Motamedi, Y., Wonnacott, E., Fan, J., Marshall, C., Perniss, P., Murgiano, M., & Vigliocco, G. Contributions of iconic multimodal cues to word learning in 2-4 year old children. Registered Report.Data and analysis files.
Brekelmans, G., Evans, B. G., & Wonnacott, E. Training child learners on non-native vowel contrasts: the role of talker variability. Preprint.Preregistration + R code + data
Journal Articles
Brown, H., Smith, K., Samara, A., & Wonnacott, E. (2021). Semantic cues in language learning: An artificial language study with adult and child learners. Language, Cognition and Neuroscience, 1-23. https://doi.org/10.1080/23273798.2021.1995612Rcode data
Booton, S. A., Wonnacott, E., Hodgkiss, A., Mathers, S., & Murphy, V. A. (2021). Children’s Knowledge of Multiple Word Meanings: Which Factors Count and For Whom?. Applied Linguistics. https://doi:10.1093/applin/amab028
Singh, D.,Wonnacott, E., & Samara, A. (2021). Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults. Journal of Memory and Language.https://doi.org/10.1016/j.jml.2021.104265PreprintRcode & data
Vujović, M., Ramscar, M., & Wonnacott, E. (2021). Language learning as uncertainty reduction: The role of prediction error in linguistic generalization and item-learning. Journal of Memory and Language.https://doi.org/10.1016/j.jml.2021.104231PreprintR code & data
Vidal, Y., Viviani, E., Zoccolan, D., & Crepaldi, D. (2020). A general-purpose mechanism of visual feature association in visual word identification and beyond. Current Biology. bioRxiv preprint. Poster.Press release.
Motamedi, Y., Murgiano, M., Perniss, P., Wonnacott, E., Marshall, C., Goldin‐Meadow, S., & Vigliocco, G. (2020). Linking language to sensory experience: onomatopoeia in early language. Developmental Science, e13066. Link to the paper.OSF repository with code & data.
Dong H., Clayards M., Brown H., Wonnacott E. (2019). The effects of high versus low talker variability and individual aptitude on phonetic training of Mandarin lexical tones. PeerJ7:e7191https://doi.org/10.7717/peerj.7191Rcode & data
Bruns, C., Varley, R., Zimmerer, V., Carragher, M., Brekelmans, G., & Beeke, S. (2018) “I don’t know”: a usage-based approach to familiar collocations in non-fluent aphasia. Aphasiology, 33(2), 140-162. DOI: 10.1080 /02687038.2018.1535692Download a free online copy
Ambridge, B. Barak, L. Wonnacott, E. Bannard, C., & Sala, G. (2018) Effects of both preemption and entrenchment in the retreat from verb overgeneralization errors: Four reanalyses, an extended replication, and a meta-analytic synthesis Collabra: Psychology, 4(1), 23. DOI: http://doi.org/10.1525/collabra.133
Giannakopoulou, A., Brown, H., Clayards, M., & Wonnacott, E. (2017) High or Low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ 5:e3209; DOI 10.7717/peerj.3209 RcodedataOASIS accessible summary
Wonnacott, E., Brown, H., & Nation, K. (2017) Skewing the evidence: The effect of input structure on child and adult learning of lexically-based patterns in an artificial language. Journal of Memory and Language, 95, 46-48. 10.1016/j.jml.2017.01.005Rcodedata
Samara, A. Smith, K., Brown, H., & Wonnacott, E. (2017) Acquiring variation in an artificial language: children and adults are sensitive to socially-conditioned linguistic variation. Cognitive Psychology, 94, 85-114. doi: 10.1016/j.cogpsych.2017.02.004Rcodedata
Smith, K., Perfors, A., Fehér, O., Samara, A., Swoboda, K., & Wonnacott, E. (2017). Language learning, language use and the evolution of linguistic variation. Phil. Trans. R. Soc. B, 372(1711), 20160051. doi: 10.1098/rstb.2016.0051
