Publications

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      * = joint first authorship

Submitted/Under Revision

Bergey, C.*, Morris, B.*, & Yurovsky, D. (in prep). Children hear more about what is atypical than what is typical.

Morris, B., Yurovsky, D., & Shaw, S. (invited revision). “Um…” Thinking out loud: Children infer the social meaning of speech disfluencies.

Morris, B., & Yurovsky, D. (invited revision). Communicative pressure on caregivers leads to language input that supports children’s word learning. Link to paper.

Journal Articles

Morris, B., & Shaw, A. (2024). “Oh! Um. . . Sure”: Children and adults use other’s linguistic surprisal to reason about expectations and learn stereotypes. In Proceedings of the 46th Annual Conference of the Cognitive Science Society. Link to paper. https://escholarship.org/uc/item/9zf0v51g

Leung, A.C.*, Morris, B.*, & Yurovsky, D. (2021). Children know what words other children know. In Proceedings of the 43rd Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/9q622275

Bergey, C.*, Morris, B.*, & Yurovsky, D. (2020). Children hear more about what is atypical than what is typical. In Proceedings of the 42nd Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/02m9b7cf

ManyBabies Consortium (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science. https://journals.sagepub.com/doi/10.1177/2515245919900809

Morris, B., & Yurovsky, D. (2019). Pressure to communicate across knowledge asymmetries leads to pedagogically supportive language input. In Proceedings of the 41st Annual Conference of the Cognitive Science Society. https://escholarship.org/uc/item/40m452d4