keywords
- word learning, computational modeling, neural networks
- Contact Info
Colunga, Eliana Associate Professor
Positions
- Associate Professor, Psychology and Neuroscience
- Associate Professor, Computer Science
Research Areas
Research
Publications
selected publications
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chapter
- Dynamics of Word Learning in Typically Developing, Temporarily Delayed, and Persistent Late-Talking Children 2017
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Dynamics of Word Learning in Typically Developing, Temporarily Delayed, and Persistent Late-Talking Children
2016
- Developing categories and concepts 2012
- Pattern learning in infants and neural networks 2003
- Making an ontology: Cross-linguistic evidence. 275-302. 2003
- Developing relations. 185-214. 2001
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conference proceeding
- Word-learning Biases Contribute Differently to Late-Talker and Typically-Developing Vocabulary Trajectories. 3078-3084. 2019
- Predicting a child’s trajectory of lexical acquisition. 196-201. 2015
- Interactions in the Development of Skilled Word Learning in Neural Networks and Toddlers. IEEE International Conference on Development and Learning : [proceedings]. IEEE International Conference on Development and Learning. 2012
- Bilingual and Monolingual Children Attend to Object Properties Differently in a Word Learning Task. Proceedings of the ... Annual Boston University Conference on Language Development. Boston University Conference on Language Development. 73-84. 2010
- Comparing Apples to Fruit: Parent's Comparisons of Labels are Related to First and Second Label Learning. 1356-1361. 2010
- When Comparison Helps: The Role of Language, Prior Knowledge and Similarity in Categorizing Novel Objects. 399-404. 2010
- The effect of familiarity and semantics on early acquisition of Japanese numeral classifiers. Proceedings of the ... Annual Boston University Conference on Language Development. Boston University Conference on Language Development. 607-618. 2005
- The effect of priming on preschooler's extension of novel words - How far can 'dumb' processes go?. Proceedings of the ... Annual Boston University Conference on Language Development. Boston University Conference on Language Development. 96-106. 2005
- Dumb mechanisms make smart concepts. 239-243. 2004
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journal article
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Quantifying the Role of Vocabulary Knowledge in Predicting Future Word Learning.
IEEE Transactions on Cognitive and Developmental Systems.
148-159.
2020
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Network Growth Modeling to Capture Individual Lexical Learning.
Complexity.
2019
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Reproducibility and a unifying explanation: Lessons from the shape bias.
Infant Behavior and Development.
156-165.
2019
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Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks.
Cognitive Science.
73-95.
2017
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How words anchor categorization: conceptual flexibility with labeled and unlabeled categories.
Language and Cognition.
219-238.
2015
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Beyond modeling abstractions: learning nouns over developmental time in atypical populations and individuals.
Frontiers in Psychology.
2013
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Bilingual and monolingual children attend to different cues when learning new words.
Frontiers in Psychology.
2012
- Developing catagories and concepts; Smith, L. B., & Colunga, E. (2012). Developing categories and concepts. In Spivey, M., Joanisse, M. & McRae, K. (Eds.) The Cambridge Handbook of Psycholinguistics. Cambridge University Press. 2012
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Words can slow down category learning (vol 18, pg 798, 2011).
Psychonomic Bulletin and Review.
1033-1033.
2011
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Words can slow down category learning.
Psychonomic Bulletin and Review.
798-804.
2011
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Knowledge as Process: Contextually Cued Attention and Early Word Learning.
Cognitive Science.
1287-1314.
2010
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More than a matter of getting 'unstuck': flexible thinkers use more abstract representations than perseverators.
Developmental Science.
662-669.
2009
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Correlation versus prediction in children's word learning: Cross-linguistic evidence and simulations.
Language and Cognition.
197-217.
2009
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Flexibility and variability: Essential to human cognition and the study of human cognition.
New Ideas in Psychology.
174-192.
2008
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Knowledge embedded in process: the self-organization of skilled noun learning.
Developmental Science.
195-203.
2008
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From the lexicon to expectations about kinds: A role for associative learning.
Psychological Review.
347-382.
2005
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The emergence of abstract ideas: evidence from networks and babies.
Philosophical Transactions of the Royal Society B: Biological Sciences.
1205-1214.
2003
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Whose DAM account? Attentional learning explains Booth and Waxman.
Cognition.
209-213.
2003
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Quantifying the Role of Vocabulary Knowledge in Predicting Future Word Learning.
IEEE Transactions on Cognitive and Developmental Systems.
148-159.
2020
editor of
Teaching
courses taught
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PSYC 4011 - Senior Thesis
Primary Instructor - Spring 2020 / Spring 2021
Critically reviews some aspect of psychological literature, scholarly analysis of a major psychological issue, and/or empirical research project. See the psychology honors director for further information. -
PSYC 4145 - Advanced Cognitive Psychology
Primary Instructor - Fall 2018 / Fall 2019
Advanced course in human cognitive processes. Covers key aspects of cognition, such as perception, attention, learning, memory, language and thinking. Discusses major theories and ideas in terms of the research they have inspired. Emphasis varies with instructor. One lab per week and a research project is required. Same as PSYC 5145. -
PSYC 5685 - Research Methods Proseminar
Primary Instructor - Fall 2020
Main topic is research methods in cognitive psychology, with an emphasis on experimental methods. Skills and knowledge will be gained that are necessary to A) critically evaluate existing research and B) design, conduct, analyze and write up experimental studies. Required for graduate students in Cognitive Psychology. Graduate students in all programs are welcome with instructor consent and advanced undergraduates are welcome with instructor consent. May be repeated up to 4 total credit hours. -
PSYC 5815 - Language Proseminar
Primary Instructor - Spring 2020
Introduction to research on human language. A required proseminar for Cognitive Psychology Ph.D. students. Covers research at the cognitive, neural, and computational levels. Addresses phenomena at the levels of phonology, grammar, and meaning. Emphasizes interrelationships between language and other domains of cognition (perception, memory, executive function). Graduate students in all programs and advanced undergraduates welcome with instructor consent. May be repeated up to 4 total credit hours.
Background
education and training
- Ph.D., Indiana University Bloomington 2002
- M.S., Technology Institute of Monterrey (ITESM) (Mexico) 1994
- B.S., Technology Institute of Monterrey (ITESM) (Mexico) 1991
International Activities
global connections related to teaching and scholarly work (in recent years)
- Mexico Country
- North America Continent