Sarah C. Creel

Affiliations: 
University of California, San Diego, La Jolla, CA 
Area:
psycholinguistics, temporal perception
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"Sarah Creel"
Mean distance: 15.03 (cluster 15)
 
SNBCP
Cross-listing: PsychTree - LinguisTree

Parents

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Richard N. Aslin grad student 2005 Rochester
 (The role of talker variation in lexical access.)
Daniel Swingley post-doc 2005-2007 Penn

Children

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Kristin L. Muench research assistant 2009-2011 Department of Cognitive Science, UCSD
Melanie A Tumlin grad student 2007-2009 UCSD
Adam T. Tierney grad student 2010 UCSD
Micah Bregman grad student 2012 UCSD
Carolyn Quam post-doc 2010-2011
BETA: Related publications

Publications

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Quam C, Creel SC. (2017) Tone Attrition in Mandarin Speakers of Varying English Proficiency. Journal of Speech, Language, and Hearing Research : Jslhr. 1-13
Quam C, Creel SC. (2017) Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context. Plos One. 12: e0169001
Creel SC, Rojo DP, Paullada AN. (2016) Effects of contextual support on preschoolers' accented speech comprehension. Journal of Experimental Child Psychology. 146: 156-180
Creel SC, Quam C. (2015) Apples and Oranges: Developmental Discontinuities in Spoken-Language Processing? Trends in Cognitive Sciences
Creel SC. (2015) Ups and Downs in Auditory Development: Preschoolers' Sensitivity to Pitch Contour and Timbre. Cognitive Science
Borovsky A, Creel SC. (2014) Children and adults integrate talker and verb information in online processing. Developmental Psychology. 50: 1600-13
Creel SC. (2014) Tipping the scales: auditory cue weighting changes over development. Journal of Experimental Psychology. Human Perception and Performance. 40: 1146-60
Bregman MR, Creel SC. (2014) Gradient language dominance affects talker learning. Cognition. 130: 85-95
Creel SC. (2014) Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children's Word-Learning Language Learning and Development. 10: 68-95
Creel SC. (2014) Preschoolers' flexible use of talker information during word learning Journal of Memory and Language. 73: 81-98
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