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Journal Articles

Charman, T., Brian, J., Carter, A., Carver, L.J., Chawarska, K., Curtin, S., Dobkins, K., Elsabbagh, M., Georgiades, S., Hertz-Picciotto, I., Hutman, T., Iverson, J.M., Jones, E.J., Landa, R., Macari, S., Messinger, D.S., Nelson, C.A., Ozonoff, S., Saulnier, C., Stone, W.L., Tager-Flusberg, H., Webb, S.J., Yirmiya, N., Young, G.S., & Zwaigenbaum, L. (2017). Non-ASD Outcomes at 36 Months in Siblings at Familial Risk for Autism Spectrum Disorder (ASD): A Baby Siblings Research Consortium (BSRC) Study. Autism Research, 10(1), 169-178.

Vukatana, E., Curtin, S., Graham, S.A. (2016). Infants’ acceptance of phonotactically illegal word forms as object labels. Journal of Child Language, 43(6), 1400-1411.

Lazenby, D., Sideridis, G., Huntington, N., Prante, M., Dale, P., Curtin, S., Henkel, L., Iverson, J., Carver, L., Dobkins, K., Akshoomoff, N., Tagavi, D., Nelson III, C., Tager-Flusberg, H.(2016). Language Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 46(3), 899-909.

Vukatana, E., Graham, S.A., Curtin, S. & Zepeda, M. (2015). One is not enough: Multiple exemplars facilitate infants’ generalizations of novel properties.  Infancy, 20(5), 548-575. DOI:10.1111/infa.12092.

Archer, S., Zamuner, T., Engel, K., Fais, L., & Curtin, S. (in press). 12- and 20-month-olds’ ability to perceive coda generalizations of novel properties. Language Learning and Development. DOI: 10.1080/15475441.2014.979490.

Archer, S., Zamuner, T., Engel, K., Fais, L., & Curtin, S. (2016). 12- and 20-month-olds’ ability to perceive coda consonants: effects of position and voicing. Language Learning and Development, 12(1), 60-78. DOI:10.1080/15475441.2014.979490

Messinger, D., Young, G.S., Webb, SJ., Ozonoff, S., Bryson, S., Carter, A., Carver, L., Charman, T., Chawarska, K., Curtin, S., Dobkins, K., Hutman, T., Iverson, J.M., Landa, R., Nelson, C.A., Stone, W.L., Tager-Flusberg, H., & Zwaigenbaum, L. (2015). Early sex differences are not autism-specific: A Baby Siblings Research Consortium study. Molecular Autism, 6(32), 1-11. DOI 10.1186/s13229-015-0027-y.

Messinger, D., Young, G.S., Webb, SJ., Ozonoff, S., Bryson, S., Carter, A., Carver, L., Charman, T., Chawarska, K., Curtin, S., Dobkins, K., Hutman, T., Iverson, J.M., Landa, R., Nelson, C.A., Stone, W.L., Tager-Flusberg, H., & Zwaigenbaum, L. (2016). Commentary: sex difference differences. Molecular Autism, 7(1), 31.

Ference, J., & Curtin, S. (2015). The Ability to Map Differentially Stressed Labels to Objects Predicts Language Development at 24 months in 12-month-olds at High-Risk for Autism, Infancy, 20(3), 242–262.

Curtin, S., & Zamuner, T.S. (2014). Understanding the developing sound system: interactions between sounds and words. Wiley Interdisciplinary Reviews: Cognitive Science, 5, 589–602. DOI: 10.1002/wcs.1307.

Vouloumanos, A., & Curtin, S. (2014). Tuned to speech: How infants’ attention to speech predicts language development. Cognitive Science, 38( 8), 1675–1686.

MacKenzie, H., Graham, S.A., Curtin, S., & Archer, S.L. (2014). The flexibility of 12-month-olds’ preferences for phonologically appropriate object labels. Developmental Psychology, 50(2), 422-430. DOI: 10.1037/a0033524 

Archer, S., Ference, J., Curtin, S. (2014). Now you hear it. 14-month-olds succeed at learning minimal pairs in stressed syllables. Journal of Cognition and Development, 15(1), 110-122. DOI:10.1080/15248372.2012.728544

Ference, J., & Curtin, S. (2013). Attention to Lexical Stress and Early Vocabulary Growth in 5-month-olds at Risk for Autism. Journal of Experimental Child Psychology, 16(4), 891-903.

Curtin, S., & Vouloumanos, A. (2013). Preference for speech in infancy predicts autistic-like behavior at 18 months, Journal of Autism and Developmental Disorders, 43(9), 2114-2120. DOI: 10.1007/s10803-013-1759-1

Droucker, D., Curtin, S., & Vouloumanos, A. (2013). Linking infant-directed-speech and face preferences to language outcomes in infants at risk for Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 56, 567 - 576.

MacKenzie, H., Curtin, S., & Graham, S.A. (2012). Class matters: 12-month-olds’ word-object associations privilege content over function words. Developmental Science.

MacKenzie, H., Curtin, S., & Graham, S.A. (2012).12-Month-olds' phonotactic knowledge guides their word-object mappings. Child Development.

Curtin, S., Campbell, J., & Hufnagle, D.G. (2012). Mapping novel labels to actions: How the rhythm of words guides infants’ learning. Journal of Experimental Child Psychology, 112(2), 127-140.

Archer, S.L., & Curtin, S. (2011). Perceiving onset clusters in infancy. Infant Behavior and Development, 34(4),534-540.

Archer, S.L., & Curtin, S. (2016). Nine-month-olds use frequency of onset clusters to segment novel words. Journal of Experimental Child Psychology,148, 131-141.

