Caroline Rowland

Presentations

Displaying 1 - 73 of 73
  • Rowland, C. F. (2017). Listening to children: New perspectives on the brain, on language, and on science, from studies on language development [invited talk]. Talk presented at the Visions in Science 2017: Discover New Perspectives. Berlin, Germany. 2017-09-29 - 2017-10-01.
  • Alcock, K. J., Meints, K., & Rowland, C. F. (2019). Early and late gesture learners in a national UK sample. Poster presented at Child Language Symposium (CLS 2019), Sheffield, UK.
  • Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J., & Rowland, C. F. (2019). Baby sign, mind-mindedness and language development. Poster presented at the 5th International Language and Communicative Development Conference (LuCiD 2019), Manchester, UK.
  • Durrant, S., Peter, M., Bidgood, A., Pine, J., & Rowland, C. F. (2019). The relationship between prediction in sentence processing and language development. Talk presented at the 5th International Language and Communicative Development Conference (LuCiD 2019). Manchester, UK. 2019-06-12 - 2019-06-13.
  • Egger, J., Rowland, C. F., & Bergmann, C. (2019). Linking parental responsiveness to infants’ vocabulary and processing ability. Talk presented at the paEpsy meeting 2019. Leipzig, Germany. 2019-09-09 - 2019-09-12.
  • Egger, J., Rowland, C. F., & Bergmann, C. (2019). Gaze-triggered looking-while-listening: A new method for measuring speed of processing. Poster presented at the 9th Annual BCCCD Meeting, Budapest, Hungary.
  • Egger, J., Rowland, C. F., & Bergmann, C. (2019). Linking Dutch infants’ speed of processing to vocabulary size at 18 months. Talk presented at the 7th conference of the Scandinavian Association for Language and Cognition (SALC7). Aarhus, Denmark. 2019-05-22 - 2019-05-24.
  • Egger, J., Rowland, C. F., & Bergmann, C. (2019). Relating parental MLU to infant’s vocabulary size via speed of processing. Poster presented at the 4th Lancaster Conference on Infant and Early Child Development (LCICD 2019), Lancaster, UK.
  • Fazekas, J., Jessop, A., Pine, J., & Rowland, C. F. (2019). Do adults learn from their mistakes? Evaluating error-based theories of language acquisition. Poster presented at the 5th International Language and Communicative Development Conference (LuCiD 2019), Manchester, UK.
  • Frost, R. L. A., Rowland, C. F., Durrant, S., Peter, M., Bidgood, A., & Monaghan, P. (2019). Statistical learning in infants, and its relationship with language development: A study of nonadjacent dependency learning. Talk presented at the 7th conference of the Scandinavian Association for Language and Cognition (SALC7). Aarhus, Denmark. 2019-05-22 - 2019-05-24.
  • Jago, L. S., Durrant, S., Peter, M., Bidgood, A., Pine, J., & Rowland, C. F. (2019). Individual differences in productive vocabulary: Identifying children who are slow to talk. Poster presented at the 5th International Language and Communicative Development Conference (LuCiD 2019), Manchester, UK.
  • Jago, L. S., Peter, M., Durrant, S., Bidgood, A., Pine, J., & Rowland, C. F. (2019). Individual differences in productive vocabulary: Identifying children who are slow to talk. Poster presented at the 4th Workshop on Infant Language Development (WILD 2019), Potsdam, Germany.
  • Kholodova, A., Peter, M., Rowland, C. F., & Allen, S. (2019). Abstract representations in bilingual L2 speaking children over development in a structurally biased language. Poster presented at the 44th Annual Boston University Conference on Language Development (BUCLD 44), Boston, MA, USA.
  • Peter, M., Durrant, S., Bidgood, A., Pine, J., & Rowland, C. F. (2019). Visual sequence learning and language development: Evidence for a domain-general learning mechanism?. Talk presented at the 5th International Language and Communicative Development Conference (LuCiD 2019). Manchester, UK. 2019-06-12 - 2019-06-13.
