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A list of all the posts and pages found on the site. For you robots out there is an XML version available for digesting as well.
Pages
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Posts
Future Blog Post
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Blog Post number 4
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Blog Post number 3
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Blog Post number 2
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Blog Post number 1
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portfolio
“Um…” as a window into the mind
Delays and disfluencies (“um”) are ubiquitous in everyday conversation and often signal rich information about what’s going on inside a speaker’s mind. How—and how quickly—something is said can be as meaningful as what is said. In this line of work, I investigate how children (and adults) use disfluencies to infer a speaker’s underlying mental processes. My research explores how children use these cues to reason about just how much someone knows and what their true underlying feelings are. In this work, I argue that children’s reasoning about delays and disfluencies is inferential (vs. heuristic), broad (vs. limited), and flexible (vs. fixed). 
“Oh!” Reasoning about underlying expectations
Imagine a young boy expressing a gender counter-stereotypical preference (e.g., wanting to buy a Barbie doll) and his caregiver provides a permissive, gender egalitarian response. However, imagine that response comes slowly, with markers of surprise and production difficulty (e.g., “Oh! Um. . . Sure”). What message does that young boy really receive?
While people may be reluctant to explicitly state social stereotypes, their underlying beliefs nevertheless emerge through subtler conversational cues, such as surprisal reactions that reveal expectations. In this line of work, I investigate how messages that are explicitly permissive and outwardly egalitarian (e.g., “Sure, you can have that one”) might nevertheless be interpreted very differently based on presence of surprisal cues like interjections (“oh!”) and disfluencies (“um”). This work provides emerging evidence that conversational feedback may play a critical and underappreciated role in the transmission of social beliefs ( Morris & Shaw, 2024).
publications
Pressure to communicate across knowledge asymmetries leads to pedagogically supportive language input
Published in Proceedings of the 41st Annual Conference of the Cognitive Science Society, 2019
Quantifying sources of variability in infancy research using the infant-directed speech preference
Published in Advances in Methods and Practices in Psychological Science, 2020
Children hear more about what is atypical than what is typical
Published in Proceedings of the 42nd Annual Conference of the Cognitive Science Society, 2020
Children know what words other children know
Published in Proceedings of the 43rd Annual Conference of the Cognitive Science Society, 2021
“Oh! Um. . . Sure”: Children and adults use other’s linguistic surprisal to reason about expectations and learn stereotypes
Published in Proceedings of the 46th Annual Conference of the Cognitive Science Society, 2024
talks
Talk 1 on Relevant Topic in Your Field
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Conference Proceeding talk 3 on Relevant Topic in Your Field
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teaching
Teaching experience 1
Undergraduate course, University 1, Department, 2014
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Teaching experience 2
Workshop, University 1, Department, 2015
This is a description of a teaching experience. You can use markdown like any other post.