Publications

Swanson, E., Rabagliati, H., & de Carvalho, A. (under review). Preschoolers’ understanding of the connectives but and so: Real-time processing, cognitive control, and socioeconomic status.

Swanson, E., Rabagliati, H., & de Carvalho, A. (2024). Preschoolers’ real-time eye movements reveal sensitivity to connective meanings during word learning. In Proceedings of the 48th Annual Boston University Conference on Language Development. [code] 

Swanson, E., Frank, M.C., & Degen, J. (2024). Syntactic adaptation and word learning in children and adults. Language Development Research, 4(1), 1-41. DOI: 10.34842/0ef7-5497 [code] 

MacDonald, K., Swanson, E., & Frank, M.C. (2019). Integration of gaze information during online language comprehension and learning. In Proceedings of the 41st Annual Meeting of the Cognitive Science Society.

Presentations

Swanson, E., Antonio, A., & de Carvalho, A. (2024). Preschoolers' difficulty comprehending 'but' is linked to revision. Talk given at the 49th Boston University Conference on Language Development, November 10.

Swanson, E., Rabagliati, H., & de Carvalho, A. (2024). Real-time comprehension of connectives by preschool children and adults. Poster presented at the 34th Semantics and Linguistic Theory, May 29.

Swanson, E., Lidz, J., & Hacquard, V. (2024). Temporal orientation and the acquisition of attitude verbs. Poster presented at the 10th Mid-Atlantic Colloquium of Studies in Meaning, April 6.

Ip, M., Dargent, C., Swanson, E., Trueswell, J., & de Carvalho, A. (2023). Cross-linguistic similarities in word learning: Prosodic focus is interpreted as contrastive in both English- and French-speaking children. Poster presented at the 48th Boston University Conference on Language Development, November 4.

Swanson, E., Frank, M.C., & Degen, J. (2021). Syntactic adaptation and word learning in French and English. Poster presented at the 43rd annual meeting of the Cognitive Science Society, July 28. 

Multilingualism & education

Padilla, A. M., Chen, X., Swanson, E., Peterson, M., Zamora, T., & Girsky, T. (2024). Longitudinal academic, language, and social emotional learning outcomes of graduates of a one-way Spanish Immersion program. Foreign Language Annals.

Padilla, A.M., Chen, X., Swanson, E., Peterson, M., & Peruzzaro, A. (2022). Longitudinal study of Spanish Dual Language Immersion graduates: Secondary school academic and language achievement. Foreign Language Annals, 55, 408-434. DOI: 10.1111/flan.12615

Padilla, A.M., Chen, X., Song, D., Swanson, E., & Peterson, M. (2022). Mindset, stereotype threat, and the academic achievement gap between Chinese and Latinx English Learners (ELs).  International Journal of Education Research, 112. DOI: 10.1016/j.ijer.2021.101916

Chen, X., He, J., Swanson, E., Cai, Z., & Fan, X. (2022). Big Five personality traits and second language learning: A meta-analysis of 40 years’ research. Educational Psychology Review, 34, 851-887. DOI:  10.1007/s10648-021-09641-6