Prof. Dr. Larissa Samuelson
- Cognitive Development
- Executive Function
- Grounding
- Language
- Vocabulary Development
Larissa K. Samuelson, PhD
School of Psychology,
Room 0.113B
Lawrence Stenhouse Building,
University of East Anglia,
Norwich Research Park
School of Psychology,
Room 0.113B
Lawrence Stenhouse Building,
University of East Anglia,
Norwich Research Park
Norwich NR4 7TJ, United Kingdom
Prof. Samuelson earned her doctorate in Psychology and Cognitive Science from Indiana University in 2000. From 2000-2015 she was in the Psychology Department at the University of Iowa, before moving to the School of Psychology at the University of East Anglia in 2015. In 2010 She received the American Psychological Association Distinguished Scientific Award for Early Career Contribution to Psychology in the area of developmental psychology. Her research focuses on two broad questions central to the field of cognitive development. First, how do children use what the know to complete a task. Second, how does children’s knowledge change over time? She approaches these questions from a dynamic systems perspective and uses both empirical studies and formal models to understand how a child’s individual behaviors accumulate to create developmental change. Much of this work is done in the context of early word learning and categorization although she also examines the development of selective attention, similarity, and the role of experience on perception. Current work is using a dynamic neural field model of infant visual exploration and word learning to understand how children map new names to novel objects.
Selected Publications
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Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancyBhat, A. A., Samuelson, L. K., & Spencer, J. P.Child Development
@article{BhatSamuelsonSpencer2023, author = {Bhat, Ajaz A. and Samuelson, Larissa K. and Spencer, John P.}, title = {Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy}, journal = {Child Development}, month = {October}, year = {2023}, doi = {10.1111/cdev.14023}, }Bhat, A. A., Samuelson, L. K., & Spencer, J. P.. (2023). Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy. Child Development. http://doi.org/10.1111/cdev.140232022
Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.Bhat, A. A., Spencer, J. P., & Samuelson, L. K.Psychological Review, 129(4), 640–695@article{BhatSpencerSamuelson2022, author = {Bhat, Ajaz A. and Spencer, John P. and Samuelson, Larissa K.}, title = {Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.}, journal = {Psychological Review}, volume = {129}, number = {4}, pages = {640–695}, month = {July }, year = {2022}, doi = {10.1037/rev0000313}, }Bhat, A. A., Spencer, J. P., & Samuelson, L. K.. (2022). Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning. Psychological Review, 129(4), 640–695. http://doi.org/10.1037/rev00003132021
Toward a Precision Science of Word Learning: Understanding Individual Vocabulary PathwaysSamuelson, L. K.Child Development Perspectives, 15(2), 117–124@article{Samuelson2021, author = {Samuelson, Larissa K.}, title = {Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways}, journal = {Child Development Perspectives}, volume = {15}, number = {2}, pages = {117–124}, month = {May}, year = {2021}, doi = {10.1111/cdep.12408}, }Samuelson, L. K. (2021). Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways. Child Development Perspectives, 15(2), 117–124. http://doi.org/10.1111/cdep.12408-
Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancyBhat, A. A., Samuelson, L. K., & Spencer, J. P.Child Development
