Below is a list of journal articles, book chapters/reviews and other referred contributions from the Language and Cognitive Development Lab. If you would like a copy of any of the following articles, please send us an e-mail at

Our articles are available through the University's PRISM repository. To access our publications through the PRISM repository, click here.

Journal Articles

Vukatana, E., Zepeda, M., Anderson, N., Curtin, S., & Graham, S.A. (in press). 11-month-olds link sound properties with animal categories. Frontiers in Psychology.

Anderson, N., Graham, S.A., … Madigan, S. (in press). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development

Hentges, R., Graham, S.A., Fearon, P., Tough, S., & Madigan, S. (2020). The chronicity and timing of prenatal and antenatal maternal depression and anxiety on child outcomes at age 5. Depression and Anxiety, 37, 576-586.

Switzer, J., San Juan, V., & Graham, S.A. (2020). Preschoolers use helpful and harmful interactions to predict social category membership. Developmental Psychology.

Khu, M., Chambers, C., & Graham, S.A. (2020).  Preschoolers flexibly shift between speakers’ perspectives during real-time language comprehension. Child Development. 91, e619-e634.

Burles, F., Liu, I., Hart, C., Murias, K., Graham, S.A., & Iaria, G. (2020). The emergence of cognitive maps for spatial navigation in seven- to ten-year-old children. Child Development, 91, e733-e744.

Zepeda, M.S., & Graham, S.A. (2019). Does category-training facilitate 11-month-olds’ acquisition of unfamiliar category-property associations? Infant Behavior and Development, 57,

Schroeder, M. McKeough, A., Graham, S.A., & Norris, S. P. (2019) Students’ views of uncertainty in formal and personal science. Research in Science & Technological Education37, 239-257.

Hentges, R., Madigan, S., Plamondon, A., Collisson, B., Tough, S., & Graham, S.A. (2019). Heterogeneous Trajectories of Delayed Communicative Development from 12 to 36 Months: Predictors and Consequences. Journal of Developmental and Behavioral Pediatrics, 40, 335-343. 10.1097/DBP.0000000000000677

Madigan, S., Prime, H., Graham, S.A., Rodriguez, M., Anderson, N., Khoury, J., Jenkins, J. (2019). Parenting Behavior and Child Language: A Meta-Analysis. Pediatrics. 144(4):e20183556;

Deighton, S., Ju, N., Graham, S.A., & Yeates, K.O. (2019). Pragmatic Language Comprehension after Pediatric Traumatic Brain Injury: A Scoping Review. Journal of Head Trauma Rehabilitation, 35(2):E113-E126. doi:10.1097/HTR.0000000000000515

Hentges, R. F., Graham, S.A, Plamondon, A., Tough, S., &. Madigan, S. (2019). A developmental cascade from prenatal stress to child internalizing and externalizing problems: Findings from a prospective pregnancy cohort. Journal of Pediatric Psychology, 44, 1057-1067. doi: 10.1093/jpepsy/jsz044

Noel, M., Pavlova, M., Lund, T., Jordan, A., Chorney, J., Rasic, N., Brookes, J., Hoy, M., Yunker, W., & Graham, S. (2019). The role of narrative in the development of children’s pain memories: influences of father- and mother-child reminiscing on children’s recall of pain. Pain, 160, 1866-1875.

Pavlova, M., Graham, S., Jordan, A., Chorney, J., Vinall, J., Rasic, N., Brookes, J., Hoy, M., Yunker, W., & Noel, M. (2019). The socialization of pain memories: A comparative analysis of parent-child reminiscing about past events involving pain and sadness. Journal of Pediatric Psychology 44, 679-691.

Fischer, S.D., Vinall, J., Pavlova, M., Graham, S. , Jordan, A., Chorney, J., Rasic, N., Brookes, J.T., Hoy, M., Yunker, W.K, & Noel, M. (2019). The role of anxiety in young children’s pain memory development following surgery. Pain, 160, 965-972.

San Juan, V. Lin, C., Mackenzie, H., Curtin, S. & Graham, S.A. (2019). Not speaking the same language: 17-month-olds shift their perception of novel labels following brief exposure to non-native language. Journal of Child Language.46, 594-605.  doi:10.1017/S0305000918000466

Campbell, J., Graham, S.A., & Curtin, S. (2019). Word level stress and lexical processing in 17-month-old infants. Infancy, 24, 5-23.

