Books

Journal Articles

    2021-Present
    • Schoener, N., Johnson, S. C., & Suanda, S. H. (2025). Learning partial word meanings from referentially ambiguous naming events. Cognitive Science, 49, Article e70104. [pdf]
    • Mankovich, A., Macdonald, S., Kinnie, B., Johnson, S. C., & Suanda, S. H. (2025). Information sources for word meaning in children’s picture books. Journal of Cognition and Development, 26, 90-110. [pdf]
    • Schoener, N., Schoener, P. C., Johnson, S., & Suanda, S. H. (2023). Partial Word Learning from Referentially Ambiguous Naming Events: Evidence from a Human Simulation Paradigm. In M. Goldwater, F. K., Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45th Annual Conference of the Cognitive Science Society. Rotterdam, Netherlands: Cognitive Science Society. [pdf]
    • Boskovic, K. & Suanda, S.H. (2023). Laying the Foundation: Extracting Partial Meanings of Hard Nouns via Observational Contexts. In M. Goldwater, F. K., Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45th Annual Conference of the Cognitive Science Society. Rotterdam, Netherlands: Cognitive Science Society. [pdf]
    2011-2020
    • Abney, D. H., Suanda, S. H., Smith, L. B., & Yu, C. (2020). What are the building blocks of parent-infant coordinated attention in free-flowing interaction? Infancy, 25, 871-887. [pdf]
    • Suanda, S. H., Barnhart, M., Smith, L. B., & Yu, C. (2019). The signal in the noise: The visual ecology of parents’ object naming. Infancy, 24, 455-476. [pdf]
    • Elmlinger, S. L., Suanda, S. H., Smith, L. B., & Yu, C. (2019). Toddlers’ hands organize parent-toddler attention across different social contexts. Proceedings of the Ninth Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics.
    • Yu, C., Suanda, S. H., & Smith, L. B. (2019). Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months. Developmental Science, 22: e12735. [pdf]
    • Suanda, S. H., Smith, L. B., & Yu, C. (2016). The multisensory nature of verbal discourse in parent-toddler interactions. Developmental Neuropsychology, 41, 324-341. [pdf]
    • Suanda, S. H., Smith, L. B., & Yu, C. (2016). More than words: The many ways extended discourse facilitates word learning. In Trueswell, Papafragou,Grodner, & Mirman (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
    • Suanda, S. H., Mugwanya, N., & Namy, L. L. (2014). Cross-situational statistical word learning in young children. Journal of Experimental Child Psychology, 126, 395-411. [pdf]
    • Smith, L. B., Suanda, S. H., & Yu, C. (2014). The unrealized promise of infant statistical word-referent learning. Trends in Cognitive Sciences, 18, 251-258. [pdf]
    • Suanda, S. H., Meyer, K. A., Broesch, T., Kolkin, L., & Namy, L. L. (2013). Two year-olds’ failure to learn gestures as object labels: A problem of association or symbolic interpretation? Language, Learning, & Development, 9, 50-65. [pdf]
    • Suanda, S. H., & Namy, L. L. (2013). The organization of words and symbolic gestures in an 18-month-old’s lexicon: Evidence from a disambiguation task. Infancy, 18, 276-288. [pdf]
    • Suanda, S. H., & Namy, L. L. (2013). Young word learner’s interpretations of words and symbolic gestures within the context of ambiguous reference. Child Development, 84, 143-153. [pdf]
    • Suanda, S. H., Foster, S.B., Smith, L., & Yu, C. (2013). Attentional constraints and statistics in toddlers’ word learning. Proceedings of the Third Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics.
    • Suanda, S. H., & Namy, L. L. (2012). Detailed Behavioral Analysis as a Window into Cross-Situational Word Learning. Cognitive Science, 36, 545-559. [pdf]
      2010 & Earlier
      • Suanda, S. H., Tompson, W., & Brannon, E. M. (2008). Changes in the ability to detect ordinal numerical relationships between 9 and 11 months of age. Infancy, 13, 308-337.
      • Jordan, K. E., Suanda, S. H., & Brannon, E. M. (2008). Intersensory redundancy accelerates preverbal numerical competence. Cognition, 108, 210-221.
      • Brannon, E. M., Suanda, S. H. & Libertus, K. (2007). Increasing precision in temporal discrimination over development parallels the development of number discrimination. Developmental Science, 10, 770-777.
      • Danso, H. A., Sedlovskaya, A., & Suanda, S. H. (2007). Perceptions of immigrants: Modifying the attitudes of individuals higher in social dominance orientation. Personality and Social Psychology Bulletin, 33, 1113-1123.

      Recent Conference Presentations

      • Suanda, S. H., Boskovic, K., Schoener, N., & Yang, M. (2025, November). How Word Meanings can be Learned by Observation depends on What Counts as Learning [Poster Presentation]. 66th Annual Meeting of the Psychonomic Society, Denver, CO, United States.
      • Yang, M., & Suanda, S. H. (2025, July). Beyond Word Meaning Mappings: The Role of Low-Informative Events in Conceptual Alignment [Poster Presentation]. 47th Annual Meeting of the Cognitive Science Society, San Francisco, CA, United States.
      • Boafo, W., O'Brien, K., Ciccarini, M., & Suanda, S. H. (2025, March). Semantic Context Boosts Word Learning from Low-Informative Events [Poster Presentation]. 2025 Annual Meeting of the Eastern Psychological Association, New York, NY, United States.
      • Boskovic, K., & Suanda, S. H. (2024, July). Revisiting the Role of Observational Contexts for Learning Hard Nouns [Poster Presentation]. Cognitive Science Society, Rotterdam, Netherlands.
      • Schoener, N., & Suanda, S. H. (2024, July). Partial Verb Learning via Observational Contexts [Poster presentation]. 46th Annual Meeting of the Cognitive Science Society, Rotterdam, Netherlands.
      • Boskovic, K., & Suanda, S. H. (2024, July). Revising the Informativity of Observational Contexts for Early-Learned Hard Nouns [Oral Presentation]. International Congress of Infant Studies, Glasgow, Scotland, United Kingdom.
      • Mankovich, A. & Suanda, S. H. (2024, July). Picturing Words in Children’s Picture Books. [Paper Presentation]. International Congress of Infant Studies, Glasgow, Scotland.
      • Suanda, S. H., Boskovic, K., Schoener, N., & Yang, M. (2024, May). What Counts as Learning Matters: How Words are Learned in a Malevolent Referent World [Poster Presentation]. IEEE International Conference on Development and Learning, Austin, TX, United States.
      • Boskovic, K., & Suanda, S. H. (2024, March 21-23). Evaluating Observational Contexts for Learning Hard Nouns: How Word Learning is Measured is Key [Poster Presentation]. Cognitive Development Society, Pasadena, CA, United States.
      • Mankovich, A., & Suanda, S. H. (2024, March). Visual Tales: Navigating Word Worlds Through Picture Book Illustrations [Poster Presentation]. Cognitive Development Society, Pasadena, CA, United States.
      • Schoener, N., & Suanda, S. H. (2024, March). See What I Mean? Learning Verbs from their Observational Contexts [Poster presentation]. Cognitive Development Society, Pasadena, CA, United States.
      • Yang, M.H., Williams, J.-A., Stoddard, B., Schoener, N., & Suanda, S. H. (2024, March). Acquiring Word Knowledge from Low Informative Input [Poster Presentation]. Cognitive Development Society, Pasadena, CA, United States.