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Bazhydai, M., Ke, H., Thomas, H., Wong, KY, & Westermann, G. (2022). Investigating the effect of interpersonal behavioral synchrony on toddlers’ word learning Frontiers in Psychology

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Chen, X., Twomey, K. E., & Westermann, G. (2022). Curiosity enhances incidental object encoding Journal of Experimental Child Psychology, Volume 223,105508, ISSN 0022-0965

Jones, S. D. & Westermann, G. (2022). Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder. .Psychological Review, 129(6), 1358–1372.

Taylor, G., Kolak, J., Norgatea, S.H., Monaghan, P. (2022). Assessing the educational potential and language content of touchscreen apps for preschool children Computers and Education Open, Volume 3, 100102, ISSN 2666-5573.

Ma, L., Twomey, K., & Westermann, G. (2022). The impact of perceived emotions on toddlers’ word learning Child Development, Volume 93, 1584-1600.

Christiansen, M.H. & Chater, N. (2022). The language game: How improvisation created language and changed the world. London, UK: Bantam Press.

Chan, K.C.J., Monaghan, P., & Michel, M. (2022). Adapting to children’s individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language Journal of Child Language, 1-26, 105305.

Taylor, G., Kolak, J., Bent, E. M., & Monaghan, P. (2022). Selecting educational apps for preschool children: How useful are website app rating systems? British Journal of Educational Technology, 1-24

Cheung, R. W., Hartley, C., & Monaghan, P. (2022). Receptive and expressive language ability differentially support symbolic understanding over time: Picture comprehension in late talking and typically developing children Journal of Experimental Child Psychology, 214, 105305.

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