Publications

Journal Articles

Miller, H. E., Vlach, H. A., & Simmering, V. R. (2017). Producing spatial words is not enough: Understanding the relation between language and spatial cognitionChild Development88, 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 abilitiesJournal 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 Psychology152, 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 Science38, 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 Psychology3:598. doi: 10.3389/fpsyg.2012.00598

Vlach, H. A., & Johnson, S. P. (2013).  Memory constraints on infants’ cross-situational statistical learning.  Cognition127, 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, & Cognition38, 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 Psychology108, 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 Sciences33, 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

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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