PSYC3538
DOLL Reading List
Dr Hannah Nash
h.nash@leeds.ac.uk
Tutor information is taken from the Module Catalogue
Lecture 1: Infant language
Core reading
Werker, J. F., & Yeung, H. H. (2005). Infant speech perception bootstraps word learning. Trends in cognitive sciences, 9(11), 519-527.
Kuhl, P. K., Stevens, E., Hayashi, A., Deguchi, T., Kiritani, S., & Iverson, P. (2006). Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental science, 9(2), F13-F21.
Additional reading
Jusczyk, P. W. (1999). How infants begin to extract words from speech. Trends in cognitive sciences, 3(9), 323-328.
Sebastián-Gallés, N. (2006). Native-language sensitivities: Evolution in the first year of life. Trends in Cognitive Sciences, 10(6), 239-241.
Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature reviews neuroscience, 5(11), 831-843.
Lecture 2: Learning new words
Core reading
Kucker, S. C., McMurray, B., & Samuelson, L. K. (2015). Slowing down fast mapping: Redefining the dynamics of word learning. Child Development Perspectives, 9(2), 74-78.
Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in cognitive sciences, 4(4), 156-163.
Additional reading
Horst, J. S., & Samuelson, L. K. (2008). Fast mapping but poor retention by 24‐month‐old infants. Infancy, 13(2), 128-157.
Henderson, L. M., Weighall, A. R., Brown, H., & Gareth Gaskell, M. (2012). Consolidation of vocabulary is associated with sleep in children. Developmental science, 15(5), 674-687.
Wilkinson, K. M., Ross, E., & Diamond, A. (2003). Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived”. Journal of Applied Developmental Psychology, 24(6), 739-762.
Houston-Price, C., Plunkett, K. I. M., & Harris, P. (2005). 'Word-learning wizardry'at 1; 6. Journal of Child Language, 32(1), 175.
Swingley, D. (2010). Fast mapping and slow mapping in children's word learning. Language learning and Development, 6(3), 179-183.
Wilkinson, K. S., & Houston-Price, C. (2013). Once upon a time, there was a pulchritudinous princess...: The role of word definitions and multiple story contexts in children's learning of difficult vocabulary. Applied Psycholinguistics, 34(3), 591-613.
McMurray, B., Horst, J. S., & Samuelson, L. K. (2012). Word learning emerges from the interaction of online referent selection and slow associative learning. Psychological review, 119(4), 831.
Lecture 3: Combining words
Core reading
Yang, C., Crain, S., Berwick, R. C., Chomsky, N., & Bolhuis, J. J. (2017). The growth of language: Universal Grammar, experience, and principles of computation. Neuroscience & Biobehavioral Reviews, 81, 103-119.
Spencer, J. P., Blumberg, M. S., McMurray, B., Robinson, S. R., Samuelson, L. K., & Tomblin, J. B. (2009). Short arms and talking eggs: Why we should no longer abide the nativist–empiricist debate. Child development perspectives, 3(2), 79-87.
Additional reading
Aslin, R. N., & Newport, E. L. (2012). Statistical learning: From acquiring specific items to forming general rules. Current directions in psychological science, 21(3), 170-176.
Joanisse, M. F., & McClelland, J. L. (2015). Connectionist perspectives on language learning, representation and processing. Wiley Interdisciplinary Reviews: Cognitive Science, 6(3), 235-247.
Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing?. Trends in cognitive sciences, 2(7), 240-247.
Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints. Current directions in psychological science, 12(4), 110-114.
Gell-Mann, M., & Ruhlen, M. (2011). The origin and evolution of word order. Proceedings of the National Academy of Sciences, 108(42), 17290-17295.
Lecture 4: DLD
Core reading
Lum, J. A., Conti-Ramsden, G., Page, D., & Ullman, M. T. (2012). Working, declarative and procedural memory in specific language impairment. cortex, 48(9), 1138-1154.
Bishop, D. V. (2014). Problems with tense marking in children with specific language impairment: not how but when. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), 20120401.
Additional reading
Bishop, D. V., Adams, C. V., & Norbury, C. F. (2006). Distinct genetic influences on grammar and phonological short‐term memory deficits: evidence from 6‐year‐old twins. Genes, Brain and Behavior, 5(2), 158-169.
Bishop, D. V. M., & Hayiou‐Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, Brain and Behavior, 7(3), 365-372.
Strong, G. K., Torgerson, C. J., Torgerson, D., & Hulme, C. (2011). A systematic meta‐analytic review of evidence for the effectiveness of the ‘Fast ForWord’language intervention program. Journal of Child Psychology and Psychiatry, 52(3), 224-235.
Graham, S. A., & Fisher, S. E. (2013). Decoding the genetics of speech and language. Current opinion in neurobiology, 23(1), 43-51.
Hayiou-Thomas, M. E., Bishop, D. V., & Plunkett, K. (2004). Simulating SLI. Journal of Speech, Language, and Hearing Research.
Joanisse, M. F., & Seidenberg, M. S. (2003). Phonology and syntax in specific language impairment: Evidence from a connectionist model. Brain and language, 86(1), 40-56.
Joanisse, M. F., & Seidenberg, M. S. (1998). Specific language impairment: A deficit in grammar or processing?. Trends in cognitive sciences, 2(7), 240-247.
Van der Lely, H. K. (2005). Domain-specific cognitive systems: insight from Grammatical-SLI. Trends in cognitive sciences, 9(2), 53-59.
Lecture 5: Written language
Core reading
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.
