Publications

• Smith, L. B. & Samuelson, L. K. (in press). The shape bias: Different questions, fundamentally different answers: Reply to Cimpian & Markman (2005) and Booth, Waxman & Huang (2005). Developmental Psychology. PDF
  
• Samuelson, L. K., & Smith, L. B. (2005). They call it like they see it: Spontaneous naming and attention to shape. Developmental Science, 8, 182-198. PDF
• Smith, L. B., & Samuelson, L. K. (in press). Different is good: Connectionism and dynamic systems theory are complementary emergentist approaches to development. Developmental Science. PDF
• Samuelson, L. K. (2002). Statistical Regularities in Vocabulary Guide Language Acquisition in Connectionist Models and 15-20-Month-Olds. Developmental Psychology 38, 1016-1037. PDF
• Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. K. (2002). Object name learning provides on-the-job training for attention. Psychological Science13, 13-19.
• Samuelson, L. K., & Smith, L. B. (2000b). Children' s attention to rigid and deformable shape in naming and non-naming tasks. Child Development, 71(6), 1555-1570. PDF
• Samuelson, L. K., & Smith, L. B. (2000a). Grounding Development in Cognitive Processes. Child Development, 71, 98-106. PDF
• Samuelson, L. K., & Smith, L. B. (1999). Early noun vocabularies: Do ontology, category organization and syntax correspond? Cognition, 73(1), 1-33. PDF
• Samuelson, L. K., & Smith, L. B. (1998). Memory and attention make smart word learning: An alternative account of Akhtar, Carpenter and Tomasello. Child Development, 1, 94-104.
• Smith, L. B., & Samuelson, L. K. (1997). Perceiving and remembering: Category stability, variability, and development. In K. Lamberts & D. Shanks (Eds.), Knowledge, concepts, and categories (pp. 161-195). Cambridge: Cambridge University Press.