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Psychology

D-Index
40
Citations
7130
World Ranking
8218
National Ranking
4403

Overview

Jesse Snedeker is affiliated with Harvard University in the United States. Their research spans primarily the fields of Psychology and Neuroscience, with a focus on Developmental and Educational Psychology as well as Cognitive Neuroscience.

Their recent publications cover topics related to language processing, development, and cognition. Notable papers include:

  • Evidence from the visual world paradigm raises questions about unaccusativity and growth curve analyses, 2020, Cognition
  • Logic and conversation revisited: Evidence for a division between semantic and pragmatic content in real-time language comprehension, 2021, UNC Libraries
  • German-speaking children use sentence-initial case marking for predictive language processing at age four, 2021, Cognition
  • The effects of maternal input on language in the absence of genetic confounds: Vocabulary development in internationally adopted children, 2021, Child Development
  • Unexpected words or unexpected languages? Two ERP effects of code-switching in naturalistic discourse, 2021, Cognition

Frequent co-authors collaborating with Snedeker include:

  • Joseph Coffey
  • Anthony Yacovone
  • Margaret Kandel
  • Yi Huang
  • Tatyana Levari

Their work is often published in venues dedicated to language, cognition, and child development. Common publication venues include:

  • Cognition
  • Journal of Child Language
  • UNC Libraries
  • Open Mind
  • Cognitive Psychology

Jesse Snedeker's research focuses on several key topics within their field:

  • Language Development and Disorders
  • Reading and Literacy Development
  • Neurobiology of Language and Bilingualism
  • Child and Animal Learning Development
  • Language, Discourse, Communication Strategies
  • Gaze Tracking and Assistive Technology
  • Neural and Behavioral Psychology Studies

The interdisciplinary nature of their work bridges linguistic knowledge, cognitive processes, and developmental psychology. This allows for a multifaceted approach to understanding how language comprehension and acquisition unfold during childhood, as well as how external factors such as maternal input influence vocabulary growth.

Best Publications

  • Using prosody to avoid ambiguity: Effects of speaker awareness and referential context

    Jesse Snedeker;John Trueswell

  • The developing constraints on parsing decisions: The role of lexical-biases and referential scenes in child and adult sentence processing

    Jesse Snedeker;John C. Trueswell

  • Online Interpretation of Scalar Quantifiers: Insight into the Semantics-Pragmatics Interface

    Yi Ting Huang;Jesse Snedeker

  • Quantity judgments and individuation: evidence that mass nouns count.

    David Barner;Jesses Snedeker

  • How words can and cannot be learned by observation

    Tamara Nicol Medina;Jesse Snedeker;John C. Trueswell;Lila R. Gleitman

  • Why It Is Hard to Label Our Concepts.

    J. Snedeker;L. Gleitman;Hall;Waxman

  • Give and Take: Syntactic Priming during Spoken Language Comprehension.

    Malathi Thothathiri;Jesse Snedeker

  • Semantic Meaning and Pragmatic Interpretation in 5-Year-Olds: Evidence from Real-Time Spoken Language Comprehension

    Yi Ting Huang;Jesse Snedeker

  • Syntactic priming during language comprehension in three- and four-year-old children

    Malathi Thothathiri;Jesse Snedeker

  • Effects of prosodic and lexical constraints on parsing in young children (and adults).

    Jesse Snedeker;Sylvia Yuan

  • Counting the Nouns: Simple Structural Cues to Verb Meaning

    Sylvia Yuan;Cynthia D Fisher;Jesse Snedeker

  • Relatives children say.

    Cecile McKee;Dana McDaniel;Jesse Snedeker

  • Mutual exclusivity in autism spectrum disorders: testing the pragmatic hypothesis

    Ashley de Marchena;Inge-Marie Eigsti;Amanda Worek;Kim Emiko Ono

  • Starting Over: International Adoption as a Natural Experiment in Language Development

    Jesse Snedeker;Joy Geren;Carissa L. Shafto

  • Children's assignment of grammatical roles in the online processing of Mandarin passive sentences.

    Yi Ting Huang;Xiaobei Zheng;Xiangzhi Meng;Jesse Snedeker

  • What Exactly Do Numbers Mean

    Yi Ting Huang;Elizabeth S. Spelke;Jesse Snedeker

  • Compositionality and statistics in adjective acquisition: 4-year-olds interpret tall and short based on the size distributions of novel noun referents.

    David Barner;Jesse Snedeker

  • Logic and Conversation Revisited: Evidence For a Division Between Semantic and Pragmatic Content in Real Time Language Comprehension

    Yi Ting Huang;Jesse Snedeker

  • Rapid Linguistic Ambiguity Resolution in Young Children with Autism Spectrum Disorder: Eye Tracking Evidence for the Limits of Weak Central Coherence.

    Noemi Hahn;Jesse Snedeker;Hugh Rabagliati;Hugh Rabagliati

  • When Is Four Far More Than Three? Children’s Generalization of Newly Acquired Number Words

    Yi Ting Huang;Elizabeth Spelke;Jesse Snedeker

  • Events and the ontology of individuals: verbs as a source of individuating mass and count nouns.

    David Barner;Laura Wagner;Jesse Snedeker

  • The logic in language: How all quantifiers are alike, but each quantifier is different

    Roman Feiman;Jesse Snedeker

  • Cascading activation across levels of representation in children's lexical processing

    Yi Ting Huang;Jesse Snedeker

  • Starting over: A preliminary study of early lexical and syntactic development in internationally adopted preschoolers

    Joy Geren;Jesse Snedeker;Laura Ax

  • How Broad Are Thematic Roles? Evidence From Structural Priming

    Jayden Ziegler;Jesse Snedeker

Frequent Co-Authors

John C. Trueswell
John C. Trueswell University of Pennsylvania
Lila R. Gleitman
Lila R. Gleitman University of Pennsylvania
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University
Gina R. Kuperberg
Gina R. Kuperberg Tufts University
Frank C. Keil
Frank C. Keil Yale University
Inge-Marie Eigsti
Inge-Marie Eigsti University of Connecticut
Rhea Paul
Rhea Paul Sacred Heart University
James L. McClelland
James L. McClelland Stanford University
Timothy T. Rogers
Timothy T. Rogers University of Wisconsin–Madison

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