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Susan Graham

  • Professor


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

Natural Sciences and Engineering Research Council of Canada
Social Sciences and Humanities Research Council of Canada (Insight Grants and Insights Development Grant)

Recent Publications

Owens, S. & Graham, S.A (in press). Thee, uhh disfluency effect in preschoolers: A cue to discourse status. British Journal of Developmental Psychology.

 Berman, J.M.J., Chambers, C. G., & Graham, S.A., (2016). Preschoolers? Real-Time Integration of Vocal and Facial Emotional Information.  Journal of Experimental Child Psychology, 142, 391-399.

 Vukatana, E., Curtin, S., & Graham, S.A. (2015). Infants? acceptance of phonotactically illegal word forms as object labels. Journal of Child Language. , DOI: 10.1017/S0305000915000707

 San Juan, V., Khu, M., & Graham, S.A. (2015). A new perspective on children?s communicative perspective-taking: When and how do children use perspective inferences to inform spoken language comprehension? Child Development Perspectives, 9, 245-249, DOI: 10.1111/cdep.1214 1

 Henderson AME, Graham SA, Schell, V (2015) 24-Month-Olds? Selective Learning Is Not an All-or-None Phenomenon. PLoS ONE 10(6): e0131215. doi: 10.1371/journal.pone.0131215

 Vukatana, E., Graham, S.A., Curtin, S., & Zepeda, M. (2015). One is not enough: Multiple exemplars facilitate infants' generalizations of novel properties. Infancy. DOI: 10.1111/infa.12092

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.



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