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Susan Graham

  • Tier ll CRC-Lang/Cognitive Dev
  • Professor

Currently Teaching

 F2014 - PSYC 351 - Developmental Psychology


My research focuses on language and cognitive development during the infancy and preschool years. Specifically, I am interested in how young children learn the meanings of words and the role that cognitive factors and social/interactional factors play in this process. I am also interested in how language guides children's reasoning about object categories and object properties. Information on my most recent publications can be found on the Language and Cognitive Development Lab's web page.

Member of the Ch.I.L.D. Research Group

Research Support

Canada Research Chairs Program
Natural Sciences and Engineering Research Council of Canada
Social Sciences and Humanities Research Council of Canada (Standard Research Grant and Insights Development Grant)

Recent Publications

Khu, M., Graham, S.A., & Ganea, P. (2014). Learning from picture books: Infants? use of naming information. Frontiers in Developmental Psychology, 5:144. doi: 10.3389/fpsyg.2014.00144 .

 Keates, J., Graham, S.A., & Ganea, P. (2014). Infants Transfer Nonobvious Properties from Pictures to Real-World Objects. Journal of Experimental Child Psychology, 125, 35-47.

 Graham, S.A., Nilsen, E.A., Mah, J. T., Morison, S., MacLean, K., Fisher, L., Brooks, B., Ames, E. (2014). An Examination Of Communicative Interactions Of Children From Romanian Orphanages And Their Adoptive Mothers. Canadian Journal of Behavioral Science, 46, 9-19. doi: 10.1037/a0033916

 Graham, S.A., Sedivy, J., & Khu, M. (2014). That?s not what you said earlier: Preschoolers expect partners to be referentially consistent. Journal of Child Language, 41, 34-50.

  MacKenzie, H.K., Graham, S.A., Curtin, S., & Archer, S. (2014). The flexibility of 12-month-olds? preferences for phonologically appropriate object labels. Developmental Psychology, 50, 422-430. doi: 10.1037/a0033524

Berman, J.M.J., Khu, M., Graham, I., & Graham, S.A.  (2013). ELIA: A software application for integrating spoken language and eye movements. Behavior Research Methods, 45, 646-655. Doi: 10.3758/s13428-012-0302-1

 Berman, J., Graham, S.A., Callaway, D., & Chambers, C.G. (2013). Preschoolers use emotion in speech to map new words to objects. Child Development, 84, 1791-1805, DOI: 10.1111/cdev.12074

 Berman, M.J., Graham, S.A., & Chambers, C.G. (2013). Contextual Influences on Children?s Use of Vocal Affect Cues During Referential Interpretation. Quarterly Journal of Experimental Psychology, 66, 705-726.

 Graham, S.A., Keates, J., Vukatana, E., & Khu, M. (2013). Distinct labels attenuate 15-month-olds? attention to shape in an inductive inference task. Front. Psychology 3:586. doi: 10.3389/fpsyg.2012.00586

 Gelman, S.A., Ware, L.A., Manczak, E.M, & Graham, S.A., (2013). Knowledge expressed in pedagogical and non-pedagogical contexts. Developmental Psychology, 49, 491-504.

 MacKenzie, H.M., Curtin, S., & Graham, S.A., (2012). Class Matters: 12-month-olds? word-object associations privilege content over function words. Developmental Science, 15, 753-761.

 MacKenzie, H., Curtin, S., & Graham, S.A. (2012). 12-month-olds? phonotactic knowledge guides their word-object mappings. Child Development, 83, 1129-1136.

  Collins, S.J., Graham, S.A., & Chambers, C.G. (2012). Preschoolers? Sensitivity to Speaker Action Constraints to Infer Communicative Intent. Journal of Experimental Child Psychology, 112, 389-402.

Nilsen, E.S., & Graham, S. A. (2012). The development of preschoolers? appreciation of communicative ambiguity. Child Development, 83, 1400-1415.

 Graham, S.A., Booth, A.E., & Waxman, S.R. (2012). Words are not features of objects: Only consistently applied nouns guide 4-year-olds? inferences about object categories. Language Learning and Development, 8, 1-11.



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