Richard N. Aslin Award for Distinguished Scientific Contributions Citation “For elegance of thought in providing new ways to think about the relationships among learning, development, and biology. Richard N. Aslin’s scholarship exemplifies both breadth and depth in psychological science and has gener ated dynamic areas of research, including major innova tions in the study of infant visual perception, infant speech perception, and statistical learning. He has embraced new methods, opening up areas of inquiry while always remain ing on firm scientific ground. A master of experimental design, he is exceptionally gifted at finding beautiful solu tions to experimental conundrums. His combination of careful thinking, wisdom, leadership, and integrity provides a model for future scholars.”
Biography Richard N. Aslin was born in Milwaukee, Wisconsin, on August 9, 1949. He attended Michigan State University as an undergraduate, where he studied social policy and gov ernment relations for two years in a small (400-student) residential college. Too many hours devoted to his passion for running on the track and cross-country teams, in com bination with the conservative teachings of then-professor George Will, led to a generally declining GPA and a grow ing distaste for economic theory. At the end of his sopho more year, Aslin changed his major to psychology after 724
being exposed to a basic course in personality theory and an honors course in experimental psychology. Later that year, a child psychology course taught by Hiram Fitzgerald led to an awareness and appreciation of developmental milestones previously observed in his three much younger siblings. A National Science Foundation summer fellowship supported work in Fitzgerald’s lab, where Aslin learned a great deal about testing young infants and about psychophysiological methods. Aslin began his graduate training in 1971 at the Univer sity of Minnesota in the Institute of Child Development, initially pursuing psychophysiological interests under the guidance of Alan Sroufe. However, a course on perceptual development with Herb Pick convinced him that many classic questions in perception could be addressed by study ing infants. A rather fortuitous meshing of research interests on peripheral vision led to a collaboration with Philip Salapatek, who became his advisor and mentor for the remainder of his graduate school years. Under Salapatek’s guidance, Aslin embarked on a series of experiments aimed at describing the young infant’s capacity for processing information in the peripheral visual field. For his disserta tion, he measured binocular (vergence) eye movements in young infants and found that during much of the early postnatal period, the two eyes are not appropriately aligned while viewing a target. This research was motivated, in part, by a collaborative study conducted with fellow grad uate student Marty Banks. Together they studied the bin ocular vision of a sample of subjects who had previously had crossed eyes. The major finding of that work, which appeared in the journal Science in 1975, was that an early period of visual deprivation leads to a permanent loss of binocular vision if the crossed eyes are not surgically cor rected prior to approximately four years of age. This evi dence of a sensitive period for the development of binocular vision in humans parallels the findings on the development of binocular neurons in the cortex of kittens and monkeys. An important aspect of Aslin’s graduate training was the atmosphere among the students and faculty at the Institute. Not only was he exposed to a close-knit group of students working in the area of infant perception (e.g., Marty Banks, Daphne Maurer, Joanne Miller, John Rieser, and Elliot Saltzman), but he was able to expand his interests into other areas, such as a year-long project on language development with fellow student Emily Bushnell under the direction of Mike Maratsos. Other influential faculty members who helped establish his subsequent thinking about issues in developmental psychology included John Flavell, Herb Pick, Rob Wozniak, and A1 Yonas. Having received his PhD from Minnesota in 1975, Aslin accepted a faculty position at Indiana University in the Department of Psychology, where he continued his work on visual development in normal infants. A collaboration with Bob Fox at Vanderbilt University resulted in the developNovember 2014 • American Psychologist © 2014 American Psychological Association 0003-066X/14/$ 12.00 Vol. 69, No. 8, 724-726 http://dx.doi.org/10.1037/a0037572
