Publications

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Creel, S.C. (2023). The sound of timbre reigns: auditory sequence discrimination in 3-5-year-old children. Auditory Perception and Cognition.

Creel, S. C., Obiri-Yeboah, M.*, & Rose, S. (2023). Language‑to‑music transfer effects depend on the tone language : Akan vs . East Asian tone languages. Memory & Cognition, 0123456789. https://doi.org/10.3758/s13421-023-01416-4

Rose, S., Obiri-Yeboah, M., & Creel, S.C. (2023). Perception of ATR contrasts by Akan speakers: a case of perceptual near-merger. Laboratory Phonology.

Creel, S.C., Mizrahi, R., Escobedo, A., Zhao, L., & Heyman, G. (2023). No heightened musical pitch weighting for tone language speakers in early childhood. Music Perception, 40, 193-201.

Creel, S. C. (2022). Preschoolers have difficulty discriminating novel minimal-pair words. Journal of Speech Language and Hearing Research, 65(July), 2540–2553.

Creel, S. C. (2022). Haunting melodies: Specific memories distort beat perception. Cognition, 225(April), 105158. https://doi.org/10.1016/j.cognition.2022.105158

Cheng, T.-H. Z., Creel, S. C., & Iversen, J. R. (2022). How do you feel the rhythm: dynamic motor-auditory interactions are involved in the imagination of hierarchical timing. Journal of Neuroscience, 42(3), 500–512. https://doi.org/10.1523/JNEUROSCI.1121-21.2021

Frye, C. I., & Creel, S. C. (2022). Perceptual flexibility in word learning: Preschoolers learn words with speech sound variability. Brain and Language, 226(January), 105078. https://doi.org/10.1016/j.bandl.2022.105078

Quam, C. M., & Creel, S. C. (2021). Impacts of acoustic-phonetic variability on perceptual development for spoken language: A review. WIReS: Cognitive Science.

Creel, S. C. (2021). Learning words amidst speech sound variability. In Oxford Handbook of the Mental Lexicon (Eds. Papafragou, A., Trueswell, J. C., & Gleitman, L. R.). New York: Oxford University Press.

McCrary Kambourakis, K., & Creel, S. C. (2021). Referential pacts with preschoolers maximize testable words and reveal changes in construal. Proceedings of the 45th Boston University Conference on Language Development.

Baker, D. J., Belfi, A., Creel, S, Grahn, J., Hannon, E., Loui, P., Margulis, E. H., Schachner, A., Schutz, M., Shanahan, D., & Vuvan, D. T. (2020). Editorial: Embracing anti-racist practices in the music perception and cognition community. Music Perception. [statement of board of Society for Music Perception and Cognition]

Cheng, T.-H. Z, & Creel, S. C. (2020). The interplay of interval models and entrainment models in duration perception. Journal of Experimental Psychology: Human Perception and Performance, 46(10), 1088–1104.

Creel, S. C. (2020). Metrical restoration from local and global melodic cues: Rhythmic patterns and overall melodic form. Music Perception.

Creel, S. C. (2019). The familiar-melody advantage in auditory perceptual development: Parallels between spoken language acquisition and general auditory perception. Attention, Perception, & Psychophysics, 81(4), 948–957.

Creel, S. C. (2019). Protracted perceptual learning of auditory pattern structure in spoken language. In K. D. Federmeier (Ed.), Psychology of Learning and Motivation (1st ed., Vol. 71, pp. 67–105). Cambridge, MA: Elsevier Inc. http://doi.org/10.1016/bs.plm.2019.07.003

Mizrahi, R., & Creel, S. C. (2018). Children ages 3-5 years use language to identify talkers. Proceedings supplement of the 2017 BU Conference on Language Development.

Creel, S. C. (2018). Accent detection and social cognition: evidence of protracted learning. Developmental Science.

