Emma Libersky
Biographic Data
| ID | 3531748 |
|---|---|
| NAME | Emma Libersky |
| GIVEN NAMES | Emma |
| FAMILY NAME | Libersky |
| SIGNATURE | LIBERSKY E |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-4488-3194 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Speech Disfluencies and Implicit Word Learning
Disfluencies are common in spontaneous language, and adults use filled pauses to anticipate “difficult” words. At the same time, disfluent instructors receive lower ratings of knowledge and credibility. We focus on the consequences of filled pauses for adults' statistical word learning. In Experiment 1, monolingual adults listened to recordings introducing them to two speakers: one who produced an elevated rate of filled pauses and one who did no…
Listening to disfluent speech
The effects of interleaving and rest on L2 vocabulary learning
Studies of learning indicate that presenting materials from multiple categories together (interleaving them) tends to yield better learning vs. presenting categories separately (blocking them). However, the impact of interleaving on language learning is mixed and has not been tested in the context of dual language learning. Here, we taught monolingual English-speaking adults vocabulary in German or Polish across two experiments, interleaving or b…
A Comparative Analysis of Language Skills and Parent-Child Interactions in Monolingual and Bilingual Children Born Preterm
Children born preterm are at an elevated risk of language delays compared to children born full-term. However, there is a dearth of research investigating language outcomes in premature children exposed to more than one language. There is also limited empirical evidence linking the quantity and quality of parent input and language outcomes in premature children and the strength of these relationships in bilingual contexts remains unknown. Therefo…
One fish, uh, two fish
Effects of bilingualism on autobiographical memory
Prior work on bilingual memory has largely focused on working memory and less on autobiographical memory. In the present study, we tested the effect of bilingualism on autobiographical memory and examined whether an effect would be moderated or mediated by working memory. Spanish-English bilingual and English-only monolingual adults completed an autobiographical cued-recall task, as well as a working memory measure. Memories were coded for retrie…
No prominent works on this page.
One fish, uh, two fish
Effects of bilingualism on autobiographical memory
Prior work on bilingual memory has largely focused on working memory and less on autobiographical memory. In the present study, we tested the effect of bilingualism on autobiographical memory and examined whether an effect would be moderated or mediated by working memory. Spanish-English bilingual and English-only monolingual adults completed an autobiographical cued-recall task, as well as a working memory measure. Memories were coded for retrie…
A Comparative Analysis of Language Skills and Parent-Child Interactions in Monolingual and Bilingual Children Born Preterm
Children born preterm are at an elevated risk of language delays compared to children born full-term. However, there is a dearth of research investigating language outcomes in premature children exposed to more than one language. There is also limited empirical evidence linking the quantity and quality of parent input and language outcomes in premature children and the strength of these relationships in bilingual contexts remains unknown. Therefo…
The effects of interleaving and rest on L2 vocabulary learning
Studies of learning indicate that presenting materials from multiple categories together (interleaving them) tends to yield better learning vs. presenting categories separately (blocking them). However, the impact of interleaving on language learning is mixed and has not been tested in the context of dual language learning. Here, we taught monolingual English-speaking adults vocabulary in German or Polish across two experiments, interleaving or b…
Speech Disfluencies and Implicit Word Learning
Disfluencies are common in spontaneous language, and adults use filled pauses to anticipate “difficult” words. At the same time, disfluent instructors receive lower ratings of knowledge and credibility. We focus on the consequences of filled pauses for adults' statistical word learning. In Experiment 1, monolingual adults listened to recordings introducing them to two speakers: one who produced an elevated rate of filled pauses and one who did no…
Listening to disfluent speech
Neurobiology of Language and Bilingualism (5 works) · Language Development and Disorders (4 works) · Psychology (4 works) · Linguistics (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Fluency (2 works) · Neuroscience of multilingualism (2 works) · Novelty (2 works) · Phonetics and Phonology Research (2 works)