Publications:

Swingley, D., & Algayres, R. (2024). Computational modeling of the segmentation of sentence stimuli from an infant word-finding study. Cognitive Science. Author version pdf Journal version pdf SOM txt

Quam, C., & Swingley, D. (2024). Developmental change in English-learning children's interpretations of salient pitch contours in word learning. Infancy, 1-31. 10.1111/infa.12587 Journal version pdf SOM link

Beech, C., & Swingley, D. (2023). Relating referential clarity and phonetic clarity in infant-directed speech. Developmental Science (n.v.), 1-8. https://doi.org/10.1111/desc.13442 Journal version pdf SOM docx

Beech, C., & Swingley, D. (2023). Consequences of phonological variation for algorithmic word segmentation. Cognition 235, 10.1016/j.cognition.2023.105401 Journal Version pdf SOM pdf

Quam, C., & Swingley, D. (2022). A protracted developmental trajectory for English-learning childrens detection of consonant mispronunciations in newly learned words. Language Acquisition. 10.1080/10489223.2022.2069026. Journal version pdf

Swingley, D. (2022). Infants' learning of speech sounds and word forms. Chapter, Oxford Handbook of the Mental Lexicon (Eds., Papafragou, Gleitman, & Trueswell). Oxford. Author version pdf proofs pdf

Swingley, D. (2020-2021). Three thousand emails from the Department Chair. (I know, this isn't a real publication. But I did do stuff during peak Covid, I promise!)

Swingley, D. (2019). Learning phonology from surface distributions, considering Dutch and English vowel duration. Language Learning and Development. 15, (1-18). 10.1080/15475441.2018.156927 Author version pdf Journal version pdf SOM som

Swingley, D., & Van der Feest, S. (2019). A crosslinguistic examination of toddlers' interpretation of vowel duration. Infancy. 24, 300-317. 10.1111/infa.12280 Author version pdf Journal version pdf Wiley link link

Tsuji, S., Mazuka, R., & Swingley, D. (2019). Temporal contingency augments attention to a referent in a word learning task. Proceedings of the 43rd Boston University Conference on Language Development (M.M. Brown and B. Dailey, eds.), pp. 693-704. Somerville, MA: Cascadilla Press. pdf preregistration OSF

Swingley, D., & Alarcon, C. (2018). Lexical learning may contribute to phonetic learning in infants: a corpus analysis of maternal Spanish. Cognitive Science, 42, 1618-1641, 10.1111/cogs.12620. pdf som

Swingley, D., & Humphrey, C. (2018). Quantitative linguistic predictors of infants' learning of specific English words. Child Development, 89, 1247-1267, 10.1111/cdev.12731. pdf som data

Bergelson, E., & Swingley, D. (2018). Young infants' word comprehension given an unfamiliar talker or altered pronunciations. Child Development. 10.1111/cdev.12888 pdf PubMed

Adriaans, F., & Swingley, D. (2017). Prosodic exaggeration within infant-directed speech: consequences for vowel learnability. Journal of the Acoustical Society of America, 141, 3070-3078. pdf data

Swingley, D. (2017). Commentary: The infant's developmental path in phonological acquisition. British Journal of Psychology, 108, 28-30. 10.1111/bjop.12215 pdf

Swingley, D. (2016). Two-year-olds interpret novel phonological neighbors as familiar words. Developmental Psychology, 52, 1011-1023. doi 10.1037/dev0000114 pdf

Dautriche, I., Swingley, D., & Christophe, A. (2015). Learning novel phonological neighbors: syntactic category matters. Cognition, doi 10.1016/j.bcognition.2015.06.003 pdf

Bergelson, E., & Swingley, D. (online 2014). Early word comprehension in infants: replication and extension. Language Learning and Development, doi 10.1080/15475441.2014.979387 pdf

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

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

Bergelson, E., & Swingley, D. (2013). Social and environmental contributors to infant word learning. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, 187-192. Austin, TX: Cognitive Science Society. pdf

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. pdf

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.pdf

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.

Swingley, D. (June, 2023). Counting things and finding words. MPI for Psycholinguistics.

Swingley, D. (November, 2022). Rethinking the developmental pathway of infant language learning. Brown University.

Swingley, D. (October, 2022). Rethinking the developmental pathway of infant language learning. Dagstuhl Seminar: Developmental machine learning, from human learning to machines and back.

Swingley, D. (November, 2021). Thoughts on 'statistical' word segmentation models of infant lexicon-building. Utrecht University.

Swingley, D. (April, 2020 [postponed]). Jusczyk Memorial Lecture, Department of Psychology, University of Oregon.

Swingley, D. (February, 2020). Colloquium, Department of Psychological Sciences, University of Connecticut.

Swingley, D. (October, 2019). Colloquium, Program in Neurscience and Cognitive Science, University of Maryland.

Swingley, D. (Oct., 2018). Seminar, Psycholinguistics Laboratory, Université de Genève.

Swingley, D. (May, 2018). Colloquium, Department of Cognitive Science and Department of Cognitive Development, Central European University, Budapest.

Swingley, D. (May, 2018). Invited talk, SFB summer school on "Limits of Variability", Universität Potsdam.

Swingley, D. (August, 2017). Keynote, Lancaster International Conference on Infant and Child Development, Lancaster, England.

Swingley, D. (May, 2017). Colloquium, Cognitive Science, UCSD.

Swingley, D. (October, 2016). Brownbag, Institut des Sciences Cognitives, Lyon.

Swingley, D. (October, 2015). Colloquium, Cognitive Science, Princeton University.

Swingley, D. (September, 2015). Keynote talk, Macquarie University (Sydney), Workshop on Infant Speech Perception.