ment of a system for assessing stereopsis in young infants. With students Sandy Shea and Sue Dumais, they combined a random-element stereopsis display that Fox had used with animals with a forced-choice preferential looking procedure to document the presence of stereopsis in three- and fourmonth-olds. That report appeared in Science in 1980. Shortly after arriving at Indiana University, Aslin had the good fortune to begin a collaboration with David Pisoni on infant speech perception. Together they set up a computer ized laboratory in which natural or synthetic speech signals could be presented to infants during a real-time experiment using an operant head-turning procedure. They studied voiceonset time (VOT) discrimination in infants and adults and found hitherto unknown capabilities in subjects from an English-speaking environment. They also proposed a model of the effects of early experience that is still a viable frame work in the field. After five years at Indiana, Aslin was recruited by Jim Ison, the chair at the University of Roches ter. Aslin declined because his situation at Indiana was so congenial and productive. But four years later, Ison came knocking again and Aslin succumbed to the lure of a large private-university endowment and an unparalleled set of col leagues in the Center for Visual Science. Fortuitously, a few years later, Rochester recruited Elissa Newport from Illinois, and together they formed a highly productive collaboration on various aspects of language de velopment in infants and language learning in adults. Much of this work on what became known as statistical learning was begun when, in a moment of weakness, Aslin entered the world of “central administration.” He served as dean of arts and sciences and then vice provost for all arts, sciences, and engineering departments from 1991 to 1996. What made this work possible was a methodological collaboration with Peter Jusczyk and talented graduate student Jenny Saffran, who completed her PhD in 1997. Saffran, Newport, and Aslin had a pretty good run of co-authored publications, including a Science article in 1996 that has garnered quite a few citations (2,700 by last count). During this same deanship period, Aslin was fortunate to recruit Scott Johnson as a postdoc. Scott kept alive Aslin’s work on visual development, and together they published a number of studies on infants’ perception of partially occluded objects. The work on statistical learning in the language domain naturally led to studies in the visual modality with Jozsef Fiser, first as a postdoc at Rochester and later as a faculty member at Brandeis Uni versity and Central European University in Budapest, who has been one of Aslin’s main collaborators. A fortuitous encounter in 2005 with Mate Lengyel at a colloquium in London added a computational modeling component to the visual statistical learning work with Fiser. Another fortuitous set of events led Dan Swingley to pursue a postdoc position in Aslin’s lab in 1997 and prompted a collaboration with colleague Mike Tanenhaus in November 2014 • American Psychologist
studying various aspects of spoken language understanding in adults and infants. Using the visual-world eye-tracking par adigm developed by Tanenhaus, a set of talented graduate students (Jim Magnuson, Jeff Coady, Ruskin Hunt, Bob McMurray, Sarah Creel, Kate Pirog Revill, Meghan Clayards, and Celeste Kidd) and postdocs (Robin Panneton, Jes sica Maye, Dan Weiss, Andrea Gebhart, Mohinish Shukla, Katherine White, Patty Reeder, Steve Piantadosi, Vik Rao, and Elika Bergelson) expanded Aslin’s interest in language process ing well beyond what he might have tackled on his own. A chance encounter with Jacques Mehler in 1999 led to funding from the James S. McDonnell Foundation for a set of workshops that eventuated in two three-year grants that spanned 10 laboratories in the United States, Canada, the United Kingdom, and Europe. Together Mehler and Aslin traveled to Japan to work with a company that makes a specialized optical imaging system that uses near-infrared light to measure brain activity. The opportunity to interact with and visit labs all over the world to develop new methods of brain imaging for infants has been one of the highlights of Aslin’s career and continues with postdocs Lauren Emberson and Rachel Wu. The environment at Rochester for the past 30 years has been remarkably interactive, with joint projects stimulated by students and postdocs but also involving fellow faculty members Robert Jacobs, Dave Knill, Daphne Bavelier, Florian Jaeger, and Andrew Berger. Throughout his academic career, Aslin ran (not jogged) daily to momentarily escape the rigors of academia. A third orthopedic surgery in 1999 commanded a transition from running to biking. Subsequently, with Marty Banks, annual multiday rides, mostly out West to ensure insanely long uphills and plenty of wild weather, have provided that escape. Aslin’s