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Ph.D., Stanford University
PSYC 1: General Psychology 1
ResearchMy research focuses on early language development, how most children becomes so fast and fluent in understanding and using language in just the first few years of life - no small task! My most recent studies involve looking at how common kinds of language experiences, specifically story book reading and language play, can help children use their own predictions to learn new words.
Here is a link to a newly published study on the impact of rhymed stories on children's word learning: http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00149/full#h2
Santa Clara students interested in joining my research team should know that research with small children takes patience and commitment as well as creativity. Interested students can contact me via email at firstname.lastname@example.org to learn more. It is always helpful to know if interested students have taken relevant courses ( Psyc 43 and 185), and have experience working with young children.
Read, K. (2014). Clues cue the smooze: Rhyme, pausing and prediction help children learn new words from storybooks. Frontiers in Psychology, 5;129
Read, K., Macauley, M. & Furay, E. (2014). Teh Seuss boost: Rhyme helps children retain words from shared storybook reading. First Language.
Fernald, A., Thorpe, K. & Marchman, V. (2010). Blue car, Red car: Developing effciency in online interpertation of adjective- noun phrases. Cognitive Psychology, 60 (3). 190- 217.
Thorpe, K. & Fernald, A. (2006). Knowing what a novel word is not: Two-year olds "listen through" ambiguous adjectives in fluent speech. Cognition. 100, 389-433.