Curtin, S., Byers-Heinlein, K., & Werker, J.F. (2011). Bilingual beginnings as a lens for theory development. Special Issue of Journal of Phonetics, 39, 492-504.

Curtin, S. (2011). Do newly formed word representations encode non-criterial information? Journal of Child Language, 38(4), 904-917.

Shea, C. & Curtin, S. (2011). Experience, representations and the production of second language allophones. Second Language Research, 27, 229-250.

Mackenzie, H., Graham, S.A., & Curtin, S. (2011). Twelve-month-olds Privilege Words over Other Linguistic Sounds in an Associative Learning Task. Developmental Science, 14(2), 399-410.

Shea, C. & Curtin, S. (2010). Discovering the relationship between context and allophones in a second language: Evidence for distribution-based learning. Studies in Second Language Acquisition,32(4), 581-606.

Curtin, S. (2010). Young infants encode lexical stress in newly encountered words. Journal of Experimental Child Psychology, 105, 376-385.

Curtin, S. (2009). Twelve-month-olds learn word-object associations differing only in stress patterns. Journal of Child Language, 36, 1157-1165.

Curtin, S., Fennell, C., & Escudero, P. (2009). Weighting of acoustic cues explains patterns of word-object associative learning.Developmental Science, 12, 725-731.

Curtin, S., Mintz, T.H., & Christiansen, M.H. (2005). Stress Changes the Representational Landscape: Evidence from Word Segmentation.Cognition,96, 233-262.

Werker, J.F. & Curtin, S. (2005). PRIMIR: A Developmental Framework of Infant Speech Processing. Language Learning and Development, 1(2), 197-234.

Curtin, S., F.R. Manis and M.S. Seidenberg (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14: 515-547.

Christiansen, M.H. & Curtin, S.L. (1999). Transfer of learning: Rule acquisition or statistical learning? Trends in Cognitive Sciences, 3, 289-290.

Manis. F.R., Seidenberg, M.S., Stallings, L., Joanisse, M.F., Bailey, C., Freedman, L. Curtin, S., & Keating, P. (1999). Development of dyslexic subgroups: A one-year follow up. Annals of Dyslexia, 49, 105-134.

Curtin, S., Goad, H. & Pater, J.  (1998) Levels of Representation and Transfer: The acquisition of Thai voice and aspiration by English and French learners.  Second Language Research. 14: 389-405.


Conference Proceedings

Curtin, S., Fennell, C., & Escudero, P. (2007). Infants’ recognition of vowels in a word learning task. In H. Caunt-Nulton, S. Kulatiklake, & I. Woo (eds), The 31st Proceeding of the Boston University Conference on Language Development, Boston, MA, 141-152.

Hufnagle, D. & Curtin, S. (2007). Effects of phonetic cues to membership in function word categories in artificial languages. The Proceedings of the 29th Annual Conference of the Cognitive Science Society.

Shea, C. & Curtin, S. (2006). The Acquisition of L2 Positional Constraints by Adult Learners.Proceedings of the 8th Generative Approaches to Second Language Acquisition Conference (GASLA 2006): The Banff Conference, Cascadilla Proceedings Project, Somerville, MA, USA.

Shea, C. &  Curtin. S. (2006).  Learning allophones from the input. In David Bamman, Tatiana Magnitskaia and Colleen Zaller (eds.) Supplement for the Proceedings of the Boston University Conference on Language Development , Boston, MA.

Curtin, S. & Werker, J.F. (2004). Patterns of new word-object associations. In the 28th Proceedings of Boston University Conference on Language Development, Boston, MA.

Curtin, S. & Zuraw, K. (2002). Explaining constraint demotion in a developing system. In the 26th Proceedings of Boston University Conference on Language Development, Boston, MA. 

Curtin, S. (2001). Children's Early Representations: Evidence from Production and Perception. In the Proceedings of the Holland Institute of Linguistics (HILP 5), Potsdam, Germany. 

Curtin, S., Mintz, T.H. & Byrd, D. (2001). Coarticulatory cues enhance infants' recognition of syllable sequences in speech. In A.H.J. Do, L. Dominguez & A. Johansen (eds.), BUCLD 25 Proceedings. Sommerville, MA: Cascadilla Press, 190-201.


Book Chapters

Curtin, S., & Hufnagle, D. G. (2008). Speech Perception, development. In Larry R. Squire, Editor-in-Chief, New Encyclopedia of Neuroscience, Academic Press: Oxford, 233-238. 

Curtin, S., & Hufnagle, D.G.(in press). Prelinguistic speech perception. In Bavin, E. (Ed.), The Cambridge University Press Handbook of Child Language. Cambridge: Cambridge. University Press, 107-124.

Curtin, S. & Werker, J.F. (2007). Perceptual Foundations of Phonological Development. In M. Gareth Gaskell, G.T.M Altmann, P.Bloom, A. Caramazza and P. Levelt (Eds.), Oxford Handbook of Psycholinguistics. Oxford University Press.

Christiansen, M.H., Conway, C.M. & Curtin, S. (2005). Multiple-cue integration in language acquisition: A connectionist model of speech segmentation and rule-like behavior. In J.W. Minett & W.S.-Y. Wang (Eds.), Language acquisition, change and emergence: Essay in evolutionary linguistics.(205-250). Hong Kong: City University of Hong Kong Press.

Christiansen, M.H. & Curtin, S. (2005). Integrating multiple cues in language acquisition: A computational study of early infant speech segmentation, in G. Houghton (ed.), Connectionist Models in Cognitive Psychology. (347-372). Hove, U.K.: Psychology Press.