children, now adults, have continued to amaze in the disciplines of law and acting, and two grandchildren now reinforce the fact that scientific expertise in human develop ment cannot trump the wonder of observing a “real” child’s progress through daily life. Spouse Patricia continually reminds him to keep it real, take out the trash, and enjoy regular sporting events (bowling, curling) with the stu dents in the lab. Aslin has been continually blessed by friends and strang ers who think he’s done something special. His colleagues at Indiana nominated him for the Award for Distinguished Scientific Early Career Contributions to Psychology from the American Psychological Association, his friend Claes von Hofsten nominated him for an honorary degree from Uppsala University, and unknown nominators prevailed in getting him elected to the American Academy of Arts and Sciences and the National Academy of Sciences. Those honors, unex pected but welcome, say more about the creativity and hard work of his students and colleagues than about his own accomplishments. 725
S e le c te d B ib lio g r a p h y
Aslin, R. N., Pisoni, D. B., Hennessy, B. L., & Perey, A. J. (1981). Discrimination of voice onset time by infants: New findings and impli cations for the effects of early experience. Child Development, 52, 1135-1145. doi: 10.2307/1129499 Aslin, R. N., & Shea, S. L. (1990). Velocity thresholds in human infants: Implications for the perception of motion. Developmental Psychology, 26, 589-598. doi:10.1037/0012-1649.26.4.589 Banks, M. S., Aslin, R. N., & Letson, R. D. (1975, November 14). Sensitive period for the development of human binocular vision. Science, 190, 675-677. doi: 10.1126/science.l 188363 Clayards, M. A., Tanenhaus, M. K., Aslin, R. N., & Jacobs, R. A. (2008). Perception of speech reflects optimal use of probabilistic speech cues. Cognition, 108, 804-809. doi:10.1016/j.cognition.2008.04.004 Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584-1595. doi: 10.2307/1130766 Creel, S. C., Newport, E. L., & Aslin, R. N. (2004). Distant melodies: Statistical learning of non-adjacent dependencies in tone sequences. Jour nal o f Experimental Psychology: Learning, Memory, and Cognition, 30, 1119-1130. doi: 10.1037/0278-7393.30.5.1119 Fiser, J., & Aslin, R. N. (2002). Statistical learning of new visual feature combinations by infants. PNAS: Proceedings o f the National Academy of Sciences, USA, 99, 15822-15826. doi:10.1073/pnas.232472899 Fox, R., Aslin, R. N., Shea, S. L., & Dumais, S. T.(1980, January 18). Stereopsis in human infants. Science, 207, 323-324. doi:10.1126/science .7350666 Gebhart, A. L., Aslin, R. N., & Newport, E. L. (2009). Changing structures in mid-stream: Learning along the statistical garden path. Cognitive Science, 33, 1087-1116. doi:10.1111/j.l551-6709.2009.01041.x Johnson, S. P., & Aslin, R. N. (1995). Perception of object unity in 2-month-old infants. Developmental Psychology, 31, 739-745. doi: 10.1037/0012-1649.31.5.739
726
Jusczyk, P. W„ & Aslin, R. N. (1995). Infants’ detection of the sound patterns of words in fluent speech. Cognitive Psychology, 29, 1-23. doi: 10.1006/cogp. 1995.1010 Kidd, C., Piantadosi, S. T., & Aslin, R. N. (2012). The Goldilocks effect: Human infants allocate attention to visual sequences that are neither too simple nor too complex. PLoS ONE, 7(5), e36399. doi:10.1371/journal .pone.0036399 Maye, J., Aslin, R. N., & Tanenhaus, M. K. (2008). The weckud wetch of the wast: Lexical adaptation to a novel accent. Cognitive Science, 32, 543-562. doi: 10.1080/03640210802035357 McMurray, B.. & Aslin, R. N. (2005). Infants are sensitive to withincategory variation in speech perception. Cognition, 95, B15-B26. doi: 10.1016/j .cognition.2004.07.005 Orban, G., Fiser, J., Aslin, R. N., & Lengyel, M. (2008). Bayesian learning of visual chunks by human observers. PNAS: Proceedings of the National Academy o f Sciences, USA, 105, 2745-2750. doi:10.1073/pnas .0708424105 Reeder, P. A., Newport, E. L., & Aslin, R. N. (2013). From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes. Cognitive Psychology, 66, 30-54. doi: 10.1016/j .cogpsych.2012.09.001 Revill. K. P., Aslin, R. N., Tanenhaus, M. K., & Bavelier, D. (2008). Neural correlates of partial lexical activation. PNAS: Proceedings of the National Academy o f Sciences, 105, 13111-13115. doi:10.1073/pnas.0807054105 Saffran, J. R„ Aslin, R. N„ & Newport, E. L.(1996, December 13). Statis tical learning by 8-month-old infants. Science, 274, 1926-1928. doi: 10.1126/science.274.5294.1926 Shukla, M., White, K. S., & Aslin, R. N. (2011). Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-mo-old infants. PNAS: Proceedings o f the National Academy o f Sciences, USA, 108, 6038-6043. doi:10.1073/pnas,1017617108 Swingley, D., & Aslin, R. N. (2002). Lexical neighborhoods and word-form representations of 14-month-olds. Psychological Science, 13, 480-484. doi: 10.1111/1467-9280.00485