  • Rowland, C. F. (2019). Explaining individual differences in language acquisition [invited talk]. Talk presented at the 2019 Summer School on Language, Cognition and Neuroscience, Polytechnic University. Hong Kong. 2019-07-29.
  • Rowland, C. F. (2019). Listening to children: New perspectives on the brain, on language, and on science, from studies on language development [keynote presentation]. Talk presented at the MPG LeadNet Symposium 2019. Berlin, Germany. 2019-05-06 - 2019-05-07.
  • Rowland, C. F. (2019). What predicts how quickly children learn words [invited talk]. Talk presented at the Neuroscience Seminar Series, NYU-Shanghai. Shanghai, China. 2019-04-12.
  • Rowland, C. F. (2019). Why do children differ in the speed with which they learn language? [invited talk]. Talk presented at the symposium The Constructionist Challenge -- Theoretical and Empirical, Friedrich-Alexander University. Erlangen, Germany. 2019-10-18.
  • Samanta, S., Durrant, S., Peter, M., Bidgood, A., Pine, J., Rowland, C. F., & Bannard, C. (2019). Is the automated classification of child gestures feasible?. Poster presented at the 5th International Language and Communicative Development Conference (LuCiD 2019), Manchester, UK.
  • Wolf, M. C., Smith, A. C., Rowland, C. F., & Meyer, A. S. (2019). Effects of modality on learning novel word - picture associations. Talk presented at the Experimental Psychology Society London Meeting. London, UK. 2019-01-03 - 2019-01-04.

    Abstract

    It is unknown whether modality affects the efficiency with which we learn novel word forms and their meanings. In this study, 60 participants were trained on 24 pseudowords, each paired with a pictorial meaning (novel object). Following a 20 minute filler task participants were tested on their ability to identify the picture-word form pairs on which they were trained when presented amongst foils. Word forms were presented in either their written or spoken form, with exposure to the written form equal to the speech duration of the spoken form. The between subjects design generated four participant groups 1) written training, written test; 2) written training, spoken test; 3) spoken training, written test; 4) spoken training, spoken test. Our results show a written training advantage: participants trained on written words were more accurate on the matching task. An ongoing follow-up experiment tests whether the written advantage is caused by additional time with the full word form, given that words can be read faster than the time taken for the spoken form to unfold. To test this, in training, written words were presented with sufficient time for participants to read, yet maximally half the duration of the spoken form in experiment 1.
  • Wolf, M. C., Smith, A. C., Rowland, C. F., & Meyer, A. S. (2019). Modality effects in novel picture-word form associations. Poster presented at Crossing the Boundaries: Language in Interaction Symposium, Nijmegen, The Netherlands.

    Abstract

    It is unknown whether modality affects the efficiency with which humans learn novel word forms and their meanings, with previous studies reporting both written and auditory advantages. The current study implements controls whose absence in previous work likely offers explanation for such contradictory findings. In two novel word learning experiments, participants were trained and tested on pseudoword - novel object pairs, with controls on: modality of test, modality of meaning, duration of exposure and transparency of word form. In both experiments word forms were presented in either their written or spoken form, each paired with a pictorial meaning (novel object). Following a 20-minute filler task, participants were tested on their ability to identify the picture-word form pairs on which they were trained. A between subjects design generated four participant groups per experiment 1) written training, written test; 2) written training, spoken test; 3) spoken training, written test; 4) spoken training, spoken test. In Experiment 1 the written stimulus was presented for a time period equal to the duration of the spoken form. Results showed that when the duration of exposure was equal, participants displayed a written training benefit. Given words can be read faster than the time taken for the spoken form to unfold, in Experiment 2 the written form was presented for 300 ms, sufficient time to read the word yet 65% shorter than the duration of the spoken form. No modality effect was observed under these conditions, when exposure to the word form was equivalent. These results demonstrate, at least for proficient readers, that when exposure to the word form is controlled across modalities the efficiency with which word form-meaning associations are learnt does not differ. Our results therefore suggest that, although we typically begin as aural-only word learners, we ultimately converge on developing learning mechanisms that learn equally efficiently from both written and spoken materials.
