{"id":22,"date":"2016-09-19T22:46:24","date_gmt":"2016-09-20T02:46:24","guid":{"rendered":"https:\/\/sites.bu.edu\/lavalab\/?page_id=22"},"modified":"2023-09-20T11:04:33","modified_gmt":"2023-09-20T15:04:33","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/lavalab\/research\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"

Berger, Pyers, J., Lieberman, A., & Caselli, N. (2023). Parent American Sign Language skills correlate with child\u2013but not toddler\u2013ASL vocabulary size. Language Acquisition., 1\u201315. <\/span>https:\/\/doi.org\/10.1080\/10489223.2023.2178312<\/span><\/a>\u00a0<\/span><\/p>\n

Pontecorvo, Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. K. (2023). Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language. Journal of Speech, Language, and Hearing Research\u202f: JSLHR., 66(4), 1291\u20131308. <\/span>https:\/\/doi.org\/10.1044\/2022_JSLHR-22-00505<\/span><\/a>\u00a0<\/span><\/p>\n

Sander, J., Lieberman, A., & Rowland, C. F. (2023). Exploring Joint Attention in American Sign Language: The Influence of Sign Familiarity. <\/span>Cognitive Science Society<\/span><\/i>. <\/span>https:\/\/escholarship.org\/uc\/item\/5kq2s523<\/span><\/a>\u00a0<\/span><\/p>\n

Gappmayr, Lieberman, A. M., Pyers, J., & Caselli, N. K. (2022). Do parents modify child-directed signing to emphasize iconicity? Frontiers in Psychology., 13. <\/span>https:\/\/doi.org\/10.3389\/fpsyg.2022.920729<\/span><\/a>\u00a0<\/span><\/p>\n

Gappmayr, Lieberman, A. M., Pyers, J., & Caselli, N. K. (2022). Do parents modify child-directed signing to emphasize iconicity? Frontiers in Psychology<\/em>. <\/a><\/p>\n

Rubio Fernandez, P., Wienholz, A., Ballard, C., Kirby, S., & Lieberman, A.M. (in press). Adjective position and referential efficiency in American Sign Language: Effects of adjective semantics, sign type and age of sign exposure. Journal of Memory and Language<\/em>. doi.org\/10.31234\/osf.io\/tv2jb<\/a><\/p>\n

Lieberman, A.M., Pontecorvo, E., & Mitchiner, J. (2022). Hearing parents learning ASL: A mixed-methods study<\/a>. Applied Linguistics Review<\/em>. https:\/\/doi.org\/10.1515\/applirev-2021-0120<\/p>\n

Fitch, A., Arunachalam, S., & Lieberman, A.M. (2021). Mapping Word to World in ASL: Evidence from a Human Simulation Paradigm<\/a>. Cognitive Science<\/em>, 45(12), e13061. https:\/\/doi.org\/10.1111\/cogs.13061<\/p>\n

Lieberman, A. M., Fitch, A., & Borovsky, A. (2021). Flexible fast-mapping: Deaf children dynamically allocate visual attention to learn novel words in American Sign Language<\/a>.\u00a0Developmental Science. <\/em>https:\/\/doi.org\/10.1111\/desc.13166<\/a><\/p>\n

Caselli, N., Pyers, J., & Lieberman, A.M. (2021). Deaf children of hearing parents develop age-level vocabularies if exposed to ASL by six-months<\/a>. Journal of Pediatrics. <\/em>https:\/\/doi.org\/10.1016\/j.jpeds.2021.01.029<\/a><\/p>\n

Schotter, E. R., Johnson, E., & Lieberman, A. M. (2020). The sign superiority effect: Lexical status facilitates peripheral handshape identification for deaf signers<\/a>. Journal of Experimental Psychology: Human Perception and Performance, 46<\/em>(11), 1397\u20131410. https:\/\/doi.org\/10.1037\/xhp0000862<\/a><\/a><\/p>\n

Fieldsteel, Z., Bottoms, A., & Lieberman, A. (2020). Nouns and verbs in parent input in American Sign Language during interaction among deaf dyads<\/a>. Language Learning and Development,<\/em> 16(4), 351-363. https:\/\/doi.org\/10.1080\/15475441.2020.1784737\u00a0<\/a><\/p>\n

