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Suzanne L. Curtin

University of Calgary, Calgary, Alberta, Canada 
infant speech perception, segmentation, and lexical representations, phonological acquisition
"Suzanne Curtin"


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Toben H. Mintz grad student 2002 USC
 (Representational richness in phonological development.)
Rachel Walker grad student 2002 USC
 (Representational richness in phonological development.)
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Vukatana E, Graham SA, Curtin S, et al. (2015) One is Not Enough: Multiple Exemplars Facilitate Infants' Generalizations of Novel Properties Infancy
Ference J, Curtin S. (2015) The ability to map differentially stressed labels to objects predicts language development at 24 months in 12-month-olds at high risk for autism Infancy. 20: 242-262
Archer SL, Zamuner T, Engel K, et al. (2015) Infants’ Discrimination of Consonants: Interplay Between Word Position and Acoustic Saliency Language Learning and Development
VUKATANA E, CURTIN S, GRAHAM SA. (2015) Infants' acceptance of phonotactically illegal word forms as object labels* Journal of Child Language. 1-12
Archer S, Ference J, Curtin S. (2014) Now You Hear It: Fourteen-Month-Olds Succeed at Learning Minimal Pairs in Stressed Syllables Journal of Cognition and Development. 15: 110-122
Curtin S, Trace A. (2013) Exploring motivational interviewing and its philosophical alignment to an undergraduate behavioural science programme in dentistry. European Journal of Dental Education : Official Journal of the Association For Dental Education in Europe. 17: 83-7
Spring M, Polka L, Curtin S. (2013) The role of prosody in speech segmentation: Comparisons between monolinguals and French-English bilinguals Proceedings of Meetings On Acoustics. 19
Archer SL, Curtin S, Polka L. (2013) Effects of acoustic variability on infant speech perception Proceedings of Meetings On Acoustics. 19
Engel K, Archer SL, Curtin S. (2013) The effects of voicing and position in infants' perception of coda consonants Proceedings of Meetings On Acoustics. 19
Curtin S, Campbell J, Hufnagle D. (2012) Mapping novel labels to actions: how the rhythm of words guides infants' learning. Journal of Experimental Child Psychology. 112: 127-40
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