Haley A. Vlach, Ph.D.
Affiliations: | University of Wisconsin, Madison, Madison, WI |
Area:
Language and cognitive developmentWebsite:
https://edpsych.education.wisc.edu/people/faculty-staff/haley-vlachGoogle:
"Haley Vlach"Mean distance: 19.53 (cluster 15) | S | N | B | C | P |
Parents
Sign in to add mentor| Catherine M. Sandhofer | grad student | 2012 | UCLA | |
| (Memory Dynamics in Cross-Situational Statistical Learning.) | ||||
Children
Sign in to add trainee| Melina L. Knabe | grad student | ||
| Christina Schonberg | post-doc | 2018- | UW Madison |
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Publications
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| Crespo K, Vlach H, Kaushanskaya M. (2024) The effects of speaker and exemplar variability in children's cross-situational word learning. Psychonomic Bulletin & Review |
| Zettersten M, Bredemann C, Kaul M, et al. (2023) Nameability supports rule-based category learning in children and adults. Child Development |
| Knabe ML, Schonberg CC, Vlach HA. (2023) When Time Shifts the Boundaries: Isolating the Role of Forgetting in Children's Changing Category Representations. Journal of Memory and Language. 132 |
| Knabe ML, Schonberg CC, Vlach HA. (2023) Does the public know what researchers know? Perceived task difficulty impacts adults' intuitions about children's early word learning. Cognitive Research: Principles and Implications. 8: 45 |
| Crespo K, Vlach H, Kaushanskaya M. (2023) The effects of bilingualism on children's cross-situational word learning under different variability conditions. Journal of Experimental Child Psychology. 229: 105621 |
| AuBuchon AM, Elliott EM, Morey CC, et al. (2022) Lexical access speed and the development of phonological recoding during immediate serial recall. Journal of Cognition and Development : Official Journal of the Cognitive Development Society. 23: 624-643 |
| Lazaroff E, Vlach HA. (2022) "What makes this a wug?" Relations among children's question asking, memory, and categorization of objects. Frontiers in Psychology. 13: 892298 |
| Knabe ML, Vlach HA. (2022) Not all is forgotten: Children's associative matrices for features of a word learning episode. Developmental Science. e13291 |
| Suffill E, Schonberg C, Vlach HA, et al. (2022) Children's knowledge of superordinate words predicts subsequent inductive reasoning. Journal of Experimental Child Psychology. 221: 105449 |
| Lazaroff E, Vlach HA. (2022) Children's science vocabulary uniquely predicts individual differences in science knowledge. Journal of Experimental Child Psychology. 221: 105427 |