Anderson, N., Meagher, K., Welder, A. Graham, S.A. (2018). Animacy cues facilitate 10-month-olds’ categorization of novel objects with similar insides. PLOSOne.

Curtin, S., & Graham, S.A. (2018). When phonology guides learning. Applied Psycholinguistics, 39, 729-734. [invited commentary]  

Khu, M., Chambers, C. G., Graham, S.A. (2018). When you’re happy and I know it: Four-year-olds’ emotional perspective-taking during on-line language comprehension. Child Development, 89, 2264-2281. DOI: 10.1111/cdev.12855

Thacker, J.M., Chambers C.G., & Graham SA (2018) Five-Year-Olds’ and Adults’ Use of Paralinguistic Cues to Overcome Referential Uncertainty. Front. Psychol. 9:143. doi: 10.3389/fpsyg.2018.00143

Thacker, J., Chambers, C., & Graham, S.A (2018). When it is apt to adapt: Flexible reasoning guides children’s use of talker identity and disfluency cues. Journal of Experimental Child Psychology, 167, 314-327.

Owens, S.J., Thacker, J. & Graham, S.A. (2017). Disfluencies signal reference to novel objects for adults but not children. Journal of Child Language. Doi:

San Juan, V., Chambers, C.G., Berman, J.M.J., Humphrys, C., & Graham, S.A. (2017). The Object of My Desire: 5-Year-Olds Rapidly Reason about their Speaker’s Desire During Referential Communication. Journal of Experimental Child Psychology, 162, 101-119.

Khu, M., Chambers, C. G., Graham, S.A. (2017). When you’re happy and I know it: Four-year-olds’ emotional perspective-taking during on-line language comprehension. Child Development. DOI: 10.1111/cdev.12855

Tough, S., McDonald, S., Collisson, B.A., Graham, S.A., Kehler, H., Kingston, D., Benzies, K. (2017). Cohort profile: The All Our Babies pregnancy cohort (AOB). International Journal of Epidemiology. 1-13,

Switzer, J. & Graham, S.A. (2017). 14- to 16-month-olds Attend to Distinct Labels in an Inductive Reasoning Task. Frontiers in Psychology, 8, 1-14 .

Graham, S.A., Gelman, S., & Clarke, J. (2016). Generics license 30-month-olds' inferences about the atypical properties of novel kinds. Developmental Psychology52, 1353-1362.

Graham, S.A., & Madigan. S. (2016). Bridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentary. Journal of Cognition and Development, 17, 671-681

Collisson, B.A., Graham, S.A., Preston, J.L., Rose, S. McDonald, S., & Tough, S. (2016). Risk and Protective Factors for Late Talking: An Epidemiological Investigation. The Journal of Pediatrics, 172, 168-174 e.1.

Owens, S. & Graham, S.A (2016). Thee, uhh disfluency effect in preschoolers: A cue to discourse status. British Journal of Developmental Psychology, 34, 388-401, DOI: 10.1111/bjdp.12137

Berman, J.M.J., Chambers, C. G., & Graham, S.A., (2016). Preschoolers’ Real-Time Integration of Vocal and Facial Emotional Information.  Journal of Experimental Child Psychology, 142, 391-399.

Vukatana, E., Curtin, S., & Graham, S.A. (2015). Infants’ acceptance of phonotactically illegal word forms as object labels. Journal of Child Language, DOI: 10.1017/S0305000915000707

San Juan, V., Khu, M., & Graham, S.A. (2015). A new perspective on children’s communicative perspective-taking: When and how do children use perspective inferences to inform spoken language comprehension? Child Development Perspectives, 9, 245-249, DOI: 10.1111/cdep.1214 1

Henderson, A. M., Graham, S. A., & Schell, V. (2015). 24-month-olds’ selective learning is not an all-or-none phenomenon. PloS one, 10(6), e0131215. doi:10.1371/journal.pone.0131215

Vukatana, E., Graham, S. A., Curtin, S., & Zepeda, M. S. (2015). One is not enough: Multiple exemplars facilitate infants' generalizations of novel properties. Infancydoi:10.1111/infa.12092.

