Publications

Journal Articles

*indicates student or postdoc authors

Green, C. S., & Vlach, H. A. (in press). Perceptual learning, cognitive learning, and learning from video games: Commonalities with children’s learning from digital media. Journal of Applied Research in Memory and Cognition.

Zettersten*, M., Bredemann*, C., Kaul*, M., Ellis*, K., Vlach, H., Kirkorian, H., & Lupyan, G. (2023). Nameability supports rule-based category learning in children and adults. Child Development. doi: 10.1111/cdev.14008

Crespo*, K., Vlach, H. A., & Kaushanskaya, M. (2023). The effects of bilingualism on children’s cross-situational word learning under different variability conditions. Journal of Experimental Child Psychology, 229, 1-16. doi: 10.1016/j.jecp.2022.105621

Knabe*, M., Schonberg*, C. C., & Vlach, H. A. (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. doi: 10.1186/s41235-023-00493-y

Knabe*, M., Schonberg*, C. C., & Vlach, H. A. (2023). When time shifts the boundaries: Isolating the role of forgetting in children’s changing category representations. Journal of Memory and Language, 132, 104447. doi: 10.1016/j.jml.2023.104447

Knabe*, M., & Vlach, H. A. (2023). Not all is forgotten: Children’s associative matrices for features of a word learning episode. Developmental Science, e13291. doi: 10.1111/desc.13291

AuBuchon, A. M., Elliott, E. M., Morey, C. C…Vlach, H. A., & Voracek, M. (2022). Lexical access speed and the development of phonological recoding during immediate serial recall. Journal of Cognition and Development. 1- 20. doi: 10.1080/15248372.2022.2083140

Lazaroff*, E., & Vlach, H. A. (2022). Children’s science vocabulary uniquely predicts individual differences in science knowledge. Journal of Experimental Child Psychology, 221, 1-21. doi: 10.1016/j.jecp.2022.105427

Lazaroff*, E., & Vlach, H. A. (2022). “What makes this a wug?” Relations among children’s question asking, memory, and categorization of objects. Frontiers in Psychology, 13: 892298. doi: 10.3389/fpsyg.2022.892298

Suffill*, E., Schonberg*, C., Vlach, H. A., & Lupyan, G. (2022). Children’s knowledge of superordinate words predicts subsequent inductive reasoning. Journal of Experimental Child Psychology, 221, 1-19. doi:  10.1016/j.jecp.2022.105449

Vlach, H. A., Kaul*, M., Hosch*, A., & Lazaroff*, E. (2022). Attending less and forgetting more promotes generalization: Dynamics of simultaneous, massed, and spaced presentations in science concept learning. Journal of Applied Research in Memory and Cognition, 11(3), 361–373. doi: 10.1016/j.jarmac.2021.10.007

Bredemann*, C. A., & Vlach, H. A. (2021). Where’s the advantage? Mutual exclusivity promotes children’s initial mapping, but not long-term memory, for words compared to other strategies. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.686554

Elliot, E. M., Morey, C. C., AuBuchon, A.… & Vlach, H. A. (2021). Multi-lab direct replication of Flavell, Beach and Chinsky (1966): Spontaneous verbal rehearsal in a memory task as a function of age. Advances in Methods and Practices in Psychological Science, 4, 1-20. doi: 10.1177/25152459211018187

Knabe*, M., & Vlach, H. A. (2020). When are difficulties desirable for children? First steps toward a developmental and individual differences account of the spacing effect. Journal of Applied Research in Memory and Cognition, 9, 447-454. doi: 10.1016/j.jarmac.2020.07.007

Knabe*, M., & Vlach, H. A. (2020). Anti-representationalism in language development research: A commentary on Ambridge (2020). First Language. doi: 10.1177/0142723720905918

Green, C. S., Bavelier, D., Kramer, A. F., Vinogradov, S., Ansorge, U., Ball, K. K., Bingel, U., Chein, J. M., Colzato, L.S., Edwards, J. D., Facoetti, A., Gazzaley, A., Gathercole, S. E., Ghisletta, P., Gori, S., Granic, I., Hillman, C. H., Hommel, B., Jaeggi, S. M., Kanske, P., Karbach, J., Kingstone, A., Kliegel, M., Klingberg, T., Kühn, S., Levi, D. M., Mayer, R. E., McLaughlin, A. C., McNamara, D. S., Morris, M. C., Nahum, M., Newcombe, N. S., Panizzutti, R., Prakash, R. S., Rizzo, A., Schubert, T., Seitz, A. R., Short, S. J., Singh, I., Slotta, J. D., Strobach, T., Thomas, M. S. C., Tipton, E., Tong, X., Vlach, H. A., Wetherell, J. L., Wexler, A., & Witt, C. M. (2019). Improving methodological standards in behavioral interventions for cognitive enhancement. Journal of Cognitive Enhancement, 3, 2-29. doi: 10.1007/s41465-018-0115-y

Mulak*, K. E., Escudero, P., & Vlach, H. A. (2019). Cross-situational learning of phonologically overlapping words across degrees of ambiguity. Cognitive Science, 43, 1-19. doi: 10.1111/cogs.12731.

