Jill Lany

Biographic Data

ID5758602
NAMEJill Lany
GIVEN NAMESJill
FAMILY NAMELany
SIGNATURELANY J
AFFILIATIONSUniversity of Notre Dame
ORCID0000-0001-8077-6244
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS1
AUTHOR COUNT8
EDITOR COUNT0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2025
H-INDEX1

  • The home language environment predicts individual differences in language comprehension at 9 months of age

    Open AccessJayde Homer, Abbie Thompson et al.ARTICLEDevelopmental Psychology2025

    By 18-24 months of age, infants whose caregivers talk to them more tend to recognize and comprehend common words relatively quickly and accurately. In turn, real-time language comprehension skill at this age is linked to language development later in childhood. Critically, infants begin to comprehend common words as early as 6-9 months of age, but it is unclear whether the origins of lexical comprehension skill are likewise influenced by hearing …

  • Acoustic cues to phrase and clause boundaries in infant-directed speech: Evidence from Lena recordings

    Open AccessTianlin Wang, Elie ChingYen Yu et al.ARTICLEJournal of Child Language2024

    Infant-directed speech (IDS) produced in laboratory settings contains acoustic cues, such as pauses, pitch changes, and vowel-lengthening that could facilitate breaking speech into smaller units, such as syntactically well-formed utterances, and the noun- and verb-phrases within them. It is unclear whether these cues are present in speech produced in more natural contexts outside the lab. We captured LENA recordings of caregiver speech to 12-mont…

  • 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…

  • What’s in a name, and when can a [beep] be the same

    Open AccessJill Lany, Abbie Thompson et al.ARTICLEDevelopmental Psychology2022

    Words influence cognition well before infants know their meanings. For example, three-month-olds are more likely to form visually based categories when exemplars are paired with spoken words than with sine-wave tones, a likely precursor to learning symbolic relations between words and their referents. However, it is unclear why words have these effects. In 3 experiments we tested the hypothesis that exaggerated "showing" gestures used when naming…

  • Individual differences in non-adjacent statistical dependency learning in infants

    Open AccessJill Lany, Amber SHOAIBARTICLEJournal of Child Language2020

    There is considerable controversy over the factors that shape infants’ developing knowledge of grammar. Work with artificial languages suggests that infants’ ability to track statistical regularities within the speech they hear could, in principle, support grammatical development. However, little work has tested whether infants’ performance on laboratory tasks reflects factors that are relevant in real-world language learning. Here we tested whet…

  • Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference

    Open AccessMichael C Frank, Katie Alcock et al.ARTICLEAdvances in Methods and Practices…2020

    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…

  • Infant statistical-learning ability is related to real-time language processing

    Open AccessJill Lany, Amber SHOAIB et al.ARTICLEJournal of Child Language2018

    Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants’ language skills. Work with adults suggests that one way statistical learning ability affects language proficiency is by facilitating real-time lan…

  • Infants’ Lexical Processing Efficiency is Related to Vocabulary Size by One Year of Age

    Open AccessJill Lany, Michael Giglio et al.ARTICLEInfancy2018

    By 15–18 months, infants’ skill in interpreting familiar words, or lexical processing efficiency ( LPE ), improves substantially and is correlated with vocabulary size concurrently and several months later. Prior to this age LPE is quite poor, and to date there is little evidence that it is related to vocabulary size. If this relation only emerges once infants have relatively good LPE , and also know a substantial number of words, it could sugges…