@article{BhatSamuelsonSpencer2023, author = {Bhat, Ajaz A. and Samuelson, Larissa K. and Spencer, John P.}, title = {Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy}, journal = {Child Development}, month = {October}, year = {2023}, doi = {10.1111/cdev.14023}, }Bhat, A. A., Samuelson, L. K., & Spencer, J. P.. (2023). Formal theories clarify the complex: Generalizing a neural process account of the interaction of visual exploration and word learning in infancy. Child Development. http://doi.org/10.1111/cdev.140232022
Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.Bhat, A. A., Spencer, J. P., & Samuelson, L. K.Psychological Review, 129(4), 640–695@article{BhatSpencerSamuelson2022, author = {Bhat, Ajaz A. and Spencer, John P. and Samuelson, Larissa K.}, title = {Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning.}, journal = {Psychological Review}, volume = {129}, number = {4}, pages = {640–695}, month = {July }, year = {2022}, doi = {10.1037/rev0000313}, }Bhat, A. A., Spencer, J. P., & Samuelson, L. K.. (2022). Word-Object Learning via Visual Exploration in Space (WOLVES): A neural process model of cross-situational word learning. Psychological Review, 129(4), 640–695. http://doi.org/10.1037/rev00003132021
Learning words in space and time: Contrasting models of the suspicious coincidence effectJenkins, G. W., Samuelson, L. K., Penny, W., & Spencer, J. P.Cognition, 210, 104576@article{JenkinsSamuelsonPennyEtAl2021, author = {Jenkins, Gavin W. and Samuelson, Larissa K. and Penny, Will and Spencer, John P.}, title = {Learning words in space and time: Contrasting models of the suspicious coincidence effect}, journal = {Cognition}, volume = {210}, pages = {104576}, month = {May}, year = {2021}, doi = {10.1016/j.cognition.2020.104576}, }Jenkins, G. W., Samuelson, L. K., Penny, W., & Spencer, J. P.. (2021). Learning words in space and time: Contrasting models of the suspicious coincidence effect. Cognition, 210, 104576. http://doi.org/10.1016/j.cognition.2020.104576Toward a Precision Science of Word Learning: Understanding Individual Vocabulary PathwaysSamuelson, L. K.Child Development Perspectives, 15(2), 117–124@article{Samuelson2021, author = {Samuelson, Larissa K.}, title = {Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways}, journal = {Child Development Perspectives}, volume = {15}, number = {2}, pages = {117–124}, month = {May}, year = {2021}, doi = {10.1111/cdep.12408}, }Samuelson, L. K. (2021). Toward a Precision Science of Word Learning: Understanding Individual Vocabulary Pathways. Child Development Perspectives, 15(2), 117–124. http://doi.org/10.1111/cdep.124082017
Empirical Tests of a Brain-Based Model of Executive Function DevelopmentPerone, S., Plebanek, D. J., Lorenz, M. G., Spencer, J. P., & Samuelson, L. K.Child Development, 00, 1–17@article{PeronePlebanekLorenzEtAl2017, author = {Perone, Sammy and Plebanek, Daniel J. and Lorenz, Megan G. and Spencer, John P. and Samuelson, Larissa K.}, title = {Empirical Tests of a Brain-Based Model of Executive Function Development}, journal = {Child Development}, volume = {00}, number = {0}, pages = {1–17}, year = {2017}, doi = {10.1111/cdev.12885}, }Perone, S., Plebanek, D. J., Lorenz, M. G., Spencer, J. P., & Samuelson, L. K.. (2017). Empirical Tests of a Brain-Based Model of Executive Function Development. Child Development, 00, 1–17. http://doi.org/10.1111/cdev.128852015