Vlach, H. A. (2019). Learning to remember words: Memory constraints as double-edged sword mechanisms of language development. Child Development Perspectives, 13, 159-165. doi: 10.1111/cdep.12337

Vlach, H. A., Bredemann*, C. A., & Kraft*, C. (2019). To mass or space? Young children do not possess adults’ misconceptions of spaced learning. Journal of Experimental Child Psychology, 183, 115-133. doi: 10.1016/j.jecp.2019.02.003

Vlach, H. A., & DeBrock*, C. A. (2019). Statistics learned are statistics forgotten: Children’s retention and retrieval of cross-situational word learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 45, 700-711. doi: 10.1037/xlm0000611

Will*, K. K, Masad*, A., Vlach, H. A., & Kendeou, P. (2019). The effects of refutation texts on generating explanations. Learning and Individual Differences, 69, 108-115. doi: 10.1016/j.lindif.2018.12.002

Miller*, H. E., Vlach, H. A., & Simmering, V. R. (2017). Producing spatial words is not enough: Understanding the relation between language and spatial cognition. Child Development, 88, 1966-1982. doi: 10.1111/cdev.12664

Vlach, H. A., & DeBrock*, C. A. (2017). Remember dax? Relations between children’s cross-situational word learning, memory, and language abilities. Journal of Memory and Language, 93, 217-230. doi: 10.1016/j.jml.2016.10.001

Escudero, P., Mulak*, K. E., & Vlach, H. A. (2016a). Cross-situational learning of minimal word pairs. Cognitive Science, 40, 455-465. doi: 10.1111/cogs.12243

Escudero, P., Mulak*, K. E., & Vlach, H. A. (2016b). Infants encode phonetic detail during cross-situational word learning. Frontiers in Psychology, 7:1419. doi: 10.3389/fpsyg.2016.01419

Vlach, H. A. (2016). How we categorize objects is related to how we remember them: The shape bias as a memory bias. Journal of Experimental Child Psychology, 152, 12–30. doi: 10.1016/j.jecp.2016.06.013

Vlach, H. A., & Noll*, N. (2016). Talking to children about science is harder than we think: Characteristics and metacognitive judgments of explanations provided to children and adults. Metacognition and Learning, 11, 317-338. doi: 10.1007/s11409-016-9153-y

Gluckman*, M., Vlach, H. A., & Sandhofer, C. M. (2014). Spacing simultaneously promotes multiple forms of learning in children’s science curriculum. Applied Cognitive Psychology, 28, 266-273. doi: 10.1002/acp.2997

Vlach, H. A. (2014).  The spacing effect in children’s generalization of knowledge: Allowing children time to forget promotes their ability to learn. Child Development Perspectives, 8, 163-168. doi: 10.1111/cdep.12079

Vlach, H. A., & Kalish, C. W. (2014). Temporal dynamics of categorization: Forgetting as the basis of abstraction and generalization. Frontiers in Psychology. doi: 10.3389/fpsyg.2014.01021

Vlach, H. A., & Sandhofer, C. M. (2014). Retrieval dynamics and retention in cross-situational statistical learning. Cognitive Science, 38, 757-774. doi: 10.1111/cogs.12092

Vlach, H. A., Sandhofer, C. M., & Bjork, R. A. (2014). Equal and expanding learning schedules in children’s categorization and generalization. Journal of Experimental Child Psychology, 123, 129-137. doi: 10.1016/j.jecp.2014.01.004

Ankowski, A. A., Vlach, H. A., & Sandhofer, C. M. (2013).  Comparison vs. contrast: Task specifics affect category acquisition.  Infant and Child Development, 22, 1-23. doi: 10.1002/icd.1764

Krogh, L., Vlach, H. A., & Johnson, S. P. (2013).  Statistical learning across development: Flexible yet constrained.  Frontiers in Psychology, 3:598. doi: 10.3389/fpsyg.2012.00598

Vlach, H. A., & Johnson, S. P. (2013).  Memory constraints on infants’ cross-situational statistical learning.  Cognition, 127, 375-382. doi: 10.1016/j.cognition.2013.02.015

Vlach, H. A., & Sandhofer, C. M. (2012).  Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts.  Child Development, 83, 1137 – 1144. doi: 10.1111/j.1467-8624.2012.01781.x