Rosenburg, P., Lieberman, A., Caselli, N. K., & Hoffmeister, R. (2020). The Development and Evaluation of a New ASL Text Comprehension Task<\/a>. Frontiers in Communication, 5, 25. https:\/\/doi.org\/10.3389\/fcomm.2020.00025<\/a><\/p>\n

Lieberman, A. M., & Borovsky, A (2020). Lexical recognition in deaf children learning ASL: activation of semantic and phonological features of signs<\/a>. Language Learning, 70<\/em>(4), 935-973. https:\/\/doi.org\/10.1111\/lang.12409<\/a>. Summarized here!<\/a><\/p>\n

Caselli, N. K., Lieberman, A. M., & Pyers, J. E. (2020). The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language<\/a>. <\/span>Behavior Research Methods, 52,\u00a0<\/i>2071-2084.<\/span><\/p>\n

Fitch, A., Lieberman, A. M., Luyster, R., & Arunachalam , S. (2020). Toddlers\u2019 Word Learning through Overhearing: Others\u2019 Attention Matters<\/a>. Journal of Experimental Child Psychology, 193,\u00a0<\/em>104793.<\/p>\n

Wienholz, A., & Lieberman, A. M. (2019). Semantic processing of adjectives and nouns in American Sign Language: effects of reference ambiguity and word order across development<\/a>. Journal of Cultural Cognitive Science, 3,\u00a0<\/em>217-234.<\/p>\n

Lieberman, A.M., Borovsky, A., & Mayberry, R. I. (2018). Prediction in a visual language: real-time sentence processing in American Sign Language across development<\/a>.\u00a0Language, Cognition, & Neuroscience, <\/em>33<\/em>(4), 387-401.<\/p>\n

Lieberman, A. M., Borovsky, A., Hatrak, M., & Mayberry, R. I. (2016). Where to look for American Sign Language (ASL) sublexical structure in the visual world: Reply to Salverda (2016).\u00a0Journal of Experimental Psychology: Learning, Memory, and Cognition, 42<\/em>(12), 2002-2006.<\/p>\n

Higgins, M., & Lieberman, A. M. (2016). \u00a0Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning<\/a>.\u00a0 Journal of Education, 96<\/em>(1), 9-18.<\/em><\/p>\n

Lieberman, A. M., Borovsky, A., Hatrak, M., & Mayberry, R. I. (2015). Real-time processing of ASL signs: Delayed first language acquisition affects organization of the mental lexicon<\/a>.\u00a0 Journal of Experimental Psychology: Learning, Memory, and Cognition, 41<\/em>(4), 1130-1139.<\/p>\n

Lieberman, A. M. (2015). \u00a0Attention-getting skills of deaf children using American Sign Language in a preschool classroom<\/a>.\u00a0 Applied Psycholinguistics, <\/em>36<\/em>, 855-873.<\/p>\n

Lieberman, A. M., & Mayberry, R. I. (2015).\u00a0 Language acquisition.\u00a0 In E. Orfanidou, B. Woll, & G. Morgan (Eds.)\u00a0 Research Methods in Sign Language Studies: A Practical Guide <\/em>(pp. 281-299). Malden, MA: John Wiley & Sons.<\/p>\n

Lieberman, A. M., Hatrak, M., & Mayberry, R. I. (2014). \u00a0Learning to look for language: Development of joint attention in young deaf children<\/a>.\u00a0 Language Learning and Development, 10, <\/em>19-35.<\/p>\n

Lieberman, A. M., Borovsky, A., Hatrak, M., & Mayberry, R. I. (2014).\u00a0 Real-time processing of ASL signs: Effects of linguistic experience and proficiency.\u00a0 In W. Orman and M. J. Valleau (Eds.), Proceedings of the 38th<\/sup> Boston University Conference on Language Development<\/em> (pp. 279-291).\u00a0 <\/em>Somerville, MA: Cascadilla Press.<\/p>\n

Ferjan Ramirez, N., Lieberman, A. M., & Mayberry, R. I. (2013). The initial stages of language acquisition begun in adolescence: When late looks early<\/a>. Journal of Child Language, 40 <\/em>(2), 391-414.<\/p>\n

Lieberman, A. M. (2012, June).\u00a0 Eye-gaze and Joint Attention<\/a>.\u00a0 <\/em>Visual Language and Visual Learning Science of Learning Center. (Research Brief No. 5). Washington, DC.\u00a0 Available online at: http:\/\/vl2.gallaudet.edu\/document.php?id=6<\/p>\n

