Publications

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(Creel CV)

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

Creel, S. C., Weng, M., Fu, G., Heyman, G. D., & Lee, K. (In press). 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

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

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

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. (2013). 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.