Vlach, H. A., Ankowski, A. A., & Sandhofer, C. M. (2012).  At the same time or apart in time?  The role of presentation timing and retrieval dynamics in generalization.  Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 246-254. doi: 10.1037/a0025260

Vlach, H. A., & Sandhofer, C. M. (2012).  Fast mapping across time: Memory mechanisms support children’s ability to retain words.  Frontiers in Psychology, 3:46. doi: 10.3389/fpsyg.2012.00046

Vlach, H. A., & Sandhofer, C. M. (2011).  Developmental differences in children’s context-dependent word learning.  Journal of Experimental Child Psychology, 108, 394-401. doi: 10.1016/j.jecp.2010.09.011

Vlach, H. A., Krogh, L., Thom, E. E. & Sandhofer, C. M. (2010).  Doing with development: Moving toward a complete theory. Behavioral and Brain Sciences, 33, 227-228. doi: 10.1017/S0140525X1000049X

Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008).  The spacing effect in young children’s memory and category induction. Cognition, 109, 163-167. doi: 10.1016/j.cognition.2008.07.013

Vlach, H. A., & Carver, S. M. (2008).  The effects of observation coaching on children’s graphic representations.  Early Childhood Research & Practice.

Vlach, H. A., & Carver, S. M. (2006).  The impact of observation on children’s drawings.  National Association of Laboratory Schools Journal, 30, 6-15.

Conference Proceedings & Other Publications

Schonberg, C., & Vlach, H. A. (2019). Temporal dynamics of preschoolers’ novel word learning and categorization [Member Abstract]. In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.) Proceedings of the 41st Annual Conference of the Cognitive Science Society (p. 3567). Montreal, QB: Cognitive Science Society.

DeBrock, C. A., & Vlach, H. A. (2018). Testing effects in children’s storybook reading [Member Abstract]. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (p. 2842). Austin TX: Cognitive Science Society.

Kaul, M., Lazaroff, E., & Vlach, H. A. (2018). Allowing children time to forget promotes their acquisition and generalization of science concepts [Member Abstract]. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (p. 2891). Austin TX: Cognitive Science Society.

Lazaroff, E., & Vlach, H. A. (2018). The role of inquiry in children’s and adults’ memory, categorization, and explanation of new information [Member Abstract]. In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (p. 2899). Austin TX: Cognitive Science Society.

Vlach, H. A. (2018). Temporal dynamics of categorization: Is there a best of both worlds? In T.T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (ps. 67-68). Austin TX: Cognitive Science Society.

Vlach, H. A., & Bjork, R. A. (2017). How can we improve teaching? Essay to appear in World Class: Tackling the ten biggest challenges facing schools today. Editors: David James and Tom Bennett; Publisher: Routledge.

Miller, H. E., & Vlach, H. A. (2016). Biased attention to spatial dimensions predicts children’s spatial word acquisition [Abstract]. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.), Proceedings of the 38th Annual Conference of the Cognitive Science Society (p. 2876). Austin, TX: Cognitive Science Society.

Miller, H. E., Vlach, H. A., & Simmering, V. R. (2014). Children’s flexibility in using spatial language and its relation to spatial skills [Abstract].  To appear in P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (p. 3361). Austin, TX: Cognitive Science Society.

Vlach, H. A. (2014). The shape bias shapes more than just attention: Relationships between categorical biases & object recognition memory. To appear in P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 3049 – 3054). Austin, TX: Cognitive Science Society.

Escudero, P., Mulak, K. E., & Vlach, H. A. (2013). Cross-situational statistical learning of phonologically overlapping words. In M. Knauff, M., Pauen, N., Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 418-423). Austin, TX: Cognitive Science Society.

Vlach, H. A. (2013). Recognition memory processes in novel noun generalization [Abstract]. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 4155). Austin, TX: Cognitive Science Society.

Vlach, H. A., & Johnson, S. P. (2011).  Memory constraints on infants’ statistical word learning [Abstract].  In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (p. 829). Austin, TX: Cognitive Science Society.

Vlach, H. A., & Sandhofer, C. M. (2011).  Retrieval dynamics of in-the-moment and long-term statistical word learning.  In L. Carlson, C. Hölscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 789-794). Austin, TX: Cognitive Science Society.

Vlach, H. A., & Sandhofer, C. M. (2010).  Desirable difficulties in cross-situational word learning.  In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 2470-2476). Austin, TX: Cognitive Science Society.

Vlach, H. A., & Sandhofer, C. M. (2008). Context and induction: The impact of background context on children’s category learning [Abstract]. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (p. 1573). Austin, TX: Cognitive Science Society.

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