Khu, M., Graham, S. A., & Ganea, P. (2014). Learning from picture books: Infants' use of naming information. Frontiers in Developmental Psychology, 5:144. doi:10.3389/fpsyg.2014.00144

Keates, J., Graham, S. A., & Ganea, P. (2014). Infants transfer nonobvious properties from pictures to real-world objects. Journal of Experimental Child Psychology, 125, 35-47.

Graham, S. A, Nilsen, E.A, Mah, J.T., Morison, S., MacLean, K., Fisher, L.,Brooks, B., Ames, E. (2014). An examination of communicative interactions of children from romanian orphanages and their adoptive mothers. Canadian Journal of Behavioral Science, 46, 9-19. doi:10.1037/a0033916

Graham, S. A, Sedivy, J., & Khu, M. (2014). That's not what you said earlier: Preschoolers expect partners to be referentially consistent. Journal of Child Language, 41, 34-50.

MacKenzie, H.K., Graham, S. A., Curtain, S., & Archer, S. (2014). The flexibility of 12-month-olds' preferences for phonologically appropriate object labels. Developmental Psychology, 50, 422-430. doi:10.1037/a0033524

Berman, J. M., Khu, M., Graham, I., & Graham, S. A. (2013). ELIA: A software application for integrating spoken language and eye movements. Behavior research methods, 1-10.

Berman, J., Graham, S. A., Callaway, D., & Chambers, C.G. (2013). Preschoolers use emotion in speech to map new words to objects. Child Development, 84, 1791-1805. doi:10.1111/cdev.12074

Berman, J., Graham, S. A., & Chambers, C.G. (2013). Contextual Influences on Children’s Use of Vocal Affect Cues During Referential Interpretation. Quarterly Journal of Experimental Psychology, 66, 705-726.

Graham, S. A., Keates, J., Vukatana, E., & Khu, M. (2013). Distinct labels attenuate 15-month-olds’ attention to shape in an inductive inference task.Frontiers in Psychology3.

Gelman, S.A., Ware, L.A., Manczak, E.M, & Graham, S. A., (2013). Knowledge expressed in pedagogical and non-pedagogical contexts.Developmental Psychology49, 491-504.

MacKenzie, H.M., Curtin, S., & Graham, S. A., (2012). Class Matters: 12-month-olds’ word-object associations privilege content over function words.Developmental Science, 15, 753-761.

MacKenzie, H., Curtin, S., & Graham, S. A. (2012). 12-month-olds’ phonotactic knowledge guides their word-object mappings. Child Development83, 1129-1136.

Collins, S.J., Graham, S. A., & Chambers, C.G. (2012). Preschoolers’ Sensitivity to Speaker Action Constraints to Infer Communicative Intent.Journal of Experimental Child Psychology., 112, 389-402.

Nilsen, E.S., & Graham, S. A(2012). The development of preschoolers’ appreciation of communicative ambiguity. Child Development, 83, 1400-1415.

Graham, S. A., Booth, A.E., & Waxman, S.R. (2012). Words are not features of objects: Only consistently applied nouns guide 4-year-olds’ inferences about object categories. Language Learning and Development8, 1-11.

Graham, S. A., Nilsen, E.S., Friesen, C.K., Johnson, J. (2011). Examining the role of attention and intention in two-year-olds’ acquisition of novel words. Enfance, 3, 311-328.

MacKenzie, H., Graham, S. A., & Curtin, S. (2011). 12-month-olds privilege words over other linguistic sounds in an associative learning task.Developmental Science, 14, 249-255.

Graham, S. A., Nayer, S.L., & Gelman, S.A. (2011). Two-year-olds use the generic/non-generic distinction to guide their inferences about novel kinds.Child Development, 82, 493-507.

Schroeder, M., Graham, S. A., McKeough, A., Stock, H., & Palmer, J. (2010). Gender differences in preschoolers’ understanding of the concept of ‘life.’ Journal of Early Childhood Research 8,227-238.

Graham, S. A., Namy, L., Gentner, D., & Meagher, K.D. (2010). The role of comparison in preschoolers' novel object categorization. Journal of Experimental Child Psychology, 107,280-290.

Berman, J.M.J., Chambers, C.G., & Graham, S. A. (2010). Preschoolers' appreciation of speaker vocal affect as a cue to referential intent. Journal of Experimental Child Psychology, 107, 87-99.

