Christine Potter
Datos Biográficos
| ID | 4796263 |
|---|---|
| NOMBRE | Christine Potter |
| NOMBRES | Christine |
| APELLIDO | Potter |
| FIRMA | POTTER C |
| AFILIACIONES | The University of Texas at El Paso |
| ORCID | 0000-0002-9580-3919 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 3 |
| OBRAS COMO AUTOR | 11 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
The balance of Spanish and English child-directed text in bilingual picture books
Bilingual picture books offer rich sources of dual-language input, but little is known about how different types of books provide opportunities for children’s learning across languages. Building on research describing Spanish-English Codeswitching books (which present languages intermixed), we assessed the quantity, diversity, and complexity of input in Translation picture books (which included the full text in both languages) and compared the tw…
Filled pauses engage attention but, uh, do not seem to affect structural processing
This study asks whether filled pauses actively engage attention and whether such engagement influences structural processing, measured through structural alignment. Participants orally described a series of pictures, then listened to a short informational passage and answered questions about it, and then described another series of pictures. Participants completed this twice: The first passage had double-object targets, and the second passage had…
Testing the relationship between preferences for infant-directed speech and vocabulary development
From early on, infants show a preference for infant-directed speech (IDS) over adult-directed speech (ADS), and exposure to IDS has been correlated with language outcome measures such as vocabulary. The present multi-laboratory study explores this issue by investigating whether there is a link between early preference for IDS and later vocabulary size. Infants’ preference for IDS was tested as part of the ManyBabies 1 project, and follow-up CDI d…
Frequent vs. infrequent words shape toddlers’ real-time sentence comprehension
We examined how noun frequency and the typicality of surrounding linguistic context contribute to children’s real-time comprehension. Monolingual English-learning toddlers viewed pairs of pictures while hearing sentences with typical or atypical sentence frames ( Look at the... vs. Examine the... ), followed by nouns that were higher- or lower-frequency labels for a referent ( horse vs. pony ). Toddlers showed no significant differences in compre…
Stability and change in young children’s linguistic experience during the Covid-19 pandemic
Early in the COVID-19 pandemic, extensive lockdowns interrupted daily routines, including childcare. We asked whether these interruptions, and the inevitable changes in the people with whom children spent their waking hours, caused changes in the languages that children heard. We retrospectively queried parents of young children (0–4 years) in the US about childcare arrangements and exposure to English and non-English languages at four timepoints…
Moving beyond “nouns in the lab”
Why do infants learn some words earlier than others? Many theories of early word learning focus on explaining how infants map labels onto concrete objects. However, words that are more abstract than object nouns, such as uh-oh, hi, more, up, and all-gone , are typically among the first to appear in infants' vocabularies. We combined a behavioral experiment with naturalistic observational research to explore how infants learn and represent this un…
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0-9 and available to parents in the United States. We…
Plasticity in Second Language Learning
Adults typically struggle to perceive non-native sound contrasts, especially those that conflict with their first language. Do the same challenges persist when the sound contrasts overlap but do not conflict? To address this question, we explored the acquisition of lexical tones. While tonal variations are present in many languages, they are only used contrastively in tonal languages. We investigated the perception of Mandarin tones by adults wit…
A multi-lab study of bilingual infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants’ IDS preference. As part of the …
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Infants’ selective use of reliable cues in multidimensional language input
Learning always happens from input that contains multiple structures and multiple sources of variability. Though infants possess learning mechanisms to locate structure in the world, lab-based experiments have rarely probed how infants contend with input that contains many different structures and cues. Two experiments explored infants' use of two naturally occurring sources of variability-different sounds and different people-to detect regularit…
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0-9 and available to parents in the United States. We…
Infants’ selective use of reliable cues in multidimensional language input
Learning always happens from input that contains multiple structures and multiple sources of variability. Though infants possess learning mechanisms to locate structure in the world, lab-based experiments have rarely probed how infants contend with input that contains many different structures and cues. Two experiments explored infants' use of two naturally occurring sources of variability-different sounds and different people-to detect regularit…
Plasticity in Second Language Learning
Adults typically struggle to perceive non-native sound contrasts, especially those that conflict with their first language. Do the same challenges persist when the sound contrasts overlap but do not conflict? To address this question, we explored the acquisition of lexical tones. While tonal variations are present in many languages, they are only used contrastively in tonal languages. We investigated the perception of Mandarin tones by adults wit…
A multi-lab study of bilingual infants
From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants’ IDS preference. As part of the …
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0-9 and available to parents in the United States. We…
Moving beyond “nouns in the lab”
Why do infants learn some words earlier than others? Many theories of early word learning focus on explaining how infants map labels onto concrete objects. However, words that are more abstract than object nouns, such as uh-oh, hi, more, up, and all-gone , are typically among the first to appear in infants' vocabularies. We combined a behavioral experiment with naturalistic observational research to explore how infants learn and represent this un…
Frequent vs. infrequent words shape toddlers’ real-time sentence comprehension
We examined how noun frequency and the typicality of surrounding linguistic context contribute to children’s real-time comprehension. Monolingual English-learning toddlers viewed pairs of pictures while hearing sentences with typical or atypical sentence frames ( Look at the... vs. Examine the... ), followed by nouns that were higher- or lower-frequency labels for a referent ( horse vs. pony ). Toddlers showed no significant differences in compre…
Stability and change in young children’s linguistic experience during the Covid-19 pandemic
Early in the COVID-19 pandemic, extensive lockdowns interrupted daily routines, including childcare. We asked whether these interruptions, and the inevitable changes in the people with whom children spent their waking hours, caused changes in the languages that children heard. We retrospectively queried parents of young children (0–4 years) in the US about childcare arrangements and exposure to English and non-English languages at four timepoints…
Testing the relationship between preferences for infant-directed speech and vocabulary development
From early on, infants show a preference for infant-directed speech (IDS) over adult-directed speech (ADS), and exposure to IDS has been correlated with language outcome measures such as vocabulary. The present multi-laboratory study explores this issue by investigating whether there is a link between early preference for IDS and later vocabulary size. Infants’ preference for IDS was tested as part of the ManyBabies 1 project, and follow-up CDI d…
The balance of Spanish and English child-directed text in bilingual picture books
Bilingual picture books offer rich sources of dual-language input, but little is known about how different types of books provide opportunities for children’s learning across languages. Building on research describing Spanish-English Codeswitching books (which present languages intermixed), we assessed the quantity, diversity, and complexity of input in Translation picture books (which included the full text in both languages) and compared the tw…
Filled pauses engage attention but, uh, do not seem to affect structural processing
This study asks whether filled pauses actively engage attention and whether such engagement influences structural processing, measured through structural alignment. Participants orally described a series of pictures, then listened to a short informational passage and answered questions about it, and then described another series of pictures. Participants completed this twice: The first passage had double-object targets, and the second passage had…
Psychology (10 obras) · Language Development and Disorders (8 obras) · Linguistics (7 obras) · Developmental psychology (6 obras) · Reading and Literacy Development (6 obras) · Child and Animal Learning Development (4 obras) · Cognitive psychology (4 obras) · Sociology (4 obras) · Focus (optics (3 obras) · Mathematics education (3 obras)