November 2014 • American Psychologist
Copyright of American Psychologist is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
Biography Richard N. Aslin was born in Milwaukee, Wisconsin, on August 9, 1949. He attended Michigan State University as an undergraduate, where he studied social policy and gov ernment relations for two years in a small (400-student) residential college. Too many hours devoted to his passion for running on the track and cross-country teams, in com bination with the conservative teachings of then-professor George Will, led to a generally declining GPA and a grow ing distaste for economic theory. At the end of his sopho more year, Aslin changed his major to psychology after 724
being exposed to a basic course in personality theory and an honors course in experimental psychology. Later that year, a child psychology course taught by Hiram Fitzgerald led to an awareness and appreciation of developmental milestones previously observed in his three much younger siblings. A National Science Foundation summer fellowship supported work in Fitzgerald’s lab, where Aslin learned a great deal about testing young infants and about psychophysiological methods. Aslin began his graduate training in 1971 at the Univer sity of Minnesota in the Institute of Child Development, initially pursuing psychophysiological interests under the guidance of Alan Sroufe. However, a course on perceptual development with Herb Pick convinced him that many classic questions in perception could be addressed by study ing infants. A rather fortuitous meshing of research interests on peripheral vision led to a collaboration with Philip Salapatek, who became his advisor and mentor for the remainder of his graduate school years. Under Salapatek’s guidance, Aslin embarked on a series of experiments aimed at describing the young infant’s capacity for processing information in the peripheral visual field. For his disserta tion, he measured binocular (vergence) eye movements in young infants and found that during much of the early postnatal period, the two eyes are not appropriately aligned while viewing a target. This research was motivated, in part, by a collaborative study conducted with fellow grad uate student Marty Banks. Together they studied the bin ocular vision of a sample of subjects who had previously had crossed eyes. The major finding of that work, which appeared in the journal Science in 1975, was that an early period of visual deprivation leads to a permanent loss of binocular vision if the crossed eyes are not surgically cor rected prior to approximately four years of age. This evi dence of a sensitive period for the development of binocular vision in humans parallels the findings on the development of binocular neurons in the cortex of kittens and monkeys. An important aspect of Aslin’s graduate training was the atmosphere among the students and faculty at the Institute. Not only was he exposed to a close-knit group of students working in the area of infant perception (e.g., Marty Banks, Daphne Maurer, Joanne Miller, John Rieser, and Elliot Saltzman), but he was able to expand his interests into other areas, such as a year-long project on language development with fellow student Emily Bushnell under the direction of Mike Maratsos. Other influential faculty members who helped establish his subsequent thinking about issues in developmental psychology included John Flavell, Herb Pick, Rob Wozniak, and A1 Yonas. Having received his PhD from Minnesota in 1975, Aslin accepted a faculty position at Indiana University in the Department of Psychology, where he continued his work on visual development in normal infants. A collaboration with Bob Fox at Vanderbilt University resulted in the developNovember 2014 • American Psychologist © 2014 American Psychological Association 0003-066X/14/$ 12.00 Vol. 69, No. 8, 724-726 http://dx.doi.org/10.1037/a0037572