Diesendruck, G., & Graham, S. A. (2010). Kind matters: A reply to Samuelson & Perone. Cognitive Development, 25, 149-153.

Graham, S. A., & Diesendruck, G. (2010). Fifteen-month-old infants attend to shape over other perceptual properties in an induction task. Cognitive Development, 25, 111-123.

Graham, S. A., Welder, A.N., Merrifield, B., & Berman, J.M.J. (2010). Preschoolers’ extension of novel words to animals and artifacts. Journal of Child Language, 37, 913-927.

Graham, S. A., Nilsen, E.S., & Collins, S. & Olineck. K.M. (2010). The role of gaze direction and mutual exclusivity in guiding 24-month-olds’ word mappings.  British Journal of Developmental Psychology, 28, 449-465.

Stock, H.R., Graham, S. A., & Chambers, C.G. (2009).  Generic language and speaker confidence guide preschoolers’ inferences about novel animate kinds. Developmental Psychology, 45, 884-888.

Nilsen, E.S., Graham, S. A., & Pettigrew, T(2009). Preschoolers’ word mapping: The interplay between labelling context and quality of speaker attention. Journal of Child Language, 36, 673-684.

Schroeder, M., McKeough, A., Graham, S., Stock, H. & Bisanz, G. (2009). The contribution of trade books to early science literature: In and out of school. Research in Science Education, 39. 231-250.

Nilsen, E.S., & Graham, S. A. (2009). The relations between children’s communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220–249.

Keates, J., & Graham, S. A. (2008). Category labels or attributes: Why do labels guide infants’ inductive inferences? Psychological Science, 19, 1287-1293.

McKeough, A., Bird, S., Tourigny, E., Romaine, A., Graham, S., Ottmann, J., & Jeary, J. (2008). Storytelling as a foundation to literacy development for Aboriginal children: Culturally- and developmentally-appropriate practices. Canadian Psychology49,148-154.

Chambers, C.G., Graham, S. A., & Turner, J. (2008). When hearsay trumps evidence: How generic language guides preschoolers’ inferences about unfamiliar things. Language and Cognitive Processes, 23 (5), 749-766.

Nilsen, E.S., Graham, S. A., Smith, S.L., & Chambers, C.G. (2008).  Preschoolers’ sensitivity to referential ambiguity: Evidence for a dissociation between implicit understanding and explicit behavior. Developmental Science, 11 (4), 556–562.

Graham, S. A., & Kilbreath, C.S. (2007). It’s a sign of the kind: Gestures and words guide infants’ inductive inferences. Developmental Psychology, 43(5) 1111-1123.

Schroeder, M., McKeough, A., Graham, S. A., Stock, H. & Palmer, J. (2007). Teaching preschoolers about inheritance. Journal of Early Childhood Research, 5, 64-82.

Nayer, S.L., & Graham, S.A. (2006). Children's communicative strategies in novel and familiar word situations. First Language, 26, 403–420.

Graham, S.A., Stock, H. & Henderson, A. (2006). Nineteen-month-olds’ understanding of the conventionality of object labels versus desires.Infancy, 9, 341-350.

Diesendruck, G., Hall, D.G., Graham, S.A. (2006). Children's use of syntactic and pragmatic knowledge in the interpretation of novel adjectives.  Child Development, 77, 16-30.

Welder, A.N., & Graham, S.A. (2006). Infants’ categorization of novel objects with more or less obvious features. Cognitive Psychology, 52, 57-91.

Henderson, A.M.E., & Graham, S.A. (2005)Two-year-olds’ appreciation of the shared nature of novel object labels.  Journal of Cognition and Development, 6, 381-402.

Graham, S.A., Cameron, C.L, & Welder, A.N. (2005). Preschoolers’ extension of familiar adjectives.  Journal of Experimental Child Psychology, 91, 205-226.

Graham, S.A., Turner, J.N., & Henderson, A.M.E. (2005). The influence of object pre-exposure on 2-year-olds’ disambiguation of novel labels. Journal of Child Language, 32, 207-222.

Graham, S.A., Kilbreath, C.S., & Welder, A.N. (2004). 13-month-olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75, 409-427.

Graham, S.A., Welder, A.N., McCrimmon, A.W. (2003). Hot dogs and zavy cats: Preschoolers’ and adults’ expectations about familiar and novel adjectives. Brain and Language, 84, 16-37.