  • Wolf, M. C., Smith, A. C., Meyer, A. S., & Rowland, C. F. (2019). Modality effects in vocabulary acquisition. Talk presented at the 41st Annual Meeting of the Cognitive Science Society (CogSci 2019). Montreal, Canada. 2019-07-24 - 2019-07-27.

    Abstract

    It is unknown whether modality affects the efficiency with which humans learn novel word forms and their meanings, with previous studies reporting both written and auditory advantages. The current study implements controls whose absence in previous work likely offers explanation for such contradictory findings. In two novel word learning experiments, participants were trained and tested on pseudoword - novel object pairs, with controls on: modality of test, modality of meaning, duration of exposure and transparency of word form. In both experiments word forms were presented in either their written or spoken form, each paired with a pictorial meaning (novel object). Following a 20-minute filler task, participants were tested on their ability to identify the picture-word form pairs on which they were trained. A between subjects design generated four participant groups per experiment 1) written training, written test; 2) written training, spoken test; 3) spoken training, written test; 4) spoken training, spoken test. In Experiment 1 the written stimulus was presented for a time period equal to the duration of the spoken form. Results showed that when the duration of exposure was equal, participants displayed a written training benefit. Given words can be read faster than the time taken for the spoken form to unfold, in Experiment 2 the written form was presented for 300 ms, sufficient time to read the word yet 65% shorter than the duration of the spoken form. No modality effect was observed under these conditions, when exposure to the word form was equivalent. These results demonstrate, at least for proficient readers, that when exposure to the word form is controlled across modalities the efficiency with which word form-meaning associations are learnt does not differ. Our results therefore suggest that, although we typically begin as aural-only word learners, we ultimately converge on developing learning mechanisms that learn equally efficiently from both written and spoken materials.
  • Alcock, K. J., Rowland, C. F., & Meints, K. (2018). The UK-CDI - Inter-dialect differences in English language CDI datasets. Talk presented at the European Network Meeting - Communicative Development Inventories. Dubrovnik, Croatia. 2018-05.
  • Bergelson, E., Weisleder, A., Bunce, J., Rowland, C. F., Casillas, M., & Cristia, A. (2018). How different is speech input and output across subgroups? First results from >12,000 hours of naturalistic recordings. Poster presented at the 43rd Annual Boston University Conference on Language Development (BUCLD 43), Boston, MA, USA.
  • Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J., & Rowland, C. F. (2018). Baby sign, mind-mindedness and language development. Poster presented at the 3rd Lancaster Conference on Infant and Early Child Development (LCICD 2018), Lancaster, UK.
  • Bidgood, A., Kirk, E., Durrant, S., Peter, M., Pine, J., & Rowland, C. F. (2018). Baby sign, mind-mindedness and language development. Talk presented at the 8th Conference of the International Society for Gesture Studies (ISGS 8 ). Cape Town, South Africa. 2018-07-04 - 2018-07-08.
  • Bidgood, A., Ball, L., Durrant, S., Peter, M., Pine, J., & Rowland, C. F. (2018). Symbolic play and language development in the Language 0-5 project. Poster presented at the 3rd Lancaster Conference on Infant and Early Child Development (LCICD 2018), Lancaster, UK.
  • Bidgood, A., McLaughlin, P., Durrant, S., Peter, M., Pine, J., & Rowland, C. F. (2018). The relationship between oral-motor skills and 2 years, vocabulary production and later articulation skills. Talk presented at the Child Language Symposium (CLS 2018). Reading, UK. 2018-06-25 - 2018-06-26.
