Publications

*indicates an undergraduate co-author

  1. Conwell, E. & Snedeker, J. (2024). Semantic cues facilitate structural generalizations in artificial language learning. Language Learning and Development, 20, 364-379. https://pmc.ncbi.nlm.nih.gov/articles/PMC11588301/
  2. Conwell, E., Horvath, G.*, Kuznia, A.* & Agauas, S. (2023). Developmental consistency in the use of subphonemic information during real-time sentence processing. Language, Cognition, and Neuroscience, 38, 860-871. https://pmc.ncbi.nlm.nih.gov/articles/PMC10373946/
  3. Morey, R., Kaschak, M., …, Conwell, E., et al. (2022). A pre-registered, multi-lab non-replication of the action-sentence compatibility effect (ACE). Psychonomic Bulletin and Review, 29, 613-626. https://pmc.ncbi.nlm.nih.gov/articles/PMC9038876/
  4. Conwell, E., Pichardo, F., Horvath, G.*, & Lopez, A. (2022). Repetition, but not acoustic differentiation, facilitates pseudohomophone learning in children. Language Learning & Development, 18, 475-484. https://pmc.ncbi.nlm.nih.gov/articles/PMC9838610/
  5. Conwell, E. & Auen, A. (2021). Argument types affect children’s acquisition of a novel argument structure. Child Development, 92, e1038-e1047. https://scispace.com/pdf/argument-types-affect-children-s-acquisition-of-a-novel-4wr5wml3vk.pdf
  6. Lohmann, A. & Conwell, E. (2020). Phonetic effects of grammatical category: How category-specific prosody and token frequency impact the acoustic realization of nouns and verbs. Journal of Phonetics, 78. https://osf.io/preprints/psyarxiv/fa9jc_v1
  7. Conwell, E. (2019). The effects of the pronoun ‘me’ on dative comprehension. Journal of Child Language, 46, 1127-1141. https://osf.io/preprints/psyarxiv/uvaqc_v1
  8. Leach, S. C.* & Conwell, E. (2018). The use of acoustic information in lexical ambiguity resolution: An ERP study. NeuroReport, 29, 1379-1383. https://pmc.ncbi.nlm.nih.gov/articles/PMC6156931/
  9. Conwell, E. & Barta, K.* (2018). Prosodic effects in noun/verb homophone production. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.01785/full
  10. Conwell, E. (2018). Token frequency effects in homophone production: An elicitation study. Language and Speech, 61, 466-479. https://pmc.ncbi.nlm.nih.gov/articles/PMC6014932/
  11. Conwell, E. (2017). Are homophones acoustically distinguished in child-directed speech? Language Learning and Development, 13, 262-273. https://pmc.ncbi.nlm.nih.gov/articles/PMC5617366/
  12. Conwell, E. (2017). Prosodic disambiguation of noun/verb homophones in child-directed speech. Journal of Child Language, 44, 734-751. https://pmc.ncbi.nlm.nih.gov/articles/PMC5344763/
  13. Conwell, E. (2015). Neural responses to category ambiguous words. Neuropsychologia, 69, 85-92. https://pmc.ncbi.nlm.nih.gov/articles/PMC4344909/

Language Learning and Processing Lab