012). Colloquium, UCLA Department of Linguistics.

Swingley, D. (October, 2012). Symposium presentation, MPI for Psycholinguistics, Nijmegen.

Swingley, D. (October, 2012). Colloquium, UMass-Amherst Department of Linguistics.

Swingley, D. (July, 2012). Workshop presentation, Center for Language and Speech Processing, Johns Hopkins.

Swingley, D. (July, 2012). Workshop presentation, École Normale Superiéure (Paris).

Swingley, D. (June, 2011). Linguistics Brownbag talk, Dept. of Linguistics, Paris Diderot.

Swingley, D. (May, 2011). Colloquium, Cognitive Development Center, Central European University (Budapest).

Swingley, D. (May, 2011). Colloquium, Scuola Internazionale Superiore di Studi Avanzati (SISSA) (Trieste).

Swingley, D. (March, 2011). Colloquium, Basque Center on Cognition, Brain, and Language (San Sebastian).

Swingley, D. (January, 2011). Colloquium, Universite de Paris Descartes Institut Neurosciences Cognition (Paris).

Swingley, D. (November, 2010). Interactions among sounds and words in early language development. Colloquium, University of Geneva Faculty of Psychology and Education Sciences.

Swingley, D. (February, 2010). Categorization and interpretation in phonetic learning. Colloquium, Rutgers University Center for Cognitive Science.

Swingley, D. (April, 2009). Phonological interpretation in infants and toddlers. Colloquium, Lehigh University Department of Psychology.

Swingley, D. (February, 2009). Phonological perception, categorization, and interpretation in infants and toddlers. Cognitive Brownbag talk, University of Delaware Department of Psychology.

Swingley, D. (September, 2008). Phonetic learning and phonological interpretation in young children. Colloquium, Swarthmore College Department of Psychology.

Swingley, D. (May, 2008). Phonetic categorization in language development. Colloquium, University of Chicago Department of Psychology.

Swingley, D. (May, 2008). The early development of phonetic categorization and interpretation. Colloquium, Ohio State University Department of Linguistics.

Swingley, D. (March, 2008). Deriving reference from the senses. Lecture for the formal opposition to a PhD defense, Stockholm University Department of Linguistics.

Swingley, D. (February, 2008). Phonological development and distributional category learning: 3 solutions. Columbia University Seminar on Language and Cognition.

Swingley, D. (June, 2007). Phonetic categories: what statistics, and what generalizations? Paper presented at the workshop Current Issues in Language Acquisition: Artificial Languages and Statistical Learning, Calgary.

Swingley, D. (October, 2006). Perception and interpretation in early language development. Colloquium, New York University Department of Psychology.

Swingley, D. (May, 2006). Distributional learning and phonetic development. Paper presented at the workshop Counts, Cues, Constraints, and Computation in Language Learning, University of Maryland Department of Linguistics.

Swingley, D. (March, 2006). Statistical sequence clustering and vocabulary development in infancy. Paper presented at the IGERT workshop Statistical Approaches to Language Learning and Language Processing, University of Pennsylvania.

Swingley, D. (February, 2006). Perception in developmental phonology; or, where do words come from? Colloquium, Brown University Center for the Study of Human Development.

Swingley, D. (October, 2005). Acquisition and function of phonetic categories in early childhood. Colloquium, University of Maryland Department of Linguistics.

Swingley, D. (September, 2005). Phonetic categorization and phonological interpretation in infants and toddlers. Colloquium, University of Pennsylvania Institute for Research in Cognitive Science.

Swingley, D. (November, 2003). Phonological representation in young children's first words. Yale Developmental Psychology Colloquium.

Swingley, D. (June, 2002). The development of word recognition in infants and young children. Paper presented at the Euresco conference Brain Development and Cognition in Human Infants, Acquafredda di Maratea, Italy.