Beech, C., Shelton, M., & Swingley, D. (November 2023). Using story-guided looking to measure young children's recognition of phonetically reduced words. Talk presented at the Boston University Conference on Language Development, Boston, MA.

Swingley, D. (2022). Optimizing item analysis in two-alternative language-guided looking studies. Paper presented at the 47th Annual Boston Univ. Conference on Language Development, Boston.

Swingley, D. (2022). Methodological advances in gaze-based measures of language understanding. Symposium organized for the 47th Annual Boston Univ. Conference on Language Development, Boston.

Swingley, D. (June, 2022). Discourse effects on the phonetic clarity of words in American English infant-directed speech. Talk presented at the 2022 Workshop on Infant Language Development, Donostia, Spain.

Beech, C., & Swingley, D. (June, 2022). Relating referential clarity and auditory clarity in infant-directed speech. Paper presented at the 2022 Workshop on Infant Language Development, Donostia, Spain.

Beech, C., & Swingley, D. (November, 2021). Consequences of phonological variation for word segmentation. Paper presented at the 46th Annual Boston Univ. Conference on Language Development, Boston.

Swingley, D. (March, 2021). The identifiability of consonants and syllable boundaries in infant-directed English. Talk presented at the 34th Annual CUNY Conference on Human Sentence Processing, Philadelphia [online].

Swingley, D., Tamis-LeMonda, C., Yu, C., & Dupoux, E. (July, 2020). Fine-grained environmental data illuminate the process of language learning. Symposium at the International Conference on Infant Studies, Glasgow [nope! online].

Swingley, D., & Nouriyelian, J. (January, 2020). Poverty of the stimulus bounds on accounts of phonetic development. Paper presented at the 20th Annual Budapest CEU Conference on Cognitive Development, Budapest.

Swingley, D., Bergelson, E., & Oller, K. (November, 2019). Leaving the lab: developmental hypothesis-testing using natural corpora. Symposium presented at the 44th Annual Boston Univ. Conference on Language Development, Boston.

Buerkin-Pontrelli, A., Coffey, J., & Swingley, D. (November, 2018). Individual-outcome corpus modeling to constrain parameters of statistical learning models. Paper presented at the 43rd Annual Boston Univ. Conference on Language Development, Boston.

Buerkin-Salgado, A., & Swingley, D. (July, 2017). How infants map nonce phrases to scenes with objects and predicates. Poster presented at CogSci 2017, London.

Swingley, D. (July, 2017). The role of the lexicon in infants’ phonetic category learning: a new crosslinguistic comparison. Paper presented at the International Association for the Study of Child Language biennial conference, Lyon.

Swingley, D., & Alarcon, C. (June, 2017). The lexicon could support unsupervised vowel category learning in Spanish. Paper presented at the third Workshop on Infant Language Development, Bilbao.

Quam, C., Swingley, D., Yuan, J., & Wang, X. (April, 2017). Tone production in mothers’ infant-directed speech. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Austin.

Kronrod, Y., & Swingley, D. (2016). An investigation of high-variability phonetic training for French nasal vowel learning. Paper presented at the Second Language Research Forum, New York.

Buerkin-Salgado, A., & Swingley, D. (May, 2016). How infants link nonce sentences to scenes with objects and predicates. Poster presented at the International Conference on Infant Studies, New Orleans.

Bergelson, E., & Swingley, D. (October, 2015). Development in 11—15-month-olds’ noun and verb learning following extended at-home teaching. Poster presented at the Biennial Meeting of the Cognitive Development Society, Columbus, Ohio.

Bergelson, E., & Swingley, D. (October, 2015). Differing effects of socioeconomic status on infants’ reported receptive and productive vocabulary. Poster presented at the Biennial Meeting of the Cognitive Development Society, Columbus, Ohio.

Bergelson, E., & Swingley, D. (June 2015). The effects of maternal education on reports of infants’ early vocabulary. Paper presented at the Workshop on Infant Language Development, Stockholm.

Romeo, R., & Swingley, D. (Mar 2015). Word recognition, phonological specificity, and SES: A longitudinal word-recognition study of toddlers. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia.

Bergelson, E., & Swingley, D. (Mar 2015). Non-linearities in word comprehension trajectories. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Philadelphia.

Swingley, D. (Jul 2014). Phonetic, syntactic, and conceptual determinants of word learning in infancy. Paper presented at the International Conference on Infant Studies, Berlin; in symposium with S. Stokes, J. Snedeker, and J. Willits.

Bergelson, E., & Swingley, D. (Jul 2014). Early word form generalizations in the context of meaning. Paper presented at the International Conference on Infant Studies, Berlin; in symposium with K. Byers-Heinlein, A. Seidl, and C. Fisher.

Bergelson, E., & Swingley, D. (2013). Social and Environmental Contributors to Infant Word Learning. In M. Knauff et al., (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society, 187-192. Austin, TX: Cognitive Science Society.

Adriaans, F., & Swingley, D. (Jan 2013). Prosodic exaggeration in infant-directed speech: Consequences for vowel learnability. Poster presented at the CEU Conference on Cognitive Development, Central European University, Budapest.

Bergelson, E., & Swingley, D. (Jun 2013). Infant word comprehension: robust to speaker differences, but sensitive to single phoneme changes. Paper presented at the Workshop on Infant Language Development, San Sebastian, Spain.

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.

Swingley, D. (June, 2006). Data-driven phonological distinction without phonetic opposition. Paper presented at the International Conference on Infant Studies, Kyoto. (I left this old talk in here because I'm fond of it. This presentation and a more focused one in Calgary in 2007 were the first times I presented the idea of using words or other phonological contexts to help learn speech-sound categories.)