Christine E Potter

Biographic Data

ID1465084
NAMEChristine E Potter
GIVEN NAMESChristine E
FAMILY NAMEPotter
SIGNATUREPOTTER C E
AFFILIATIONSPrinceton University
ORCID0000-0001-9893-5389
VERIFIEDYes
TOTAL WORKS10
TOTAL CITATIONS3
WORKS AS AUTHOR10
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2024
H-INDEX1

  • Stability and change in young children’s linguistic experience during the Covid-19 pandemic

    Federica Bulgarelli, Christine E Potter et al.ARTICLEMultilingua2024References: 36

    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”

    Open AccessKennedy Casey, Christine E Potter et al.ARTICLEDevelopmental Psychology2023References: 3

    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…

  • ICatcher

    Open AccessYigal Erel, 一英 高橋 et al.ARTICLEInfancy2022

    Infants' looking behaviors are often used for measuring attention, real‐time processing, and learning—often using low‐resolution videos. Despite the ubiquity of gaze‐related methods in developmental science, current analysis techniques usually involve laborious post hoc coding, imprecise real‐time coding, or expensive eye trackers that may increase data loss and require a calibration phase. As an alternative, we propose using computer vision meth…

  • How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books

    Open AccessViridiana L Benitez, Marissa A Castellana et al.ARTICLELanguages2022Cited by: 3References: 104

    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…

  • A Multilab Study of Bilingual Infants

    Open AccessKrista Byers-Heinlein, Angeline Sin Mei Tsui et al.ARTICLEAdvances in Methods and Practices…2021

    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 …

  • The development of gaze following in monolingual and bilingual infants

    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 …

  • Plasticity in Second Language Learning

    Tianlin Wang, Christine E Potter et al.ARTICLELanguage Learning and Development2020

    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…

  • Tuning in to non-adjacencies

    Open AccessMartin Zettersten, Christine E Potter et al.ARTICLECognition2020

  • A multi-lab study of bilingual infants

    Krista Byers-Heinlein, Angeline Tsui et al.PREPRINT2020

    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 …

  • Infants’ selective use of reliable cues in multidimensional language input

    Open AccessChristine E Potter, Christine Potter et al.ARTICLEDevelopmental Psychology2019References: 2

    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…