Plymouth Baby Lab
External Links
If you want your business or organisation to be advertised here, it's free and we are happy to help if we think it is related to child well-being and education.
Everything you want to know about signing to your child:
http://www.super-signers.co.uk
In Plymouth, a great place for children to enjoy music, lead by enthusiastic staff:
http://www.jojingles.com/plymouth
In Plymouth, an out-of-the ordinary place for young children:
http://www.plymouth.tattybumpkin.com
In Plymouth, a very professional, efficient and fun place to learn foreign languages:
The British Psychological Society has an address on Facebook!
http://www.facebook.com/pages/BPS-Developmental-Section/315796932608
Academic links
For more details of about the language and cognitive development group at The University of Plymouth click on the link below.
Research by The Language and Coginitive Development Group
Cattani, A. & Clibbens, J., T. J. Perfect (in press). Visual memory for shapes in deaf signers and non-signers and in hearing signers and non-signers: Atypical lateralization and enhancement. Neuropsychology.
Cattani, A. & Clibbens, J. (2005). Atypical lateralisation of memory for location: Effects of deafness and sign language use. Brain and Cognition, 58, 226-239.
Cattani, A., Clibbens, J. (2003). Percezione visiva e specializzazione emisferica in adulti sordi e udenti (Visual Perception and Hemispheric Specialization in Deaf and Hearing Adults) pp. 393-403. In M. C. Usai, M. Zanobini, (Eds.) Psicologia del ciclo di vita. Milano: Franco Angeli.
Handley, S.J., Capon, A., Beveridge, M., Dennis, I., & Evans, J.St.B.T. (2004). Working memory and inhibitory control in the development of children’s reasoning. Thinking and Reasoning, 10, 175-196.
Feeney, A., Scrafton, S., Duckworth, A. & Handley, S. J. (2004). The story of Some: Everyday pragmatic inference by children and adults. Canadian Journal of Experimental Psychology, 58, 120-131.
Staff research
Abbot-Smith, K. & Tomasello, M. (in press). The role frequency and semantic similarity in how children learn grammar. First Language
Stoll, S., Abbot-Smith, K., & Lieven, E.V.M. (2009). Lexically restricted utterances in Russian, German and English child directed speech. Cognitive Science, 33, 75-103.
Abbot-Smith, K., Lieven, E.V.M., & Tomasello, M. (2008b). Graded representations in the acquisition of English and German transitive constructions. Cognitive Development, 23, 48-66.
Dittmar, M., Abbot-Smith, K., Lieven, E.V.M., & Tomasello, M. (2008a). German children's comprehension of word order and case marking in causative sentences. Child Development,79(4), 1152-1167.
Dittmar, M., Abbot-Smith, K., Lieven, E.V. M. , & Tomasello, M. (2008b). Young German children's early syntactic competence: a preferential-looking study. Developmental Science, 11(4), 575-582.
Abbot-Smith, K., Lieven, E.V.M., & Tomasello, M. (2008). Graded representations in the acquisition of English and German transitive constructions. Cognitive Development, 23, 48-66.
http://www.sciencedirect.com/science/journal/08852014
Abbot-Smith, K. & Behrens, H. (2006). How known constructions influence the acquisition of new constructions: the German periphrastic passive and future constructions. Cognitive Science 30 (6), 995-1026.
http://www.leaonline.com/doi/abs/10.1207/s15516709cog0000_61
Abbot-Smith, K., & Tomasello, M. (2006). Exemplar-learning and schematization in a usage-based account of syntactic acquisition. The Linguistic Review, 23, 275-290.
http://www.atypon-link.com/WDG/doi/abs/10.1515/TLR.2006.011
Abbot-Smith, K., Lieven, E. V. M. & Tomasello, M. (2004) Training 2;6-year-olds to produce the transitive construction: The role of frequency, semantic similarity and shared syntactic distribution. Developmental Science 7(1), 48-55.
http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1467-7687.2004.00322.x
Abbot-Smith, K., Lieven, E. V. M. & Tomasello, M. (2001) What pre-school children do and do not do with ungrammatical word orders. Cognitive Development 16, 679-692.
Floccia, C., Nazzi, T., Austin, K., Arreckx, F., & Goslin, J. (accepted pending minor revision). Perception of stress patterns in word learning tasks in British toddlers. Developmental Science.
Floccia, C., Butler, J., Goslin, J., & Ellis, L. (2009). Regional and foreign accent processing in English: Can listeners adapt? Journal of Psycholinguistic Research, 38(4), 379-412.
Nazzi, T., Floccia, C., Moquet, B., & Butler, J. (2009). Bias for consonantal over vocalic information in 30-month-olds: Crosslinguistic evidence from French and English. Journal of Experimental Child Psychology, 102(4), 422-537.
Floccia, C., Butler, J., Girard, F., & Goslin, J. (2009). Categorisation of Regional and Foreign Accent in 5 to 7-year-old British Children. International Journal of Behavioral Development, 33(4), 366-375.
Floccia, C., Goslin, J., Girard, F., & Konopczynski, G. (2006). Does a regional accent perturb speech processing? A lexical decision study in French listeners. Journal of Experimental Psychology: Human Perception and Performance, 32(5), 1276-1293.
Floccia, C., Kolinsky, R., Dodane, C., & Morais, J. (2003). Discriminating spoken words in French: The role of the syllable and the CV phonological skeleton. Language and Cognitive Processes, 18(3), 241-267.
Floccia, C., Goslin, J., Schneider, R., & Thommen, E. (2003). Conceptual and linguistic development in the child aged from 1 to 6 years. Developmental Science, 6(2).
Floccia, C., Nazzi, T. & Bertoncini, J. (2000) Unfamiliar voice discrimination for short stimuli in newborns. Developmental Science, 3(3), 333-343.
Girard, F., Floccia, C., & Goslin, J. (2008). Perception and awareness of accents in young children. British Journal of Developmental Psychology, 26(3), 409-433.
Goslin, J., & Floccia, C. (2007). Comparing French syllabification in preliterate children and adults. Applied Psycholinguistics, 28(2), 341-367.
Tomasello, M., & Abbot-Smith, K. (2002) A tale of two theories: response to Fisher. Cognition 83, 207-214.
© 2007 Plymouth Baby Lab.