Mayberry, R. I., del Giudice, A., & Lieberman, A. (2011). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis<\/a>.\u00a0 Journal of Deaf Studies and Deaf Education, 16<\/em>(2), 164-188.<\/span><\/p>\n

\u00a0<\/em>Lieberman, A., Hatrak, M., & Mayberry, R. (2011).\u00a0 The development of eye-gaze control for linguistic input in deaf children.\u00a0 In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of the 35th<\/sup> Annual Boston University Conference on Language Development, <\/em>pp. 391-403. Somerville, MA:\u00a0 Cascadilla Press.<\/p>\n

Ferjan Ramirez, N., Lieberman, A., & Mayberry, R. (2011).\u00a0 The first words acquired by adolescent first-language learners:\u00a0 when late looks early. In N. Danis, K. Mesh, & H. Sung (Eds.), Proceedings of the 35th<\/sup> Annual Boston University Conference on Language Development,<\/em> pp. 210-221. Somerville, MA:\u00a0 Cascadilla Press.<\/p>\n

Allen, T. E., Clark, M. Dk., del Giudice, A., Koo, D., Lieberman, A., Mayberry, M., & Miller, P. (2009). \u00a0Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul<\/a>.\u00a0 American Annals of the Deaf, 154<\/em> (4), pp. 338-345.<\/p>\n

Slobin, D. I., Hoiting, N., Kuntze, M., Lindert, R., Weinberg, A., Pyers, J., Anthony, M., Biederman, Y., & Thumann, H.\u00a0 (2003). \u00a0A cognitive\/functional perspective on the acquisition of \u201cclassifiers.\u201d<\/a> \u00a0In K. Emmorey (Ed.), Perspectives on classifier constructions\u00a0 in sign languages<\/em>. Mahwah, NJ: Lawrence Erlbaum Associates.<\/p>\n

Slobin, D. I., Hoiting, N., Anthony, M., Biederman, Y., Kuntze, M., Lindert, R., Pyers, J., Thumann, H., Weinberg, A.\u00a0 (2001). \u00a0Sign language transcription at the level of meaning components: The Berkeley Transcription System (BTS)<\/a>. \u00a0Sign Language & Linguistics, 4 <\/em>(1\/2), 63-104.<\/p>\n

Remmel, E., Bettger, J. G., & Weinberg, A. M. (2001). Theory of mind development in deaf children. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition, and deafness<\/em>. Washington, DC: Gallaudet University Press.<\/p>\n

Slobin, D., Hoiting, N., Kuntze, M., Lindert, R., Weinberg, A., Pyers, J., Anthony, M., Biederman, Y., & Thumann, H. (2000).\u00a0 Signed Language\u2014The Berkeley Transcription System.\u00a0 In B. MacWhinney (Ed.), The CHILDES Project:\u00a0 Tools for Analyzing Talk.\u00a0 Vol. 1:\u00a0 The Programs <\/em>(3rd<\/sup> ed.).\u00a0 Hillsdale, NJ:\u00a0 Lawrence Erlbaum Associates.<\/p>\n

Fernald, A., Pinto, J. P., Swingley, D., Weinberg, A., & McRoberts, G. W. (1998).\u00a0 Rapid gains in speed of verbal processing by infants in the 2nd year<\/a>.\u00a0 Psychological Science, 9<\/em> (3), 228-231.<\/p>\n

<\/h1>\n

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Berger, Pyers, J., Lieberman, A., & Caselli, N. (2023). Parent American Sign Language skills correlate with child\u2013but not toddler\u2013ASL vocabulary size. Language Acquisition., 1\u201315. https:\/\/doi.org\/10.1080\/10489223.2023.2178312\u00a0 Pontecorvo, Higgins, M., Mora, J., Lieberman, A. M., Pyers, J., & Caselli, N. K. (2023). Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language. Journal of Speech, […]<\/p>\n","protected":false},"author":12525,"featured_media":0,"parent":12,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-templates\/no-sidebars.php","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/pages\/22"}],"collection":[{"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/users\/12525"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":39,"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"predecessor-version":[{"id":2287,"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/pages\/22\/revisions\/2287"}],"up":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/pages\/12"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/lavalab\/wp-json\/wp\/v2\/media?parent=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}