ment of a system for assessing stereopsis in young infants. With students Sandy Shea and Sue Dumais, they combined a random-element stereopsis display that Fox had used with animals with a forced-choice preferential looking procedure to document the presence of stereopsis in three- and fourmonth-olds. That report appeared in Science in 1980. Shortly after arriving at Indiana University, Aslin had the good fortune to begin a collaboration with David Pisoni on infant speech perception. Together they set up a computer ized laboratory in which natural or synthetic speech signals could be presented to infants during a real-time experiment using an operant head-turning procedure. They studied voiceonset time (VOT) discrimination in infants and adults and found hitherto unknown capabilities in subjects from an English-speaking environment. They also proposed a model of the effects of early experience that is still a viable frame work in the field. After five years at Indiana, Aslin was recruited by Jim Ison, the chair at the University of Roches ter. Aslin declined because his situation at Indiana was so congenial and productive. But four years later, Ison came knocking again and Aslin succumbed to the lure of a large private-university endowment and an unparalleled set of col leagues in the Center for Visual Science. Fortuitously, a few years later, Rochester recruited Elissa Newport from Illinois, and together they formed a highly productive collaboration on various aspects of language de velopment in infants and language learning in adults. Much of this work on what became known as statistical learning was begun when, in a moment of weakness, Aslin entered the world of “central administration.” He served as dean of arts and sciences and then vice provost for all arts, sciences, and engineering departments from 1991 to 1996. What made this work possible was a methodological collaboration with Peter Jusczyk and talented graduate student Jenny Saffran, who completed her PhD in 1997. Saffran, Newport, and Aslin had a pretty good run of co-authored publications, including a Science article in 1996 that has garnered quite a few citations (2,700 by last count). During this same deanship period, Aslin was fortunate to recruit Scott Johnson as a postdoc. Scott kept alive Aslin’s work on visual development, and together they published a number of studies on infants’ perception of partially occluded objects. The work on statistical learning in the language domain naturally led to studies in the visual modality with Jozsef Fiser, first as a postdoc at Rochester and later as a faculty member at Brandeis Uni versity and Central European University in Budapest, who has been one of Aslin’s main collaborators. A fortuitous encounter in 2005 with Mate Lengyel at a colloquium in London added a computational modeling component to the visual statistical learning work with Fiser. Another fortuitous set of events led Dan Swingley to pursue a postdoc position in Aslin’s lab in 1997 and prompted a collaboration with colleague Mike Tanenhaus in November 2014 • American Psychologist
studying various aspects of spoken language understanding in adults and infants. Using the visual-world eye-tracking par adigm developed by Tanenhaus, a set of talented graduate students (Jim Magnuson, Jeff Coady, Ruskin Hunt, Bob McMurray, Sarah Creel, Kate Pirog Revill, Meghan Clayards, and Celeste Kidd) and postdocs (Robin Panneton, Jes sica Maye, Dan Weiss, Andrea Gebhart, Mohinish Shukla, Katherine White, Patty Reeder, Steve Piantadosi, Vik Rao, and Elika Bergelson) expanded Aslin’s interest in language process ing well beyond what he might have tackled on his own. A chance encounter with Jacques Mehler in 1999 led to funding from the James S. McDonnell Foundation for a set of workshops that eventuated in two three-year grants that spanned 10 laboratories in the United States, Canada, the United Kingdom, and Europe. Together Mehler and Aslin traveled to Japan to work with a company that makes a specialized optical imaging system that uses near-infrared light to measure brain activity. The opportunity to interact with and visit labs all over the world to develop new methods of brain imaging for infants has been one of the highlights of Aslin’s career and continues with postdocs Lauren Emberson and Rachel Wu. The environment at Rochester for the past 30 years has been remarkably interactive, with joint projects stimulated by students and postdocs but also involving fellow faculty members Robert Jacobs, Dave Knill, Daphne Bavelier, Florian Jaeger, and Andrew Berger. Throughout his academic career, Aslin ran (not jogged) daily to momentarily escape the rigors of academia. A third orthopedic surgery in 1999 commanded a transition from running to biking. Subsequently, with Marty Banks, annual multiday rides, mostly out West to ensure insanely long uphills and plenty of wild weather, have provided that escape. Aslin’s children, now adults, have continued to amaze in the disciplines of law and acting, and two grandchildren now reinforce the fact that scientific expertise in human develop ment cannot trump the wonder of observing a “real” child’s progress through daily life. Spouse Patricia continually reminds him to keep it real, take out the trash, and enjoy regular sporting events (bowling, curling) with the stu dents in the lab. Aslin has been continually blessed by friends and strang ers who think he’s done something special. His colleagues at Indiana nominated him for the Award for Distinguished Scientific Early Career Contributions to Psychology from the American Psychological Association, his friend Claes von Hofsten nominated him for an honorary degree from Uppsala University, and unknown nominators prevailed in getting him elected to the American Academy of Arts and Sciences and the National Academy of Sciences. Those honors, unex pected but welcome, say more about the creativity and hard work of his students and colleagues than about his own accomplishments. 725
