Below are selected publications and recent-ish talks for download by me and, with their permission, by my amazing students and collaborators. Where a paper isn’t available open access I’ve uploaded preprints where possible, but note that these are not the final published article, and are subject to minor changes. If you have any questions, drop me a line! I love a good natter about research.
Twomey, K. E., & Westermann, G. (2017). Curiosity-based learning in infants: A neurocomputational approach. Developmental Science. doi: 10.1111/desc.12629
Twomey, K. E., Ma, L. & Westermann, G. (2017). All the right noises: Background variability helps early word learning. Cognitive Science. doi: 10.1111/cogs.12539
Twomey, K. E. & Westermann. G. (2017). Labels shape pre-speech infants’ object representations. Infancy. doi: 10.1111/infa.12201
Twomey, K. E., Chang, F. & Ambridge, B. (2016). Lexical distributional cues, but not situational cues, are used to learn locative verb-structure associations. Cognition, 153, 124-139. doi: 10.1016/j.cognition.2016.05.001 twomey-chang-ambridge-2016-download
Twomey, K. E., Morse, A. F, Cangelosi, A. & Horst, J. S. (2016). Children’s referent selection and word learning: Insights from a developmental robotic system. Interaction Studies, 17(1), 93-11. doi: 10.1075/is.17.1.05two
Thill, S., & Twomey, K. E. (2016). What’s on the inside counts: A grounded account of concept acquisition and development. Frontiers in Psychology (Cogniton), 7, 402. doi: 10.3389/fpsyg.2016.00402
Twomey, K. E. (2016). Book review: The Handbook of Language Emergence. First Language. doi: 10.1177/0142723716640929 twomey-2016-download
Ambridge, B., Bidgood, A., Twomey, K. E., Pine, J. Rowland, C. F., & Freudenthal, D. (2015). Preemption versus Entrenchment: Towards a construction-general solution to the problem of the retreat from verb argument structure overgeneralization. PLoS ONE, e0123723. doi: 10.1371/journal.pone.0123723.
Twomey, K. E., Chang, F., & Ambridge, B. (2014). Do as I say, not as I do: A lexical distributional account of English locative verb class acquisition. Cognitive Psychology, 73, 41-71. doi: 10.1016/j.cogpsych.2014.05.001. twomey-chang-ambridge-2014-download
Twomey, K. E., Lush, L., Pearce, R., & Horst, J. S., (2014). Visual variability affects early verb learning. British Journal of Developmental Psychology, 32(3). doi: 10.1111/bjdp.12042
Twomey, K. E., Ranson, S. L., & Horst, J. S. (2014). That’s more like it: Multiple exemplars facilitate word learning. Infant & Child Development, 23(2). doi: 10.1002/icd.1824 twomey-ranson-horst-2014-download
Horst, J. S. & Twomey, K. E. (2012). It’s taking shape: Shared object features influence novel noun generalizations. Infant & Child Development, 22(1). doi: 10.1002/icd.1768 horst-twomey-2013-download
Westermann, G. & Twomey, K. E. (2018). Computational models of word learning. In Westermann, G. and Mani, N. (eds.) Early Word Learning. Routledge.
Twomey, K. E., Horst, J. S., & Morse, A. F. (2013). An embodied model of young children’s categorization and word learning. In L. Gogate, & G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence. Hershey, PA: IGI Global.
Twomey, K. E. & Cangelosi, A. (2018, July). Modeling Cognitive Mechanisms in an Embodied System. Invited talk, European Society for Cognitive and Affective Neuroscience, Leiden, Netherlands. DOI: 10.13140/RG.2.2.22687.66720
Ke, H., Westermann, G., & Twomey, K. E. (2018, June). New evidence for systematicity in infants’ curiosity-driven learning. In Eiterjoerge, S. (chair) Using Innovative Methods to Understand Infants’ Curiosity-Driven Learning. Symposium presented at the XXI International Conference on Infant Studies, Philadelphia, PA, USA.
Twomey, K. E. (2017, November). New insights into curiosity-driven category learning. Invited seminar, ESRC International Centre for Language and Communicative Development (LuCiD).
Twomey, K. E. (2017, November). The wonders of word learning and curious babies. Outreach event, ESRC Festival of Social Science, University of Liverpool.
Twomey, K. E., Ma, S. & Westermann, G. (2017, July). The importance of nonlinguistic variability to language acquisition: the case of colour. Paper presented at the 3rd Annual Conference of the ESRC International Centre for Language and Communicative Development.
Twomey, K. E. (2017, March). All the right noises: background variability facilitates early noun learning. Invited seminar, Cognitive Linguistics Research Group, Department of Linguistics, Lancaster University.
Twomey, K. E. & Westermann, G. (2016, August). Learned labels shape infants’ object representations. Paper presented at the 1st Lancaster Conference on Infant & Child Development, Lancaster, UK.
Twomey, K. E., Malem, B. & Westermann, G. (2016, May). Infants’ information seeking in a category learning task. In Twomey, K. E., (chair) Understanding Infants’ Curiosity-Based Learning: Empirical and Computational Approaches. Symposium presented at the XX Biennial International Conference on Infant Studies, New Orleans, LA, USA.
Twomey, K. E., & Westermann, G. (2015, August). A neural network model of curiosity-driven infant categorization. Paper presented at the Fifth Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics, Brown University, Providence, Rhode Island, USA.
Ishibashi, M., Twomey, K. E., Westermann, G. (September 2018). The relationship between children’s scale errors and categorization. Poster presented at the British Psychological Society Developmental Section Annual Conference, Liverpool, UK.
Ke, H., Malem, B., Westermann, G. & Twomey, K. E. (2018, January). New evidence for systematicity in infants’ curiosity-driven learning. Poster presented at the 2018 Budapest CEU Conference on Cognitive Development, Central European University, Budapest, Hungary.
Keating, L. & Twomey, K. E. (2017, December). A closer look at the shape bias.. Poster presented at the Lancaster University 2017 Christmas Conference, Lancaster, UK.