Jessica F Hay

Biographic Data

ID1463555
NAMEJessica F Hay
GIVEN NAMESJessica F
FAMILY NAMEHay
SIGNATUREHAY J F
AFFILIATIONSUniversity of Tennessee at Knoxville
ORCID0000-0002-0197-6713
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS6
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2012
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study

    Open AccessMelanie Soderstrom, Joscelin Rocha‐hidalgo et al.ARTICLEJournal of Child Language2025

    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…

  • Validation of an open source, remote web‐based eye‐tracking method (WebGazer) for research in early childhood

    Open AccessAdrian Steffan, Lucie Zimmer et al.ARTICLEInfancy2024

    Measuring eye movements remotely via the participant's webcam promises to be an attractive methodological addition to in‐person eye‐tracking in the lab. However, there is a lack of systematic research comparing remote web‐based eye‐tracking with in‐lab eye‐tracking in young children. We report a multi‐lab study that compared these two measures in an anticipatory looking task with toddlers using WebGazer.js and jsPsych. Results of our remotely tes…

  • A changing role for transitional probabilities in word learning during the transition to toddlerhood

    Open AccessJill Lany, Ferhat Karaman et al.ARTICLEDevelopmental Psychology2024Cited by: 1References: 4

    Infants' sensitivity to transitional probabilities (TPs) supports language development by facilitating mapping high-TP (HTP) words to meaning, at least up to 18 months of age. Here we tested whether this HTP advantage holds as lexical development progresses, and infants become better at forming word-referent mappings. Two groups of 24-month-olds ( N = 64 and all White, tested in the United States) first listened to Italian sentences containing HT…

  • Speech Segmentation and Cross-Situational Word Learning in Parallel

    Open AccessRodrigo Dal Ben, Isabella Toselli Prequero et al.ARTICLEOpen MIND2023

    Language learners track conditional probabilities to find words in continuous speech and to map words and objects across ambiguous contexts. It remains unclear, however, whether learners can leverage the structure of the linguistic input to do both tasks at the same time. To explore this question, we combined speech segmentation and cross-situational word learning into a single task. In Experiment 1, when adults (N = 60) simultaneously segmented …

  • Combining statistics: The Role of Phonotactics on Cross-Situational Word Learning

    Open AccessRodrigo Dal Ben, Débora De Hollanda Souza et al.ARTICLEPsicologia Reflexão e Crítica2022References: 47

    Language learners can rely on phonological and semantic information to learn novel words. Using a cross-situational word learning paradigm, we explored the role of phonotactic probabilities on word learning in ambiguous contexts. Brazilian-Portuguese speaking adults (N = 30) were exposed to two sets of word-object pairs. Words from one set of labels had slightly higher phonotactic probabilities than words from the other set. By tracking co-occurr…

  • The development of gaze following in monolingual and bilingual infants: A multi‐laboratory study

    Open AccessKrista Byers-Heinlein, Rachel Ka Ying Tsui et al.ARTICLEInfancy2021

    Determining the meanings of words requires language learners to attend to what other people say. However, it behooves a young language learner to simultaneously encode relevant non‐verbal cues, for example, by following the direction of their eye gaze. Sensitivity to cues such as eye gaze might be particularly important for bilingual infants, as they encounter less consistency between words and objects than monolingual infants, and do not always …

  • Flexibility in Bilingual Infants' Word Learning

    Open AccessKatharine Graf Estes, Jessica F HayARTICLEChild Development2015Cited by: 5References: 7

    The present experiments tested bilingual infants' developmental narrowing for the interpretation of sounds that form words. These studies addressed how language specialization proceeds when the environment provides varied and divergent input. Experiment 1 ( N = 32) demonstrated that bilingual 14- and 19-month-olds learned a pair of object labels consisting of the same syllable produced with distinct pitch contours (rising and falling). Infants' n…

  • Rhythmic Grouping Biases Constrain Infant Statistical Learning

    Open AccessJessica F Hay, Jenny Saffran et al.ARTICLEInfancy2012

    Linguistic stress and sequential statistical cues to word boundaries interact during speech segmentation in infancy. However, little is known about how the different acoustic components of stress constrain statistical learning. The current studies were designed to investigate whether intensity and duration each function independently as cues to initial prominence (trochaic‐based hypothesis) or whether, as predicted by the Iambic‐Trochaic Law (ITL…