Weston A. Bousfield Psychology building
Developmental Division, Fall 2017
CAP labs
David Miller (professor of psychology, lectures at Laurel Hall )
Developmental Division, Fall 2015
About Us
Developmental research areas and emphases include:
Language Acquisition (Coppola, Landi, Naigles, Suanda)
- Language development across the lifespan
- Cognitive and social processes in language acquisition
- Reading development
- Acquisition and emergence of language across cultures, languages, spoken and sign languages, and input conditions
Social, Communicative and Emotional Development across the lifespan (Green, Naigles, Smith, Sheya, Suanda)
- Pre-linguistic communication
- Friendships and peer relations
- Parent-infant and dyadic interactions
- Social-emotional adjustment in childhood and adolescence
Developmental Cognitive Neuroscience Approaches in Typically Developing Children and in Children with Language Disorders or Autism Spectrum Disorder (Cuevas, Landi, Naigles)
- Neurogenetics
- Auditory Brainstem Response (ABR)
- Electroencephalography (EEG) / Event Related Potentials (ERP)
- Functional and Structural Magnetic Resonance Imaging (fMRI/sMRI)
Development of Basic and Higher Order Cognitive Processes (Coppola, Cuevas, Landi, Naigles, Sheya)
- Executive function
- Numeracy and number knowledge
- Concept and category learning
- Play
- Learning and memory
Recent News
Recent Publications
Chin, I., Vosoughi, S., Goodwin, M., Roy, D., & Naigles, L. (2018) Dense Home-Based Recordings Reveal Typical and Atypical Development of Tense-Aspect in a Child with Delayed Language Development. Journal of Child Language 45, 1-34. doi:10.1017/S0305000916000696
Yu, C., Suanda, S. H., Smith, L. B. (2018). Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science: e12735. https://doi.org/10.1111/desc.12735
Perdue, M. V., Mascheretti, S., Kornilov, S. A., Jasińska, K. K., Ryherd, K., Einar Mencl, W., … Landi, N. (2018). Common variation within the SETBP1 gene is associated with reading-related skills and patterns of functional neural activation. Neuropsychologia. http://doi.org/10.1016/j.neuropsychologia.2018.07.015
Ryherd, K., Jasinska, K., Van Dyke, J. A., Hung, Y.-H., Baron, E., Mencl, W. E., … Landi, N. (2018). Cortical regions supporting reading comprehension skill for single words and discourse. Brain and Language, 186, 32–43. http://doi.org/10.1016/j.bandl.2018.08.001
Cuevas, K., Rajan, V., & Bryant, L. J. (2018). Emergence of executive function in infancy. In S.A. Wiebe & J. Karbach (Eds.), Executive function: Development across the life span (pp. 11-28). New York: Routledge.
Carrigan, E. M., & Coppola, M. (2017). Successful communication does not drive language development: Evidence from adult homesign. Cognition, 158, 10-27. https://doi.org/10.1016/j.cognition.2016.09.012
Turvey, M. T., & Sheya, A. (2017). Non-obvious influences on perception-action abilities. Psychonomic Bulletin & Review, 1-7. https://link.springer.com/article/10.3758/s13423-016-1223-2