Marchman, V. A., Ashland, M., Loi, E. C., Adams, K. A., Fernald, A., & Feldman, H. M. (2019). Predictors of early vocabulary growth in children born preterm and full term: A study of processing speed and medical complications. Child Neuropsychology, 1‐21

Gresch, L. D., Marchman, V. A., Loi, E. C., Fernald, A., & Feldman, H. M. (2018). Nonword repetition and language outcomes in young children born preterm. Journal of Speech, Language & Hearing Research, 1‐13

MacDonald, K., Lamarr, T., Corina, D., Marchman, V. A., & Fernald, A. (2018). Real-time lexical comprehension in young children learning American Sign Language. Developmental Science, 1‐13 [PDF]

Marchman, V. A., Loi, E. C., Adams, K. A., Ashland, M., Fernald, A., & Feldman, H. M. (2018). Speed of language comprehension at 18 months old predicts school-relevant outcomes at 54 months old in children born preterm. Journal of Developmental Behavioral Pediatrics, 39(3), 246‐253. [PDF]

Weber, A. M., Marchman, V. A., Diop, Y., & Fernald, A. (2018). Validity of caregiver-report measures of language skill for Wolof-learning infants and toddlers living in rural African villages. Journal of Child Language, 1‐20 [PDF]

Loi, E. C., Vaca, K. E. C., Ashland, M. D., Marchman, V. A., Fernald, A., & Feldman, H. M. (2017). Quality of caregiver-child play interactions with toddlers born preterm and full term: Antecedents and language outcome. Early Human Development, 44, 677‐694. [PDF]

Adams, K., Marchman, V. A., Loi, E. C., Ashland, M. D., Fernald, A., & Feldman, H. M. (2018). Caregiver talk and medical risk as predictors of language outcomes in full term and preterm toddlers. Child Development, 89(5), 1674‐1690. [PDF]

Weber, A., Fernald, A., & Diop, Y. (2017). When cultural norms discourage talking to babies: Effectiveness of a parenting program in rural Senegal. Child Development, 1‐14 [PDF]

Loi, E. C., Marchman, V. A., Fernald, A., & Feldman, H. M. (2017). Using eye movements to assess language comprehension in toddlers born preterm and full term. The Journal of Pediatrics, 180, 124‐129 [PDF]

Marchman, V. A., Martínez, L. Z., Hurtado, N., Grüter, T. & Fernald, A. (2016). Caregiver talk to young Spanish-English bilinguals: Comparing direct observation and parent-report measures of dual-language exposure. Developmental Science. [PDF]

Marchman, V. A., Adams, K., Loi, L., Fernald, A. & Feldman, H.M. (2015). Early language processing efficiency predicts receptive language outcomes in preterm children. Child Neuropsychology. [PDF]

Hurtado, N., Grüter, T., Marchman, V. A., & Fernald, A. (2014). Relative language exposure, processing efficiency and vocabulary in Spanish–English bilingual toddlers. Bilingualism: Language and Cognition, 17(1), 189-202.[PDF]

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152. [PDF]

Bion, R., Borovsky, A., & Fernald, A. (2013). Fast mapping, slow learning: Disambiguation of novel word-object mappings in relation to vocabulary learning at 18, 24, and 30 months. Cognition, 126, 39-53. [PDF]

Fernald, A., Marchman, V. A. & Weisleder, A. (2012). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science. [PDF]

Borovsky, A., Elman, J. L., & Fernald, A. (2012). Knowing a lot for one's age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults. Journal of Experimental Child Psychology, 112, 417-436. [PDF]

Fernald, A. & Marchman, V. A. (2012). Individual differences in lexical processing at 18 months predict vocabulary growth in typically-developing and late-talking toddlers. Child Development, 83, 203-222.[PDF]

Fernald, A. (2010). Getting beyond the 'convenience sample' in research on early cognitive development. Behavioral and Brain Sciences, 33, 91-92. [PDF]

Fernald, A., Thorpe, K., & Marchman, V. A. (2010). Blue car, red car: Developing efficiency in online interpretation of adjective-noun phrases. Cognitive Psychology, 60, 190-217. [PDF]

Lew-Williams, C. & Fernald, A. (2010). Real-time processing of gender-marked articles by native and non-native Spanish speakers. Journal of Memory and Language, 63, 447-464.[PDF]

Marchman, V. A., Fernald, A., & Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals. Journal of Child Language, 37, 817-840. [PDF]

Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11, F31-F39. [PDF]

Marchman, V. A. & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11, F9-F16. [PDF]

