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 talkers.
83-97.
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
- Predicting a child’s trajectory of lexical acquisition. 196-201. 2015
- Interactions in the Development of Skilled Word Learning in Neural Networks and Toddlers 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. 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. 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. 96-106. 2005
- Dumb mechanisms make smart concepts. 239-243. 2004
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journal article
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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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Correlation versus prediction in children's word learning: Cross-linguistic evidence and simulations..
Language and Cognition.
197-217.
2009
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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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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 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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Not Only Size Matters: Early-Talker and Late-Talker Vocabularies Support Different Word-Learning Biases in Babies and Networks.
Cognitive Science.
73-95.
2017
Teaching
courses taught
- CSCI 7900 Doctoral Level Independent Study (Spring 2019)
- PSYC 4011 Senior Thesis (Spring 2019)
- PSYC 4841 Independent Study (Upper Division) (Spring 2019)
- PSYC 6841 Independent Study (Spring 2019)
- PSYC 6951 Master's Thesis (Spring 2019)
- PSYC 8991 Doctoral Dissertation (Spring 2019)
- CSCI 8990 Doctoral Dissertation (Fall 2018)
- PSYC 4011 Senior Thesis (Fall 2018)
- PSYC 4145 Advanced Cognitive Psychology (Fall 2018)
- PSYC 4841 Independent Study (Upper Division) (Fall 2018)
- PSYC 6841 Independent Study (Fall 2018)
- PSYC 6951 Master's Thesis (Fall 2018)
- PSYC 8991 Doctoral Dissertation (Fall 2018)
- CSCI 7900 Doctoral Level Independent Study (Spring 2018)
- PSYC 4011 Senior Thesis (Spring 2018)
- PSYC 4841 Independent Study (Upper Division) (Spring 2018)
- PSYC 6841 Independent Study (Spring 2018)
- PSYC 6951 Master's Thesis (Spring 2018)
- PSYC 8991 Doctoral Dissertation (Spring 2018)
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