Use our database to find details of the various outputs coming out of the LuCiD Centre, from our research papers to radio interviews, powerpoint presentations to magazine articles. You can filter the database by author, subject category, year and resource type, selecting as many or few options as you would like.
Showing 73 to 84 of 518
Silverstein, P., Westermann, G., Parise, E., Twomey, K. (2019). Do infants learn to follow gaze through reinforcement learning? Testing a robot prediciton. In J. Torresen & K. Dautenhahn (Eds.) Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robots
Horst, J., Twomey, K., Morse, A., Nurse, R., Cangelosi, A. (2019). When object colour is a red herring: Extraneous perceptual information hinders word learning via referent selection. IEEE Transactions on Cognitive and Developmental Systems doi: 10.1109/TCDS.2019.2894507
Köster, M., Langeloh, M., Kliesch, C., Kanngießer, P., & Höhl, S. (2019). Neuronal dynamics of infants' understanding and learning from others' actions. SRCD Biennial Meeting, Baltimore, USA.
Kliesch, C. (2019). Parent-child interactions scaffold action segmentation in infancy and early childhood. The 7th Conference of the Scandinavian Association for Language and Cognition, School of Communication and Culture, Aarhus University, Denmark.
Serratrice, L., De Cat, Cécile. (2019). Individual differences in the production of referential expressions: The effect of language proficiency, language exposure and executive function in bilingual and monolingual children. Bilingualism: Language and Cognition DOI: 10.1017/S1366728918000962
Fitz, H., Chang, F. (2019). Language ERPs reflect learning through prediction error propagation. Cognitive Psychology, 111, 15-52.
Lieven, E. (2019). Input, interaction and learning in early language development. In. Grover, V., Uccelli, P., Rowe, M., Lieven, E. (Eds.) Learning through Language: Towards an Educationally informed Theory of Language Learning, Cambridge: Cambridge University Press, 19-30.
Chan, J., Monaghan, P. (2019). Simulating bilingual word learning: Monolingual and bilingual adults' use of cross-situational statistics. In Proceedings of the 41st Annual Meeting of the Cognitive Science Society
Hilton, M., Twomey, K., Westermann, G. (2019). Taking their eye off the ball: How shyness affects children's attention during word learning. Journal of Experimental Child Psychology, 183, 134-145.
Monaghan, P., Rebuschat, P. (2019). Aligning implicit learning and statistical learning: Two approaches, one phenomenon. (2) Topics in Cognitive Science, (in press) Available here: http://www.research.lancs.ac.uk/portal/en/publications/-(ca5c4fa3-bea1-4466-b27b-20059ef83226).html
Monaghan, P., Schoetensack, C., Rebuschat, P (2019). A single paradigm for implicit and statistical learning. Topics in Cognitive Science, in press available here: https://eprints.lancs.ac.uk/id/eprint/134851/1/monaghan_schoetensack_rebuschat_19_topics.pdf
Frank, S., Monaghan, P., Tsoukala, C. (2019). Neural network models of language acquisition and processing. In. Hagoort, P. (Ed.), Human Language: From genes and brains to behavior. Cambridge, MA: MIT Press.