Swingley, D. (March, 2002). The picture fixation method in infant speech comprehension research. Paper presented at the second McDonnell Foundation workshop on infant cognition methodologies (organizers: Richard N. Aslin and Jacques Mehler), Venice.

Swingley, D. (October, 2001). Word-form learning and the developing lexicon. Paper presented at the workshop Early Phonological Acquisition, Carry-le-Rouet, France.

Swingley, D. (July, 2001). What might infants use phonemes for? Paper presented at the workshop Human Speech Recognition as Pattern Classification, Nijmegen.

Swingley, D. (November, 2000). Mécanismes de reconnaissance des mots parlés chez les très jeunes enfants. Paper presented at the IIIèmes Journées de l'Ecole d'Orthophonie de Lyon: Accéder aux Langages, Lyon.

Swingley, D. (July, 2000). Lexical representation in children's second year. Paper presented at the workshop Speech Perception Development in Early Infancy: Behavioural, Neural-Modelling and Brain-Imaging Data, Barcelona.

Swingley, D. (April, 2000). Do good neighbors make good fences? Paper presented at the workshop Finding the Words, Stanford, CA.

Swingley, D. (February, 2000). Two kinds of robustness in early word recognition. Paper presented at the workshop Development and Interaction of Linguistic and Non-Linguistic Cognition in Infants, Berlin.

Presentations and Proceedings since 2005 (incomplete):

Bergelson, E., & Swingley, D. (Nov 2012). Talker-independence in word comprehension before 12 months. Paper presented at the 37th Annual Boston Univ. Conference on Language Development, Boston.

Adriaans, F., & Swingley, D. (2012). Distributional Learning of Vowel Categories is Supported by Prosody in Infant-Directed Speech. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 72-77). Austin, TX: Cognitive Science Society.

Adriaans, F., & Swingley, D. (Aug 2012). Distributional learning of vowel categories is supported by prosody in infant-directed speech. 34th Annual Meeting of the Cognitive Science Society, Sapporo.

Swingley, D. (Jun 2012). The potential for word-forms to contribute to vowel learning. 18th Biennial International Conference on Infant Studies, Minneapolis.

Adriaans, F., & Swingley, D. (2012). Prosodic Determinants of Vowel Expansion in Infant-Directed Speech, International Child Phonology Conference 2012, University of Minnesota, Minneapolis, MN.

Swingley, D. (Jun 2012). Infants' integration across domains is fundamental to language learning. (talk as invited discussant). 18th Biennial International Conference on Infant Studies, Minneapolis.

Bergelson, E., & Swingley, D. (Jun 2012). Word recognition at 20 months is flexible and efficient. Poster, 18th Biennial International Conference on Infant Studies, Minneapolis.

Bergelson, E., Swingley, D. (Jan 2012). 6-11-Month-Olds' Comprehension of Concrete and Abstract Words. Budapest CEU Conference on Cognitive Development, Budapest.

Bergelson, E., & Swingley, D. (Apr 2011). What 6-10-Month-Olds Know about Word Meaning. Society for Research in Child Development Biennial Meeting, Montreal.

Swingley, D. (November, 2010). Word-forms can help learners form phonetic categories. Paper presented at the 35th Annual Boston Univ. Conference on Language Development, Boston.

Bergelson, E., & Swingley, D. (November, 2010). Mother's education predicts spoken word recognition in 6--16-month-old infants. Paper presented at the 35th Annual Boston Univ. Conference on Language Development, Boston.

Swingley, D. (March, 2010). Invited discussant: What different sound contrasts tell us about phonological development. Symposium presented at the 17th Biennial International Conference on Infant Studies, Baltimore.

Bergelson, E., & Swingley, D. (March, 2010). 6--9 month olds match spoken words to visual referents. Poster presented at the 17th Biennial International Conference on Infant Studies, Baltimore.

Quam, C., & Swingley, D. (March, 2010). Bunny? Banana? Late development of sensitivity to the pitch cue to lexical stress. Poster presented at the 17th Biennial International Conference on Infant Studies, Baltimore.