Fernald, A., Zangl, R., Portillo, A.L., & Marchman, V. A. (2008). Looking while listening: Using eye movements to monitor spoken language comprehension by infants and young children. In Sekerina, I.A., Fernandez, E.M., & Clahsen, H. (Eds.) Developmental Psycholinguistics: On-line methods in children's language processing. [PDF]

Lew-Williams, C. & Fernald, A. (2007). Young children learning Spanish make rapid use of grammatical gender in spoken word recognition. Psychological Science. 18, 193-198. [PDF]

Hurtado, N., Marchman, V. A. & Fernald, A. (2007). Spoken word recognition by Latino children learning Spanish as their first language. Journal of Child Language, 34, 227-249. [PDF]

Zangl, R. & Fernald, A. (2007). Increasing flexibility in children's online processing of grammatical and nonce determiners in fluent speech. Language & Learning Development, 3, 199-231. [PDF]

Dixon, J. A. & Marchman, V. A. (2007). Grammar and the lexicon: Developmental ordering in language acquisition. Child Development, 78, 190-212. [PDF]

Fernald, A. & Marchman, V. A. (2006). Language learning in infancy. In Traxler, M.J. & Gernsbacher, M.A. (Eds.) Handbook of Psycholinguistics, 2nd Ed. [PDF]

Fernald, A., Perfors, A., & Marchman, V. A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the second year. Developmental Psychology, 42, 98-116. [PDF]

Fernald, A. & Hurtado, N. (2006). Names in frames: Infants interpret words in sentence frames faster than words in isolation. Developmental Science, 9, F33-F40. [PDF]

Thorpe, K. & Fernald, A. (2006). Knowing what a novel word is not: Two-year-olds "listen through" ambiguous adjectives in fluent speech. Cognition, 100, 389-433. [PDF]

Fernald, A. (2006). When infants hear two languages: Interpreting research on early speech perception by bilingual children. In P. McCardle & E. Hoff (Eds.) Childhood Bilingualism: Research on Infancy through School-Age. [PDF]

Zangl, R., Thal, D., Fernald, A., & Bates, E. (2005). Dynamics of word comprehension in infancy: Developments in timing, accuracy, and resistance to acoustic degradation. Journal of Cognition and Development, 6, 179-208. [PDF]

Swingley, D. & Fernald, A. (2002). Recognition of words referring to present and absent objects by 24-month-olds. Journal of Memory and Language, 46, 39-56. [PDF]

Fernald, A., Swingley, D., & Pinto, J.P. (2001). When half a word is enough: Infants can recognize spoken words using partial phonetic information. Child Development, 72, 1003-1015. [PDF]

Fernald, A., McRoberts, G.W., & Swingley, D. (2001). Infants' developing competence in recognizing and understanding words in fluent speech. In J. Weissenborn & B. Hohle (Eds.) Approaches to bootstrapping: Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition, Vol. I. [PDF]

Swingley, D., Pinto, J.P., & Fernald, A. (1999). Continuous processing in word recognition at 24 months. Cognition, 71, 73-108. [PDF]

Fernald, A., Pinto, J.P., Swingley, D., Weinberg, A., & McRoberts, G.W. (1998). Rapid gains in speed of verbal processing by infants in the second year. Psychological Science, 9, 72-75. [PDF]


Fernald, A. (2000). Speech to infants as hyperspeech: Knowledge-driven processes in early word recognition. Phonetica, 57, 242-254. [PDF]

Fernald, A. & McRoberts, G.W. (1995). Prosodic bootstrapping. A critical analysis of the argument and the evidence. In: J. Morgan & K. Demuth (Eds.), From signal to syntax. Hillsdale, NJ: Erlbaum. [PDF]

Fernald, A., & Morikawa, H. (1993). Common themes and cultural variations in Japanese and American mothers' speech to infants. Phonetica, 57, 242-254. [PDF]

Fernald, A. (1992). Maternal vocalisations to infants as biologically relevant signals: An evolutionary perspective. In J.H. Barkow, L. Cosmides, & J. Tooby (Eds.), The adapted mind: Evolutionary psychology and the generation of culture. Oxford: Oxford University Press. [PDF]

Fernald, A. (1992). Meaningful melodies in mothers' speech to infants. In Papousek, H., Jurgens, U., & Papousek, M. (Eds.), Nonverbal vocal communication: Comparative and developmental approaches. Cambridge: Cambridge University Press, pp. 262-282. [PDF]

Fernald, A. & Mazzie, C. (1991). Prosody and focus in speech to infants and adults. Developmental Psychology, 27, 209-221. [PDF]

Fernald, A. (1989). Intonation and communicative intent in mother's speech to infants: Is the melody the message? Child Development, 60, 1497-1510. [PDF]

