Ph.D., University of Arizona
Dr. Lany studies early cognitive development, with a focus on language. Her research addresses the question of how infants’ sensitivity to seemingly simple information about frequency and co-occurrence, or “statistical learning”, can facilitate learning complex patterns in the environment. Her work has addressed the role that such learning mechanisms play in fundamental aspects of language development, such as learning words, categorization, and learning grammatical patterns.
Lany, J. (in press). Judging words by their covers and the company they keep: Probabilistic cues support word learning. Child Development.
Lany, J., & Saffran, J.R. (2013) Statistical learning and language acquisition in infancy. In J.L.R. Rubenstein and P. Rakic (Eds). Comprehensive Developmental Neuroscience.
Lany, J., & Gomez, R.L. (2012). Probabilistically-cued patterns trump perfect cues in statistical language learning. Language Learning and Development, 9, 66-87.
Lany, J., & Saffran, J.R. (2011). Interactions between statistical and semantic information in infant language development. Developmental Science, 14, 1207-121.
Lany, J., & Saffran, J.R. (2010). From Statistics to Meanings: Infants’ Acquisition of Lexical Categories. Psychological Science, 21, 284-291.
Lany, J., & Gomez, R.L. (2008). 12-Month-Olds Benefit from Prior Experience in Statistical Learning. Psychological Science, 19, 1274-1252.
Lany, J., & Gomez, R.L., & Gerken, L.A. (2007). The role of prior experience in language acquisition. Cognitive Science. 31, 481-507.
Infant Studies Lab: http://nd.edu/~babylab/Infant_Studies_Lab/Home.html
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