Benders, T., Curtin, S., Escudero, P., & Swingley, D. (March, 2010). Fifteen-month-olds infants' sensitivity to first and second formants in novel word learning. Paper presented at the 17th Biennial International Conference on Infant Studies, Baltimore.

van der Feest, S. V., & Swingley, D. (November, 2009). Language-specific interpretation of vowel duration in 21-month-olds' word recognition: a cross-linguistic study of phonetic attribution. Paper presented at the 34th Annual Boston University Conference on Language Development, Boston.

Quam, C., & Swingley, D., & Park, J. (April, 2009). Developmental change in preschoolers' sensitivity to pitch as a cue to the speaker's emotions. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Denver.

Swingley, D. (November, 2008). Lexical interpretation of phonetic variation: Results from a task combining on-line recognition and explicit judgment in 2-year-olds. Paper presented at the 33rd Annual Boston University Conference on Language Development, Boston.

Narayan, C., Swingley, D., & Gorman, K. (November, 2008). The acoustics of [voice] in infant-directed speech and implications for phonological learning. Paper presented at the 33rd Annual Boston University Conference on Language Development, Boston.

Quam, C., Yuan, J., & Swingley, D. (July, 2008). Relating intonational pragmatics to the pitch realizations of highly frequent words in English speech to infants. Paper presented at CogSci 2008, the annual conference of the Cognitive Science Society.

Swingley, D. (November, 2008). Introduction to the Society for Language Development's symposium Fast Mapping, Slow Mapping: Children's word learning 30 Years After Carey & Bartlett 1978 Boston.

Van der Feest, S.V.H. & Swingley, D. (March, 2008). A crosslinguistic study of vowel duration in 21-month-olds' early lexical representations. Paper presented at the 16th International Conference on Infant Studies, Vancouver.

Swingley, D. (November, 2007). Introduction to the Society for Language Development's symposium Generalization in Language Learning, Boston.

Quam, C., & Swingley, D. (November, 2007). Phonological knowledge trumps salient local regularity in 2-year-olds' word learning. Poster presented at the 30th Annual Boston University Conference on Language Development, Boston.

Goudbeek, M., Swingley, D., & Kluender, K.R. (August, 2007). The limits of multidimensional category learning. Poster presented at Interspeech 2007, Antwerp.

Goudbeek, M., Swingley, D., & Cutler, A. (December, 2006). Saliency effects in distributional learning. Poster presented at the Eleventh Australasian International Conference on Speech Science and Technology, Auckland.

Creel, S.C., Dahan, D., & Swingley, D. (September, 2006). Effects of featural similarity and overlap position on lexical confusions and overt similarity judgments. Proceedings of the Ninth International Conference on Spoken Language Processing, Pittsburgh, PA, US, pp. 1503-1506.

Swingley, D. (June, 2006). Data-driven phonological distinction without phonetic opposition. Paper presented at the XVth Biennial International Conference on Infant Studies, Kyoto.

Swingley, D. (June, 2006). Constraints on learning mechanisms in 4 basic developmental domains: objects, music, phonology, and syntax. Paper symposium presented at the XVth Biennial International Conference on Infant Studies, Kyoto.

Yoshida, K.A., Fennell, C., Swingley, D., & Werker, J.F. (June, 2006). Encoding and retrieval of phonetic detail in novel words at 14 months. Paper presented at the XVth Biennial International Conference on Infant Studies, Kyoto.

Swingley, D. (November, 2005). Representation and process in one-year-olds' word recognition. Paper presented at the 30th Annual Boston University Conference on Language Development, Boston.

Ramon-Casas, M., Bosch, L., Swingley, D., and Sebastian-Galles, N. (July, 2005). Early word recognition in bilinguals: differential sensitivity to vowel mispronunciations in known words. Paper presented at the Tenth Congress of the International Association for the Study of Child Language, Berlin.