  • Fazekas, J., Jessop, A., Pine, J. M., & Rowland, C. F. (2018). Exploring the relationship between infants' statistical learning ability and language development. Talk presented at the 4th Language and Communicative Development Conference (LuCiD 2018). Liverpool, UK. 2018-07-09 - 2018-09-10.
  • Frost, R. L. A., Rowland, C. F., Durrant, S., Bidgood, A., & Monaghan, P. (2018). Exploring the relationship between infants' statistical learning ability and language development. Talk presented at the 4th Language and Communicative Development Conference (LuCiD 2018). Liverpool, UK. 2018-07-09 - 2018-09-10.
  • Frost, R. L. A., Rowland, C. F., Durrant, S., Bidgood, A., Peter, M., & Monaghan, P. (2018). Statistical learning in infant language acquisition: From segmenting speech to discovering structure. Talk presented at the Learning Language in Humans and Machines Conference (L2HM 2018). Paris, France. 2018-07-05 - 2018-07-06.
  • Frost, R. L. A., Rowland, C. F., Durrant, S., Bidgood, P. M., & Monaghan, P. (2018). Statistical learning in infants, and its relationship with language development: A study of nonadjacent dependency learning. Poster presented at Child Language Symposium (CLS 2018), Reading, UK.
  • Frost, R. L. A., Rowland, C. F., Durrant, S., Bidgood, P. M., & Monaghan, P. (2018). Statistical learning in infants, and its relationship with language development: A study of nonadjacent dependency learning. Poster presented at Architectures and Mechanisms for Language Processing (AMLaP 2018), Berlin, Germany.
  • Jago, L. S., Peter, M., Bidgood, A., Durrant, S., Pine, J. M., & Rowland, C. F. (2018). Individual differences in language acquisition: Identifying late talkers. Poster presented at the 3rd Lancaster Conference on Infant and Early Child Development (LCICD 2018), Lancaster, UK.
  • Jago, L. S., Peter, M., Bidgood, A., Durrant, S., Pine, J., & Rowland, C. F. (2018). Individual differences in language acquisition: Identifying late talkers. Talk presented at the Child Language Symposium (CLS 2018). Reading, UK. 2018-06-25 - 2018-06-26.
  • Jago, L. S., Peter, M., Bidgood, A., Durrant, S., Pine, J. M., & Rowland, C. F. (2018). Investigating predictors of individual differences in productive vocabulary and their ability to identify late talking toddlers. Talk presented at the Conference on Developmental Language Disorders. Madrid, Spain. 2018-09-26 - 2018-09-28.
  • Kholodova, A., Peter, M., Rowland, C. F., & Allen, S. (2018). Implicit learning and surprisal effects in a structurally biased language: A developmental study. Poster presented at the 43rd Annual Boston University Conference on Language Development (BUCLD 43), Boston, MA, USA.
  • Noble, C., Sawyer, H., Cameron-Faulkner, T., & Rowland, C. F. (2018). How to promote children’s language development using family-based shared book reading. Poster presented at the Child Language Symposium (CLS 2018), Reading, UK.
  • Peter, M., Bidgood, A., Durrant, S., Pine, J., & Rowland, C. F. (2018). Individual differences in speed of lexical processing and its relationship to language development. Talk presented at the Child Language Symposium (CLS 2018). Reading, UK. 2018-06-25 - 2018-06-26.
  • Peter, M., Bidgood, A., Durrant, S., Pine, J., & Rowland, C. F. (2018). Investigating the relationship between language processing efficiency, vocabulary, and working memory across development. Poster presented at the Learning Language in Humans and Machines Conference (L2HM 2018), Paris, France.
  • Rowland, C. F. (2018). How children learn language [invited talk]. Talk presented at FestABLE 2018. Cheltenham, UK. 2018-06-02.