S e le c te d B ib lio g r a p h y
Aslin, R. N., Pisoni, D. B., Hennessy, B. L., & Perey, A. J. (1981). Discrimination of voice onset time by infants: New findings and impli cations for the effects of early experience. Child Development, 52, 1135-1145. doi: 10.2307/1129499 Aslin, R. N., & Shea, S. L. (1990). Velocity thresholds in human infants: Implications for the perception of motion. Developmental Psychology, 26, 589-598. doi:10.1037/0012-1649.26.4.589 Banks, M. S., Aslin, R. N., & Letson, R. D. (1975, November 14). Sensitive period for the development of human binocular vision. Science, 190, 675-677. doi: 10.1126/science.l 188363 Clayards, M. A., Tanenhaus, M. K., Aslin, R. N., & Jacobs, R. A. (2008). Perception of speech reflects optimal use of probabilistic speech cues. Cognition, 108, 804-809. doi:10.1016/j.cognition.2008.04.004 Cooper, R. P., & Aslin, R. N. (1990). Preference for infant-directed speech in the first month after birth. Child Development, 61, 1584-1595. doi: 10.2307/1130766 Creel, S. C., Newport, E. L., & Aslin, R. N. (2004). Distant melodies: Statistical learning of non-adjacent dependencies in tone sequences. Jour nal o f Experimental Psychology: Learning, Memory, and Cognition, 30, 1119-1130. doi: 10.1037/0278-7393.30.5.1119 Fiser, J., & Aslin, R. N. (2002). Statistical learning of new visual feature combinations by infants. PNAS: Proceedings o f the National Academy of Sciences, USA, 99, 15822-15826. doi:10.1073/pnas.232472899 Fox, R., Aslin, R. N., Shea, S. L., & Dumais, S. T.(1980, January 18). Stereopsis in human infants. Science, 207, 323-324. doi:10.1126/science .7350666 Gebhart, A. L., Aslin, R. N., & Newport, E. L. (2009). Changing structures in mid-stream: Learning along the statistical garden path. Cognitive Science, 33, 1087-1116. doi:10.1111/j.l551-6709.2009.01041.x Johnson, S. P., & Aslin, R. N. (1995). Perception of object unity in 2-month-old infants. Developmental Psychology, 31, 739-745. doi: 10.1037/0012-1649.31.5.739
726
Jusczyk, P. W„ & Aslin, R. N. (1995). Infants’ detection of the sound patterns of words in fluent speech. Cognitive Psychology, 29, 1-23. doi: 10.1006/cogp. 1995.1010 Kidd, C., Piantadosi, S. T., & Aslin, R. N. (2012). The Goldilocks effect: Human infants allocate attention to visual sequences that are neither too simple nor too complex. PLoS ONE, 7(5), e36399. doi:10.1371/journal .pone.0036399 Maye, J., Aslin, R. N., & Tanenhaus, M. K. (2008). The weckud wetch of the wast: Lexical adaptation to a novel accent. Cognitive Science, 32, 543-562. doi: 10.1080/03640210802035357 McMurray, B.. & Aslin, R. N. (2005). Infants are sensitive to withincategory variation in speech perception. Cognition, 95, B15-B26. doi: 10.1016/j .cognition.2004.07.005 Orban, G., Fiser, J., Aslin, R. N., & Lengyel, M. (2008). Bayesian learning of visual chunks by human observers. PNAS: Proceedings of the National Academy o f Sciences, USA, 105, 2745-2750. doi:10.1073/pnas .0708424105 Reeder, P. A., Newport, E. L., & Aslin, R. N. (2013). From shared contexts to syntactic categories: The role of distributional information in learning linguistic form-classes. Cognitive Psychology, 66, 30-54. doi: 10.1016/j .cogpsych.2012.09.001 Revill. K. P., Aslin, R. N., Tanenhaus, M. K., & Bavelier, D. (2008). Neural correlates of partial lexical activation. PNAS: Proceedings of the National Academy o f Sciences, 105, 13111-13115. doi:10.1073/pnas.0807054105 Saffran, J. R„ Aslin, R. N„ & Newport, E. L.(1996, December 13). Statis tical learning by 8-month-old infants. Science, 274, 1926-1928. doi: 10.1126/science.274.5294.1926 Shukla, M., White, K. S., & Aslin, R. N. (2011). Prosody guides the rapid mapping of auditory word forms onto visual objects in 6-mo-old infants. PNAS: Proceedings o f the National Academy o f Sciences, USA, 108, 6038-6043. doi:10.1073/pnas,1017617108 Swingley, D., & Aslin, R. N. (2002). Lexical neighborhoods and word-form representations of 14-month-olds. Psychological Science, 13, 480-484. doi: 10.1111/1467-9280.00485
November 2014 • American Psychologist
Copyright of American Psychologist is the property of American Psychological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