Demke, T.L, Graham, S.A., & Siakaluk, P. (2002). The influence of exposure to phonological neighbours on pre-schoolers novel word production. Journal of Child Language, 29, 379-392.

Welder, A.N., & Graham, S.A.  (2001). The influence of shape similarity and shared labels on infants’ inductive  inferences about nonobvious object properties. Child Development, 72, 1653-1673.

Graham, S.A., Williams, L.D., & Huber, J.F.  (1999).  Preschoolers’ and adults’ reliance on object shape and object function for lexical extension. Journal of Experimental Child Psychology, 74, 128-151.

Graham, S.A. & Poulin-Dubois, D. (1999).  Infants' use of shape to extend novel labels to animate and inanimate objects.  Journal of Child Language, 26, 295-320.

Hall, D.G., & Graham, S.A. (1999).  Lexical form class information guides word-to-object mapping in preschoolers.  Child Development, 70, 78-91.

Poulin-Dubois, D., Frank, I., Graham, S.A., & Elkin, A. (1999).  The role of shape similarity in toddler's lexical extensions.  British Journal of Developmental Psychology, 17, 21-36.

Graham, S.A., Baker, R.K., & Poulin-Dubois, D. (1998).  Infants' expectations about object label reference.  Canadian Journal of Experimental Psychology, 52, 103-112.

Graham, S.A., Poulin-Dubois, D., & Baker, R.K. (1998).  Infants’ disambiguation of novel object words.  First Language, 18, 149-164.

Graham, S.A., & Poulin-Dubois, D. (1996). Speaking of language:  Thoughts on associations.  Behavioral and Brain Sciences, 19, 636.

Poulin-Dubois, D., Graham, S.A., & Riddle, A.S. (1995). Object parts and the acquisition of novel object words by young children.  First Language, 45, 301-316.

Poulin-Dubois, D., Graham, S., & Sippola, L. (1995).  Early lexical development:  The contribution of parental labelling and infants' categorization abilities.  Journal of Child Language, 22, 325-343.

Kline, R.B., Graham, S.A., & Lachar, D. (1993).  Are IQ scores valid for children who are poor readers?  Psychological Assessment, 5, 400-407.

Book, Book Chapters and Reviews

Graham, S.A., San Juan, V., & Vukatana, E. (2016). The acquisition of words. In. E. Bavin and L. Naigles (Eds.). Cambridge Handbook of Language Development. Cambridge University Press.

Graham, S.A., & Vukatana, E. (2014). Word-to-world mapping. In P. Brookes & V. Kempe (Eds), Encyclopedia of Language Development (p. 679-681). Thousand Oakes, CA: Sage.

Curtin, S., & Graham, S.A., (2014). Early word learning. In P. Brookes & V. Kempe (Eds), Encyclopedia of Language Development (pp. 183-186). Thousand Oakes, CA: Sage.

Siegler, R., Eisenberg, N., DeLoache, J., Saffran, J., & Graham, S. (2014).  How Children Develop (4th Canadian Edition). New York:  Worth Publishers.

McKeough, A. & Graham, S. (2008). Caregiver Narrative: Narrative Development 0-12 Months. In L.M. Phillips (Ed.), Handbook of language and literacy development: A Roadmap from 0 - 60 Months. [online], pp. 1 - 5. London, ON: Canadian Language and Literacy Research Network. Available at: 

Poulin-Dubois, D., & Graham, S.A. (2007).  Cognitive processes in early word learning. In M. Shatz and E. Hoff (Eds.). Handbook of Language Development (pp. 191-211).  Malden, NJ: Blackwell Publishing.

Graham, S. A., Nilsen E. S., & Nayer, S. L. (2007). Following the intentional eye: The role of eye gaze cues in word learning. In R. Flom, K. Lee, & D. Muir (Eds.), Gaze following: Its development and significance (pp. 193-216). Mahwah, NJ: Erlbaum Associates.

Poulin-Dubois, D, & Graham, S.A. (1994).  Infant categorization and early object word meaning.  In A. Vyt, H. Bloch, & M.H. Bornstein (Eds.), Early child development in the French tradition (pp. 207-225).  Hillsdale, N.J.: Lawrence Erlbaum Publishers.

Language and Cognitive Development Lab, Department of Psychology, University of Calgary | AD 221
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