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

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

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.

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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