Fernald, A., Taeschner, T., Dunn, J., Papousek, M., Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers' and fathers' speech to preverbal infants. Journal of Child Language, 16, 477-501. [PDF]

Fernald, A. & Kuhl, P. (1987). Acoustic determinants of infant preferene for motherese speech. Infant Behavior and Development, 10, 279-293. [PDF]

Fernald, A. (1985). Four-month-old infants prefer to listen to motherese. Infant Behavior and Development, 8, 181-195. [PDF]

Fernald, A. & Simon, T. (1984). Expanded intonation contours in mothers' speech to newborns. Developmental Psychology, 20, 104-113. [PDF]


Mumme, D., & Fernald, A. (2003). The infant as onlooker: Learning from emotional reactions observed in a televised scenario. Child Development, 74, 221-237. [PDF]

Mumme, D., Fernald, A., & Herrera, C. (1996). Infants' responses to facial and vocal emotional signals in a social referencing paradigm. Child Development, 67, 3219-3237. [PDF]

Fernald, A. (1993). Approval and disapproval: Infant responsiveness to vocal affect in familiar and unfamiliar languages. Child Development, 64, 657-67. [PDF]

Fernald, A. (1993). Peekaboo: How mothers and infants play with voices, faces, and expectations. In K. McDonald & A.D. Pellegrini (Eds.), Parent-child play: Descriptions and Implications. New York: SUNY Press. [PDF]


Jackson-Maldonado, D., Marchman, V. A. & Fernald, L. C. H. (2012). Short-form versions of the Spanish MacArthur-Bates Communicative Development Inventories, Applied Psycholinguistics.

Conti-Ramsden, G., Durkin, K., Simkin, Z., Lum, J. A. G., & Marchman, V. A. (2011). The PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task. International Journal of Language & Communication Disorders, 46, 243-248.

Tardif, T., Fletcher, P., Liang, W., Zhang, Z., Kaciroti, N., & Marchman, V. A. (2008). Baby's first ten words. Child Development, 44, 929-938. [PDF]

Dixon, J. & Marchman, V. A. (2007). Grammar and the lexicon: Developmental ordering in language acquisition. Child Development, 78, 190-212.

Marchman, V. A., Martínez-Sussmann, C. & Dale, P. S. (2004). The language-specific nature of grammatical development: Evidence from bilingual language learners. Developmental Science, 7, 212-224. [PDF]

Marchman, V. A. & Thal, D. (2004). Words & Grammar. In M. Tomasello & D. Slobin (Eds.) From Nature to Nurture: Essays in honor of Elizabeth Bates. Mahwah, NJ: Erlbaum.

Marchman, V. A., Saccuman, C., & Wulfeck, B. (2003). Productive use of the English past tense in children with focal brain injury and specific language impairment. Brain and Language, 88, 202-214. [PDF]

Marchman, V. A. & Martínez-Sussmann, C. (2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, and Hearing Research, 45, 983-997. [PDF]

Marchman, V. A., Wulfeck, B., & Ellis Weismer, S. (1999). Morphological productivity in children with normal language and SLI: A study of the English past tense. Journal of Speech, Language and Hearing Research, 42, 206-219.

Marchman, V. A. (1997). Children's productivity in the English past tense: The role of frequency, phonology, and neighborhood structure. Cognitive Science, 21, 283-304. [PDF]

Marchman, V. A., Plunkett, K. & Goodman, J. (1997). Overregularization in English plural and past tense inflectional morphology: A response to Marcus. Journal of Child Language, 24, 767-779. [PDF]

Plunkett, K., & Marchman, V. A. (1996). Learning from a connectionist model of the acquisition of the English past tense. Cognition, 61, 299-308. [PDF]

Bates, E., Marchman, V. A., Thal, D., Fenson, L., Dale, P., Reznick, J.S., Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21, 85-124. [PDF]

Marchman, V. A. & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21, 339-366. [PDF]

Marchman, V. A. (1993). Constraints on plasticity in a connectionist model of the English past tense. Journal of Cognitive Neuroscience, 5, 215-234. [PDF]

Jackson-Maldonado, D., Thal, D., Marchman, V. A., Bates, E., & Gutiérrez-Clellen, V. (1993). Early lexical acquisition in Spanish-speaking infants and toddlers. Journal of Child Language, 20, 523-549.

Plunkett, K. & Marchman, V. A. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48, 21-69. [PDF]

Plunkett, K. & Marchman, V. A. (1991). U-shaped learning and frequency effects in a multi-layered perceptron: Implications for child language acquisition. Cognition, 38, 43-102. [PDF]

Language Learning Lab | Margaret Jacks Hall | Stanford University - Stanford, CA 94305
(650) 723-1257 |
Site by Emily O'Neal |