Peer-reviewed journal articles
Tsui, A. S. M., & Atance, C. M. (under revision). Feeling Connected to their Future Selves Predicts Preschoolers’ Saving Behavior. Materials, data and analysis codes
Tsui, A. S. M., and other contributors (Stage 1 RR under review). Exploring variation in infants’ preference for infant-directed speech: Evidence from a multi-site study in Africa.
Byers-Heinlein, K., Tsui, A. S. M.* and other contributors in ManyBabies consortium (accepted). A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech. Advances in Methods and Practices in Psychological Science.
Tsui, A. S. M., Erickson, L. C., Mallikarjunn, A., Thiessen, E. D., & Fennell, C. T. (accepted with minor revision). Dual Language Statistical Word Segmentation in Infancy: Simulating a Language-Mixing Bilingual Environment. Developmental Science. Data and analysis codes
ManyBabies Consortium, including Tsui, A. S. M.. (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methods and Practices in Psychological Science.
Tsui, A. S. M., Byers-Heinlein, K., & Fennell, C. T. (2019). Associative word learning in infancy: A meta-analysis of the switch task. Developmental Psychology, 55(5), 934-950. Methods, data, and code
Tsui, A. S. M., Ma, Y., Ho, A., Chow, D., & Tseng, C.H. (2016). Bimodal emotion congruency is critical to preverbal infants’ abstract rule learning. Developmental Science, 19, 382–393.
Accepted registered reports
Soderstrom, M., including Tsui, A. S. M. and other contributors in ManyBabies consortium (Stage 1, pending data collection). Testing the relationship between preferences for infant-directed speech and vocabulary development: A multi-lab study. Journal of Child Language.
Kalashnikova, M†., Singh, L†., Tsui, A. S. M*. and other contributing authors (Stage 1, pending data collection). The development of tone discrimination in infancy: Evidence from a cross-linguistic, multi-lab report. Developmental Science.
†Co-first authors *Second author
Peer-reviewed conference proceedings
Tsui, A. S. M. & Fennell, C. T. (2019). Do Bilingual Infants Possess Enhanced Cognitive Skills? In A.K. Goel, C.M. Seifert, & C. Freksa (Eds.), Proceedings of the 41st Annual Conference of the Cognitive Science Society, 3001-3007. Montreal, QB: Cognitive Science Society.
Tsui, A. S. M., Erickson, L. C., Thiessen, E. D., & Fennell, C. T. (2017). Statistical learning from accented speech: A bilingual advantage. In M. LaMendola and J. Scott (Eds.), Proceedings of the 41st annual Boston University Conference on Language Development, 679-690. Somerville, MA: Cascadilla Press.
Fennell, C. T., Tsui, A. S. M. (2020). Multilingualism. Encyclopedia of Child and Adolescent Development. Wiley.
Fennell, C. T., Tsui, A. S. M., & Hudon, T. M. (2016). Speech perception in simultaneously bilingual infants. In S. Montanari & E. Nicoladis (Eds.) Bilingualism across the lifespan: Factors moderating language proficiency. Washington, USA: American Psychological Association.
Papers in preparation
Tsui, A. S. M., Mathur, M. B., Frank, M. C., Brosseau-Liard, P. È. (in prep). The benefits and practical guidelines to log-transforming looking time data.
Tsui, A. S. M., Erickson, L., Thiessen, E., & Fennell, C. T. (in prep). Statistical word segmentation in a language mixing environment: A bilingual advantage.
Tsui, A. S. M., Fais, L., & Fennell, C. T. (in prep). Referential Mismatch Leads to Better Word-Object Association at 14 Months.