Resume/Vitae (pdf)

Selected Publications (clinking indicates you are formally requesting a reprint)

Gogate, L. J., & Hollich, G. (2013). Timing Matters: Dynamic Interactions Create Sensitive Periods for Word Learning. In L. J. Gogate & G. Hollich (Eds.) Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence. Hershey, PA: IGI Global.

Schmale, R., Hollich, G., Seidl, A. (2011). Contending with foreign accent variability in early lexical acquisition. Journal of Child Language, 38, 1096-1108.

Gogate, L. & Hollich, G. (2010). Invariance detection within an interactive system: A perceptual gateway to language development. Psychological Review, 171, 496-516.

Hollich, G., & Prince, C. (2009). Comparing Infants’ Preference for Correlated Audiovisual Speech with Signal-Level Computational Models. Developmental Science, 12, 379-387.

Hollich, G., Golinkoff, R., & Hirsh-Pasek, K. (2007). Young children associate novel words with complex objects rather than salient parts. Developmental Psychology, 43, 1051-1061.

Hollich, G., & Houston, D. (2007). Language Development: From speech perception to first words. In A. Slater & M. Lewis (Eds.) Introduction to Infant Development (Second edition). New York, NY: Oxford University Press.

Hollich, G. (2006). Combining techniques to reveal emergent effects in infants segmentation, word learning, and grammar. Language & Speech, 49 (1), 3-19.

Hollich, G., Newman, R., & Jusczyk, P. (2005). Infants use of synchronized visual information to separate streams of speech. Child Development, 76, 598-613.

Prince, C. G., Hollich, G., Helder, N. A., Mislivec, E. J., Salunke, S. & Memon, N. (2004). Taking synchrony seriously: A perceptual-level model of infant synchrony detection. Proceedings of the Fourth Annual Workshop on Epigenetic Robotics.

Seidl, A., Hollich, G., & Jusczyk, P. (2003). Infants and toddlers comprehension of subject and object wh-questions. Infancy, 4, 423-436.

Hollich, G., Jusczyk, P., & Luce, P. (2002). Lexical neighborhood effects in 17-month-old word learning. Proceedings of the 26th Annual Boston University Conference on Language Development. Boston, MA: Cascadilla Press.

Hollich, G., Jusczyk, P., & Brent, M. (2001). How infants use the words they know to learn new words. Proceedings of the 25th Annual Boston University Conference on Language Development. Boston, MA: Cascadilla Press.

Hollich, G., Hirsh-Pasek, K., Tucker, M., & Golinkoff, R. (2000). A change is afoot: Emergentist thinking in language acquisition. In P.B. Anderson (Ed.) Downward Causation. Aarhus, Denmark: Aarhus University Press.

Hirsh-Pasek, K., Golinkoff, R., & Hollich, G. (1999). Trends and transitions in language development: Looking for the missing piece. Developmental Neuropsychology, 16, 139-162.

Hollich, G., Hirsh-Pasek, K. & Golinkoff, R.M. (1998). Introducing the 3-D intermodal preferential looking paradigm: A new method to answer an age-old question. In C. Rovee-Collier (Ed.), Advances in Infancy Research, Vol. 12 (pp. 355-373). Norwood, NJ: Ablex Publishing Co.

Talks, Posters, & Other Academic Output