Brekelmans, G. (2017). The value of phonetics and pronunciation teaching for advanced learners of English. Linguistica,57(1), 45-58. doi: 10.4312/linguistica.57.1.45-58
Fehér, O., Wonnacott, E., & Smith, K. (2016). Structural priming in artificial languages and the regularisation of unpredictable variation. Journal of Memory and Language,91, 158–180. doi: 10.1016/j.jml.2016.06.002
Wonnacott, E., Joseph, H. S. S. L., Adelman, J. S. and Nation, K. (2016) Is children’s reading “good enough”? Links between online processing and comprehension as children read syntactically ambiguous sentences. Quarterly Journal of Experimental Psychology, 69 (5). pp. 855-879. ISSN 1747-0218 doi: 10.1080/17470218.2015.1011176
Brekelmans, G. (2015). L2 pronunciation stability: how the pronunciation of advanced EFL students is affected by a lack of explicit instruction. In J. Przedlacka, J. Maidment, & M. Ashby (Eds.), Proceedings of the Phonetics Teaching and Learning Conference 2015. London, UK. [pdf]
Mulder, K., Brekelmans, G., & Ernestus, M. (2015). The processing of schwa reduced cognates and noncognates in non-native listeners of English. In Scottish consortium for ICPhS 2015 (Ed.), Proceedings of the 18th International Congress of Phonetic Sciences. Glasgow, UK: University of Glasgow. [pdf]
Joseph, H. S., Wonnacott, E., Forbes, P., & Nation, K. (2014). Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading. Cognition, 133(1), 238-248. doi: 10.1016/j.cognition.2014.06.015
Samara, A., & Caravolas, M. (2014). Statistical learning of novel graphotactic constraints in children and adults. Journal of Experimental Child Psychology, 121. pp. 137-155. [pdf]
Wonnacott, E., Boyd, J.K, Thomson. J.J., & Goldberg, A.E. (2012). Verb argument structure. Input effects on the acquisition of a novel phrasal construction in 5 year olds. Journal of Memory and Language, 66, 458-478. doi: 10.1016/j.jml.2011.11.004
Wonnacott, E. (2011) Balancing generalization and lexical conservatism: An artificial language study with child learners. Journal of Memory and Language, 65, 1-14. doi: 10.1016/j.jml.2011.03.001
Smith, K., & Wonnacott, E. (2010). Eliminating unpredictable variation through iterated learning. Cognition, 116, 444-449. doi: 10.1016/j.cognition.2010.06.004
Perfors, A., Tenenbaum, J.B., & Wonnacott, E. (2010) Variability, negative evidence, and the acquisition of verb argument constructions. Journal of Child Language, 37, 607-642. doi: 10.1017/S0305000910000012
Wonnacott, E., Newport, E.L., & Tanenhaus, M.K. (2008). Acquiring and processing verb argument structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165-209. 10.1016/j.cogpsych.2007.04.002
Wonnacott, E., & Watson, G. (2008). Acoustic emphasis in four year olds. Cognition, 107, 1093-101. doi: 10.1016/j.cognition.2007.10.005
Wonnacott, E., & Newport, E.L. (2005). Novelty and regularization: The effect of novel instances on rule formation. In A. Brugos, M.R. Clark-Cotton, and S. Ha (eds.), BUCLD 29: Proceedings of the 29th Annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
Book Chapters
Wonnacott, E. (2013) Statistical Mechanisms in Language Acquisition. In P. Binder & K. Smith (eds.). The Language Phenomenon, Springer. [pdf]
Perfors, A. & Wonnacott, E. (2011) Bayesian modeling of sources of constraint in language acquisition. In: Arnon, Inbal and Clarke, Eve V., (eds.) Experience, Variation and Generalization : Learning a First Language. Amsterdam. Philadelphia: John Benjamins, pp. 277-294.
Language Learning Lab 