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The relation between infant cognitive processing and typical v. atypical vocabulary development in toddlers (SamuelsonLU21PSY)

School of Psychology

About the Project

It is well known that children vary widely in their rate of vocabulary development and that this variation is predictive of later language development and school success. However, we are currently unable to determine which children with slower vocabulary development will have continued difficulty. This project will use multiple measures of the basic cognitive processes that support early word learning—attention, memory, category formation, attention, association building—to understand how robust vocabulary development is created from early cognitive skill. An individual-differences approach and multiple methods will be used to collect data from an extensive and diverse set of infants over multiple timepoints in an effort to understand individual children’s vocabulary development pathways. Computational models of vocabulary development and machine learning techniques may also be incorporated.
Note: Applicants should submit a research proposal consistent with the project above, in consultation with the supervisor. Applications without a research proposal will not be considered.

For more information on the supervisor for this project, please go here

This is a PhD programme.

The start date is 1st October 2021.

The mode of study is full time or part time.

Funding Notes

This PhD project is in a School of Psychology competition for funded studentships. These studentships are funded for 3 years and comprise of tuition fees and an annual stipend of £15,285.

Entry Requirements

Acceptable first degree in Psychology or cognate discipline. The standard minimum entry requirement is 2:1 BSc and Masters in Psychological Research methods or equivalent.

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