Creel, S. C., Weng, M., Fu, G., Heyman, G. D., & Lee, K. (2018). Speaking a tone language enhances musical pitch perception in 3-5-year-olds. Developmental Science.

Quam, C., & Creel, S. C. (2017). Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context. PloS One, 12(1), 1–27. http://doi.org/10.1371/journal.pone.0169001

Quam, C., & Creel, S. C. (2017). Faster tone attrition than vowel attrition in Mandarin speakers of varying English proficiency. Journal of Speech, Language, and Hearing Research.

Frye, C. I., & Creel, S. C. (2016). Learning words amidst phonemic variability. Proceedings of the 40th Boston University Conference on Language Development.

Creel, S. C., Rojo, D. P., & Paullada, A. N. (2016). Effects of contextual support on preschoolers’ accented speech comprehension. Journal of Experimental Child Psychology, 46, 156-180.

Pajak, B., Creel, S. C., & Levy, R. (2016). Difficulty in learning similar-sounding words: a developmental stage or a general property of learning? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 1377-1399.

Creel, S. C. (2016). Ups and downs in auditory development: Preschoolers’ sensitivity to pitch contour and timbre. Cognitive Science, 40, 373-403.

Coulson, S., Davenport, T., Knoeferle, P., & Creel, S. C. (2015). Time course of metaphor comprehension in the visual world. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 465–470). Austin, TX: Cognitive Science Society.

Creel, S. C., & Seubert, E. (2015). Children’s early perceptual and late-emerging social sensitivity to accented speech. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 477–482). Austin, TX: Cognitive Science Society.

Creel, S. C., & Quam, C. (2015). Apples and oranges: developmental discontinuities in spoken-language processing? Trends in Cognitive Sciences, 19(12), 713-716.

Creel, S. C. (2014). Preschoolers’ flexible use of talker information during word learning. Journal of Memory and Language, 73 , 81-98.

Creel, S. C. (2014). Tipping the scales: Auditory cue weighting changes over development. In press at Journal of Experimental Psychology: Human Perception and Performance, 40
(3), 1146-1160.

Borovsky, A., & Creel, S. C. (2014). Children and adults integrate talker and verb information in online processing. In press at Developmental Psychology.

Bregman, M. R., & Creel, S. C. (2014). Gradient language dominance affects talker encoding. Cognition, 130(1), 85-95.

Creel, S. C. (2014). Impossible to _gnore: minimal phonological inconsistency slows preschool children’s word learning. Language Learning and Development, 10(1), 68-95.

Creel, S. C. (2013). Dimensions of specificity in musical memory: Evidence from metrical restoration. Proceedings of the 2013 Cognitive Science Society conference.

Frye, C. I., & Creel, S. C. (2013). Emotional speech processing and language knowledge. Proceedings of the 2013 Cognitive Science Society conference.

Muench, K. L., & Creel, S. C. (2013). Gradient phonological inconsistency slows vocabulary learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(5), 1585-1600.

Creel, S. C., & Jiménez, S. J. (2012). Differences in talker recognition by preschoolers and adults. Journal of Experimental Child Psychology, 113, 487-509.

Creel, S. C. (2012). Phonological similarity and mutual exclusivity: On-line recognition of atypical pronunciations in 3-5-year-olds. Developmental Science, 15, 697-713.

Creel, S. C. (2012). Similarity-based restoration of metrical information: different listening experiences result in different perceptual inferences. Cognitive Psychology, 65, 321-351.

Creel, S. C. (2012). Preschoolers’ use of talker information in on-line comprehension. Child Development, 83(6), 2042-2056.

Creel, S. C., Aslin, R. N., & Tanenhaus, M. K. (2012). Word learning under adverse listening conditions: Context-specific recognition. Language and Cognitive Processes, 27(7), 1021-1038.

Bregman, M. R., & Creel, S. C. (2012). Learning to recognize unfamiliar voices: the role of language familiarity and music experience. Proceedings of the 34th annual Cognitive Science Society Conference.

