In Progress

MacDonald, K., LaMarr, T., Corina, D., Marchman V.A., & Fernald, A. (under review). Age-related changes in children’s real-time American Sign Language comprehension. [repository] [paper site]

MacDonald, K., Bion, R., & Fernald, A. (in prep). M-o-o-s as cues: Young children map novel animal vocalizations to unfamiliar animals.

Publications

MacDonald, K., Blonder, A., Marchman V.A., Fernald, A., & Frank, M.C. (2017). An information-seeking account of eye movements during spoken and signed language comprehension. Proceedings of the 39th Annual Meeting of the Cognitive Science Society. [repository]

MacDonald, K., Yurovsky, D., & Frank, M.C. (2017). Social cues modulate the representations underlying cross-situational learning. Cognitive Psychology. 94, 67–84. [repository] [paper site]

MacDonald, K., & Frank, M.C. (2016). When does passive learning improve the effectiveness of active learning? Proceedings of the 38th Annual Meeting of the Cognitive Science Society. [repository] [paper site]

Frank, M.C., Lewis, M.L., & MacDonald, K. (2016). A performance model for early word learning. Proceedings of the 38th Annual Meeting of the Cognitive Science Society. [repository]

MacDonald, K., Yurovsky, D., & Frank, M.C. (2015). Referential cues modulate attention and memory during cross-situational word learning. Proceedings of the 37th Annual Meeting of the Cognitive Science Society.

Barth, H., Bhandari, K., Garcia, J., MacDonald, K., & Chase, E. (2014). Preschoolers trust novel members of accurate speakers’ groups and judge them favorably. Quarterly Journal of Experimental Psychology, 67, 872-883.

MacDonald, K., Schug, M., Chase, E. & Barth, H. (2013). My people, right or wrong? Minimal group membership disrupts children’s selective trust in testimony. Cognitive Development, 28, 247-259.