  • Rowland, C. F. (2018). Lessons learned from trying to build a language acquisition device [keynote]. Talk presented at the Child Language Symposium (CLS 2018). Reading, UK. 2018-06-25 - 2018-06-26.
  • Rowland, C. F. (2018). Lessons learned from trying to build a language acquisition device [keynote]. Talk presented at Architectures and Mechanisms for Language Processing-Asia (AMLaP-Asia 2018). Telangana, India. 2018-02-01 - 2018-02-03.
  • Rowland, C. F. (2018). Listening to children: New perspectives on the brain and on language from studies on language development [invited talk]. Talk presented at the Max Planck Society Senate. Munich, Germany. 2018-11.
  • Rowland, C. F. (2018). We'll never discover what is external, and what is internal, to language without multi-methodological approaches. Talk presented at the workshop What is language?, University of Zurich. Zurich, Switzerland. 2018-12-06 - 2018-12-07.
  • Rowland, C. F. (2018). What predicts how quickly children learn words?. Talk presented at the Workshop Language Acquisition across cultures and methodological Approaches. Aarhus, Denmark. 2018-12-14.
  • Rowland, C. F. (2018). What predicts how quickly children learn words? [invited talk]. Talk presented at the Language And Cognition Group (LACG) Lecture Series. Leiden, The Netherlands. 2018-11-15.
  • Alcock, K. J., Rowland, C. F., Meints, K., Christopher, A. E., Just, J., Brelsford, V., & Summers, J. (2017). Gesture screening in young infants with the UK-CDI: Highly sensitive to risk factors for communication delay. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD 2017), Austin, TX, USA.
  • Alcock, K. J., Brelsford, V., Christopher, A., Just, J., Meints, K., Summers, J., & Rowland, C. F. (2017). Gesture screening in young infants: Highly sensitive to risk factors for communication delay. Talk presented at the 14th International Congress for the Study of Child Language (IASCL 2017). Lyon, France. 2017-07-17 - 2017-07-21.
  • Durrant, S., Bidgood, A., McLaughlin, P., Peter, M., & Rowland, C. F. (2017). Language acquisition and executive function from 12 to 36 months in typically developing children. Talk presented at the 14th International Congress for the Study of Child Language (IASCL 2017). Lyon, France. 2017-07-17 - 2017-07-21.
  • Jago, L. S., & Rowland, C. F. (2017). Investigating predictors of individual differences in productive vocabulary and their ability to identify late talking toddlers. Talk presented at the 3rd International Language and Communicative Development Conference (LuCiD 2017). Lancaster, UK. 2017-07-06 - 2017-07-07.
  • Jones, G., & Rowland, C. F. (2017). Quality not quantity in caregiver speech: Why lexical diversity pro-vides a better learning environment than raw exposure to language. Talk presented at the 14th International Congress for the Study of Child Language (IASCL 2017). Lyon, France. 2017-07-17 - 2017-07-21.
  • Lingwood, J., Rowland, C. F., & Bilington, J. (2017). Evaluating the effectiveness of a reading for pleasure intervention: A randomised control trial. Poster presented at the 14th International Congress for the Study of Child Language (IASCL 2017), Lyon, France.
  • Lingwood, J., Rowland, C. F., & Billington, J. (2017). Evaluating the effectiveness of a reading for pleasure intervention: A randomised control trial. Talk presented at the 3rd International Language and Communicative Development Conference (LuCiD 2017). Lancaster, UK. 2017-07-06 - 2017-07-07.
  • Lingwood, J., Rowland, C. F., & Billington, J. (2017). Evaluating the effectiveness of a reading for pleasure intervention: A randomised control trial. Talk presented at the Workshop on Early Literacy and (Digital) Media. Paderborn, Germany. 2017-09-21 - 2017-09-22.
  • Muhinyi, A., Hesketh, A., Rowland, C. F., & Stewart, A. (2017). Effects of story complexity on mothers’ abstract language use during shared reading with preschoolers. Poster presented at the 14th International Congress for the Study of Child Language (IASCL 2017), Lyon, France.