Pająk, B., Creel, S. C., & Levy, R. (2012). Can native-language perceptual bias facilitate learning words in a new language? Proceedings of the 34th annual Cognitive Science Society Conference.

Creel, S. C. (2012). Looking ahead: Comment on Morgante, Zolfaghari, and Johnson. Infancy, 17(2), 141-158.

Creel, S. C., & Tumlin, M. A. (2012). On-line recognition of music is influenced by relative and absolute pitch information. Cognitive Science, 36, 261-285.

Quam, C., & Creel, S. C. (2012). What’s in a rise? Effects of language experience on interpretation of lexical tone. Proceedings of the 33rd Boston University Conference on Language Development.

Jiménez, S. J., & Creel, S. C. (2012). Factors affecting talker recognition in preschoolers and adults. Proceedings of the 33rd Boston University Conference on Language Development.

Creel, S. C., & Bregman, M. R. (2011). How talker identity relates to language processing. Language and Linguistics Compass, 5, 190-204.

Creel, S. C. (2011). Specific previous experience affects perception of harmony and meter. Journal of Experimental Psychology: Human Perception and Performance, 37(5), 1512-1526.

Creel, S. C., & Tumlin, M. A. (2011). On-line acoustic and semantic interpretation of talker information. Journal of Memory and Language, 65(3), 264-285.

Creel, S. C., & Dahan, D. (2010). The influence of the temporal structure of spoken words on paired-associate learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 110-122.

Creel, S. C. (2010). Considering the source: Preschoolers (and adults) use talker acoustics predictively and flexibly in on-line sentence processing. Proceedings of the 32nd annual Cognitive Science Society Conference, Portland, OR.

Creel, S. C., & Tumlin, M. A. (2009). Absolute pitch information affects on-line melody recognition in non-AP perceivers. Proceedings of the 31st annual Cognitive Science Conference, Amsterdam, NL.

Creel, S. C., & Tumlin, M. A. (2009). Talker variability is intrinsic to word representations: Evidence from on-line processing of spoken words. Proceedings of the 31st annual Cognitive Science Conference, Amsterdam, NL.

Creel, S. C., & Tumlin, M. A. (2009). That doesn’t ring a bed: When integrating cues, children’s errors reflect more advanced cognitive control. Proceedings of the 34th Annual Boston University Conference on Language Development. Boston, MA.

Creel, S. C., Aslin, R. N., & Tanenhaus, M. K. (2008). Heeding the voice of experience: The role of talker variation in lexical access. Cognition, 106, 633-664.

Creel, S. C., Aslin, R. N., & Tanenhaus, M. K. (2006). Acquiring an artificial lexicon: segment type and order information in early lexical entries. Journal of Memory and Language, 54, 1-19.

Creel, S. C., Tanenhaus, M. K., & Aslin, R. N. (2006). Consequences of lexical stress on learning an artificial lexicon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 15-32.

Creel, S. C., Dahan, D., & Swingley, D. (2006, September). Effects of featural similarity and overlap position on lexical confusions and overt similarity judgments. Proceedings of the Ninth International Conference on Spoken Language Processing, Pittsburgh, PA, US.

Creel, S. C. (August 2005). The role of talker variation in lexical access. Doctoral dissertation.

Creel, S. C., Aslin, R. N., & Tanenhaus, M. K. (2005). The role of consonants and vowels in learning an artificial lexicon: the effects of noise. Proceedings of the 3rd Workshop on Plasticity in Speech Perception, London, UK.

Creel, S. C., Newport, E. L., & Aslin, R. N. (2004). Distant melodies: Statistical learning of non-adjacent dependencies in tone sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 1119-1130.

Creel, S. C., & Newport, E. L. (2002). Tonal profiles of artificial scales: roles of frequency and recency. Proceedings of the International Conference on Music Perception and Cognition, Sydney, Australia, July 2002.