Michael C. Frank
- The Stanford Language and
Cognition Lab, my lab.
- Wordbank, an open
repository for data on children's early vocabulary development.
- MetaLab, a platform for
visualization and exploration of meta-analyses of developmental
- ManyBabies, a
collaborative replication project for infancy research.
- childes-db, a flexible and reproducible interface to CHILDES (corpora of child language transcripts).
How do we learn to communicate using language? I study children's language learning and how it interacts with their developing understanding of the social world. I am interested in bringing larger datasets to bear on these questions and use a wide variety of methods including eye-tracking, tablet experiments, and computational models. Recent work in my lab has focused on data-oriented approaches to development, including the creation of large datasets like Wordbank and MetaLab. I also have a strong interest in replication, reproducibility, and open science; some of our research addresses these topics. Here is a formal, third-person bio.
Curriculum Vitae [PDF]
- Human Biology 3B - Winter 18-19, Winter 19-20
- Psych 60 - Intro to Developmental Psych - Spring 10-11, Fall 11-12,
Fall 12-13, Spring 13-14, Fall 14-15, Fall 15-16, Fall 16-17
- Psych 251 - Experimental Methods
- Fall 18-19, Fall 17-18, Fall 19-20
- Psych 254 - Lab in Experimental Methods - Winter
12-13, Winter 14-15, Winter 15-16
- Other: Eye-tracking workshop (CSLI 2013), Experimental Pragmatics (ESSLLI 2014)
PDFs and code, data, and materials for all my papers are available at my
lab's website. You can also browse on my Google
- Frank, M. C. et al. (2017). A collaborative approach to infant research: Promoting reproducibility, best practices, and theory-building. Infancy, 22, 421-435.
- Frank, M. C., & Goodman, N. D. (2014). Inferring word meanings by assuming that speakers are informative. Cognitive Psychology, 75, 80-96.
- Frank, M. C. & Goodman, N. D. (2012). Predicting pragmatic reasoning in language games. Science, 336, 998.
- Frank, M. C., Goodman, N. D., & Tenenbaum, J. B. (2009). Using
speakers’ referential intentions to model early
word learning. Psychological
Science, 20, 579-585.