  • Rowland, C. F. (2017). Language development at the MPI for Psycholinguistics [Invited talk]. Talk presented at the Workshop "Language socialisation in trilingual communities in Africa and beyond", Leiden University, Centre for Linguistics. Leiden, The Netherlands. 2017-06-08 - 2017-06-09.
  • Rowland, C. F. (2017). What predicts how quickly children learn words?. Talk presented at the University of Warwick. Warwick, UK. 2017-02-23.
  • Rowland, C. F. (2017). What predicts how quickly children learn words?. Talk presented at the University of Zurich. Zurich, Switzerland. 2017-03-24.
  • Rowland, C. F. (2017). What predicts how quickly children learn words?. Talk presented at the University of Essex. Essex, UK. 2017-01-20.
  • Rowland, C. F. (2017). Translating research into practice: Children's language and communicative development in the early years. Talk presented at the National Children's Bureau. Jersey, UK. 2017-03-16.
  • Rowland, C. F. (2017). Children’s language development - what can researchers do to help practitioners? [invited talk]. Talk presented at the National Children’s Bureau. Jersey, UK. 2017-03.
  • Rowland, C. F., Peter, M., Durrant, S., Bidgood, A., Monaghan, P., Frost, R. L. A., Bannard, C., & Kidd, E. (2017). Does variation in infants’ statistical learning ability predict variation in vocabulary growth?. Talk presented at 18th European Conference on Developmental Psychology (ECDP 2017). Utrecht, The Netherlands. 2017-08-29 - 2017-09-01.
  • Rowland, C. F. (2017). What is the relationship between executive function and language development? [invited symposium discussant]. Talk presented at the 14th International Congress for the Study of Child Language (IASCL 2017). Lyon, France. 2017-07-17 - 2017-07-21.
  • Rowland, C. F. (2017). What is the relationship between Executive Function and language development? [invited symposium discussant]. Talk presented at the 14th International Cognitive Linguistics Conference (ICLC-14). Tartu, Estonia. 2017-07-10 - 2017-07-14.
  • Rowland, C. F. (2017). What predicts how quickly children learn words? [invited talk]. Talk presented at the Utrecht Institute of Linguistics. Utrecht, The Netherlands. 2017-11.
  • Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C. F., Monaghan, P., & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language development?. Poster presented at Fifth Implicit Learning Seminar, Lancaster, UK.
  • Frost, R. L. A., Peter, M., Durrant, S., Bidgood, A., Rowland, C. F., Monaghan, P., & Christiansen, M. H. (2016). How do infants use nonadjacent dependencies during language development?. Poster presented at XX Biennial International Conference on Infant Studies, New Orleans, USA.
  • Lingwood, J., Rowland, C. F., & Billington, J. (2019). Evaluating the effectiveness of a reading for pleasure intervention: A randomised control trial. Talk presented at the Improving Literacy: Understanding Reading Development and Reading Difficulties across the Lifespan Workshop. Tianjin, China. 2019-09.
  • Rowland, C. F. (2016). LuCiD and the Sefton Training Study: Boosting Children’s Language Development in the Early Years. Talk presented at the Council for Disabled Children. London, UK. 2016-09-19.
  • Rowland, C. F. (2016). LuCiD and the Sefton Training Study: Boosting Children’s Language Development in the Early Years. Talk presented at the Merseyside and Sefton Local Authority. Liverpool, UK. 2016-09-20.
  • Rowland, C. F. (2016). LuCiD and the Sefton training study: Boosting children’s language development in the early years. Talk presented at the Council for Disabled Children. London, UK. 2016-09.
  • Rowland, C. F. (2016). LuCiD and the Sefton training study: Boosting children’s language development in the early years. Talk presented at the Merseyside and Sefton Local Authority. Liverpool, UK. 2016-09.

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