Enhancing the executive functions of 3-year-olds in the dimensional change card sort taskPerone, S., Molitor, S., Buss, A. T., Spencer, J. P., & Samuelson, L. K.Child Development, 86, 812–827@article{PeroneMolitorBussEtAl2015, author = {Perone, S. and Molitor, S. and Buss, Aaron T. and Spencer, John P. and Samuelson, Larissa K}, title = {Enhancing the executive functions of 3-year-olds in the dimensional change card sort task}, journal = {Child Development}, volume = {86}, pages = {812–827}, year = {2015}, }Perone, S., Molitor, S., Buss, A. T., Spencer, J. P., & Samuelson, L. K.. (2015). Enhancing the executive functions of 3-year-olds in the dimensional change card sort task. Child Development, 86, 812–827.Grounding cognitive-level processes in behavior: The view from dynamic systems theorySamuelson, L. K., Jenkins, G. W., & Spencer, J. P.Topics in Cognitive Science, 7(2), 191–205@article{SamuelsonJenkinsSpencer2015, author = {Samuelson, Larissa K. and Jenkins, Gavin W. and Spencer, John P.}, title = {Grounding cognitive-level processes in behavior: The view from dynamic systems theory}, journal = {Topics in Cognitive Science}, volume = {7}, number = {2}, pages = {191–205}, year = {2015}, doi = {10.1111/tops.12129}, }Samuelson, L. K., Jenkins, G. W., & Spencer, J. P.. (2015). Grounding cognitive-level processes in behavior: The view from dynamic systems theory. Topics in Cognitive Science, 7(2), 191–205. http://doi.org/10.1111/tops.121292011
Grounding word learning in spaceSamuelson, L. K., Smith, L. B., Perry, L. K., & Spencer, J. P.PloS one, 6, E28095@article{SamuelsonSmithPerryEtAl2011, author = {Samuelson, Larissa K and Smith, L.B. and Perry, L.K. and Spencer, John P}, title = {Grounding word learning in space}, journal = {PloS one}, volume = {6}, pages = {E28095}, year = {2011}, }Samuelson, L. K., Smith, L. B., Perry, L. K., & Spencer, J. P.. (2011). Grounding word learning in space. PloS one, 6, E28095.2010
Biased feedback in spatial recall yields a violation of delta rule learningLipinski, J., Spencer, J. P., & Samuelson, L. K.Psychonomic Bulletin and Review, 17(4), 581–588@article{LipinskiSpencerSamuelson2010, author = {Lipinski, John and Spencer, John P. and Samuelson, Larissa K.}, title = {Biased feedback in spatial recall yields a violation of delta rule learning}, journal = {Psychonomic Bulletin and Review}, volume = {17}, number = {4}, pages = {581–588}, year = {2010}, doi = {10.3758/PBR.17.4.581}, }Lipinski, J., Spencer, J. P., & Samuelson, L. K.. (2010). Biased feedback in spatial recall yields a violation of delta rule learning. Psychonomic Bulletin and Review, 17(4), 581–588. http://doi.org/10.3758/PBR.17.4.581Biased feedback in spatial recall yields a violation of delta rule learningLipinski, J., Spencer, J. P., & Samuelson, L. K.Psychonomic Bulletin & Review, 17(4), 581–588@article{LipinskiSpencerSamuelson2010b, author = {Lipinski, John and Spencer, John P. and Samuelson, Larissa K.}, title = {Biased feedback in spatial recall yields a violation of delta rule learning}, journal = {Psychonomic Bulletin & Review}, volume = {17}, number = {4}, pages = {581–588}, year = {2010}, doi = {10.3758/PBR.17.4.581}, }Lipinski, J., Spencer, J. P., & Samuelson, L. K.. (2010). Biased feedback in spatial recall yields a violation of delta rule learning. Psychonomic Bulletin & Review, 17(4), 581–588. http://doi.org/10.3758/PBR.17.4.5812009
The dynamic nature of knowledge: Insights from a dynamic field model of children′s novel noun generalizationSamuelson, L. K., Schutte, A. R., & Horst, J. S.Cognition, 110(3), 322–345@article{SamuelsonSchutteHorst2009, author = {Samuelson, Larissa K. and Schutte, Anne R. and Horst, Jessica S.}, title = {The dynamic nature of knowledge: Insights from a dynamic field model of children′s novel noun generalization}, journal = {Cognition}, volume = {110}, number = {3}, pages = {322–345}, month = {March}, year = {2009}, doi = {10.1016/j.cognition.2008.10.017}, }Samuelson, L. K., Schutte, A. R., & Horst, J. S. (2009). The dynamic nature of knowledge: Insights from a dynamic field model of children′s novel noun generalization. Cognition, 110(3), 322–345. http://doi.org/10.1016/j.cognition.2008.10.017
2023