Additional reading
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of reading, 9(2), 167-188.
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological science, 21(8), 1106-1116.
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322.
Hulme, C., & Snowling, M. J. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), 20120395.
Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific studies of reading, 16(2), 91-121.
Caravolas, M., Lervåg, A., Defior, S., Seidlová Málková, G., & Hulme, C. (2013). Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Psychological science, 24(8), 1398-1407.
Nation, K. (2017). Nurturing a lexical legacy: Reading experience is critical for the development of word reading skill. npj Science of Learning, 2(1), 1-4.
Lecture 6: Dyslexia
Core reading
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: a meta-analytic review. Psychological bulletin, 138(2), 322.
Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., ... & Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of abnormal psychology, 121(1), 212.
Additional reading
Becker, J., Czamara, D., Scerri, T. S., Ramus, F., Csépe, V., Talcott, J. B., ... & Honbolygó, F. (2014). Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort. European Journal of Human Genetics, 22(5), 675-680.
Bosse, M. L., Tainturier, M. J., & Valdois, S. (2007). Developmental dyslexia: The visual attention span deficit hypothesis. Cognition, 104(2), 198-230.
Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6), 462-466.
Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child development, 65(1), 41-57.
Hoeft, F., McCandliss, B. D., Black, J. M., Gantman, A., Zakerani, N., Hulme, C., ... & Gabrieli, J. D. (2011). Neural systems predicting long-term outcome in dyslexia. Proceedings of the National Academy of Sciences, 108(1), 361-366.
Huss, M., Verney, J. P., Fosker, T., Mead, N., & Goswami, U. (2011). Music, rhythm, rise time perception and developmental dyslexia: perception of musical meter predicts reading and phonology. Cortex, 47(6), 674-689.
Lobier, M., Zoubrinetzky, R., & Valdois, S. (2012). The visual attention span deficit in dyslexia is visual and not verbal. cortex, 48(6), 768-773.
Lyytinen, H., Guttorm, T. K., Huttunen, T., Hämäläinen, J., Leppänen, P. H., & Vesterinen, M. (2005). Psychophysiology of developmental dyslexia: A review of findings including studies of children at risk for dyslexia. Journal of Neurolinguistics, 18(2), 167-195.
Messaoud-Galusi, S., Hazan, V., & Rosen, S. (2011). Investigating speech perception in children with dyslexia: Is there evidence of a consistent deficit in individuals?. Journal of Speech, Language, and Hearing Research.
Olulade, O. A., Napoliello, E. M., & Eden, G. F. (2013). Abnormal visual motion processing is not a cause of dyslexia. Neuron, 79(1), 180-190.
Rack, J. P., Snowling, M. J., Hulme, C., & Gibbs, S. (2007). No evidence that an exercise‐based treatment programme (DDAT) has specific benefits for children with reading difficulties. Dyslexia, 13(2), 97-104.
Scerri, T. S., & Schulte-Körne, G. (2010). Genetics of developmental dyslexia. European child & adolescent psychiatry, 19(3), 179-197.
Stein, J. (2019). The current status of the magnocellular theory of developmental dyslexia. Neuropsychologia, 130, 66-77.
Ziegler, J. C., Pech‐Georgel, C., Dufau, S., & Grainger, J. (2010). Rapid processing of letters, digits and symbols: what purely visual‐attentional deficit in developmental dyslexia?. Developmental science, 13(4), F8-F14.
Saksida, A., Iannuzzi, S., Bogliotti, C., Chaix, Y., Démonet, J. F., Bricout, L., ... & George, F. (2016). Phonological skills, visual attention span, and visual stress in developmental dyslexia. Developmental psychology, 52(10), 1503.
Lecture 7: Bilingualism
Core reading
Bialystok, E., & Craik, F. I. (2010). Cognitive and linguistic processing in the bilingual mind. Current directions in psychological science, 19(1), 19-23.
Kaushanskaya, M., & Marian, V. (2009). Bilingualism reduces native-language interference during novel-word learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(3), 829.
Paap, K. R., & Greenberg, Z. I. (2013). There is no coherent evidence for a bilingual advantage in executive processing. Cognitive psychology, 66(2), 232-258.
Additional reading
Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualism. Review of Educational Research, 80(2), 207-245.
Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism, 12(1), 3.
Butler, Y. G., & Hakuta, K. (2004). Bilingualism and second language acquisition. The handbook of bilingualism, 114, 144.
Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning. Cognition, 130(3), 278-288.
De Bruin, A., Treccani, B., & Della Sala, S. (2015). Cognitive advantage in bilingualism: An example of publication bias?. Psychological science, 26(1), 99-107.
Gold, B. T. (2015). Lifelong bilingualism and neural reserve against Alzheimer's disease: A review of findings and potential mechanisms. Behavioural Brain Research, 281, 9-15.
Kaushanskaya, M., Gross, M., & Buac, M. (2014). Effects of classroom bilingualism on task‐shifting, verbal memory, and word learning in children. Developmental science, 17(4), 564-583.
Paap, K. R., Johnson, H. A., & Sawi, O. (2015). Bilingual advantages in executive functioning either do not exist or are restricted to very specific and undetermined circumstances. Cortex, 69, 265-278.
Ferjan Ramírez, N., Ramírez, R. R., Clarke, M., Taulu, S., & Kuhl, P. K. (2017). Speech discrimination in 11‐month‐old bilingual and monolingual infants: a magnetoencephalography study. Developmental Science, 20(1), e12427.
This list was last updated on 15/09/2021