Publications

2020

Bazhydai, M., & Westermann, G. (in press). From curiosity, to wonder, to creativity: a cognitive developmental psychology perspective. In Schinkel, A. (Ed.), Wonder, Education, and Human Flourishing. Amsterdam: VU University Press

Bazhydai, M., Twomey, K. E., & Westermann, G. (2020). Exploration and curiosity. In Benson, J.B. (Ed.), Encyclopedia of Infant and Early Childhood Development (2nd ed.), Vol. 2: Cognition, Perception & Language, pp. 370-378. Academic Press

Bazhydai, M., Silverstein, P., Parise, E., & Westermann, G. (2020). Two-year old children preferentially transmit simple actions but not pedagogically demonstrated actions. Developmental Science 00:e12941 https://doi.org/10.1111/desc.12941

Bazhydai, M., Westermann, G., & Parise, E. (2020) “I don’t know but I know who to ask”: 12-month-olds actively seek information from knowledgeable adults. Developmental Science 00:e12938 https://doi.org/10.1111/desc.12938

Taxitari, L., Twomey, K., Westermann, G., & Mani, N. (2020). The limits of infants’ early word learning. Language Learning and Development, 16, 1-21. https://doi.org/10.1080/15475441.2019.1670184

2019

Harris, M. and Westermann, G. (eds.) (2019), Cognitive Development. Vol. 3 in S. Hupp & J. Jewell (eds.) The Encyclopaedia of Child and Adolescent Development. Wiley

Silverstein, P., Westermann, G., Parise, E., & Twomey, K. (2019). New evidence for learning-based accounts of gaze following: Testing a robotic prediction. In K. Olav Ellefsen, & K. Rohlfing (Eds.), 2019 Joint IEEE 9th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), Oslo, Norway, 2019, pp. 302-306, https://osf.io/fqp8z/ 

Twomey, K., & Westermann, G. (2019). Building the foundations of language: mechanisms of curiosity-driven learning.  In: Horst, J., & Torkildsen, J. (eds.), International Handbook of Language Acquisition, pp. 102-114. Oxford, New York: Routledge

Hilton, M., Twomey, K., & Westermann, G. (2019). Taking their eye off the ball: How shyness affects children’s attention during word learning. Journal of Experimental Child Psychology, 183, 134-145. https://doi.org/10.1016/j.jecp.2019.01.023

Capelier-Mourguy, A., Twomey, K., & Westermann, G. (2019). Neurocomputational models capture the effect of learned labels on infants’ object and category representations. IEEE Transactions on Cognitive and Developmental Systems. https://doi.org/10.1109/TCDS.2018.2882920

Silverstein, P., Gliga, T., Westermann, G., & Parise,E (2019). Probing communication-induced memory biases in preverbal infants: Two replication attempts of Yoon, Johnson and Csibra (2008), Infant Behavior and Development, Vol. 55, 77-87, ISSN 0163-6383, https://doi.org/10.1016/j.infbeh.2019.03.005.

2018

Chen, Y. and Westermann, G. (2018). Different novelties revealed by infants’ pupillary responses. Scientific Reports, 8, 9533. doi: 10.1038/s41598-018-27736-z   

Tovar, A., Westermann, G., and Torres, A. (2018). From altered LTP/LTD to atypical learning: a computa-tional model of Down syndrome. Cognition, 171, 15-24. https://doi.org/10.1016/j.cognition.2017.10.021

Westermann, G. and Mani, N. (eds.) (2018). Early Word Learning. Hove: Psychology Press.

Westermann, G. & Twomey, K. (2018). Computational models of word learning. In: Westermann, G. and Mani, N. (eds.) Early Word Learning, 138-154. Psychology Press.

2017

Westermann, G. and Monaghan, P. (2017) Connectionist models of development. In: Hopkins, B., Geangu, E., & Linkenauger, S., Cambridge Encyclopedia of Child Development (2nd ed). Cambridge: Cambridge University Press

Tovar, A., Westermann, G., and Torres, A. (2017). From altered LTP/LTD to atypical learning: a computational model of Down syndrome. Cognition, 171, 15-24. https://doi.org/10.1016/j.cognition.2017.10.021

Twomey, K., & Westermann, G. (2017). Curiosity-based learning in infants: A neurocomputational approach. Developmental Science, e12629, https://doi.org/10.1111/desc.12629

Tovar, A., and Westermann, G. (2017). A neurocomputational approach to trained and transitive relations in equivalence classes.  Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01848

Twomey, K., Ma, L., and Westermann, G. (2017). All the right noises: Background variability helps early word learning. Cognitive Science. doi: 10.1111/cogs.12539

Taylor, G., Monaghan, P., & Westermann, G. (2017). Investigating the association between children’s screen media exposure and vocabulary size in the UK. Journal of Children and Media. doi:10.1080/17482798.2017.1365737

Twomey, K. E. & Westermann. G. (2017)Learned labels shape pre-speech infants’ object representations. Infancy doi:10.1111/infa.12201

Tovar, A., & Westermann, G. (2017). Computational Exploration of Lexical Development in Down Syndrome. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 1199-1204). Austin, TX: Cognitive Science Society.

Twomey, K., Ma, L., & Westermann, G. (2017). Extraneous visual noise facilitates word learning. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. J. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 3404-3409). Austin, TX: Cognitive Science Society.

2016

Althaus, N. and Westermann, G. (2016). Labels constructively shape object categories in 10-month-old infants. Journal of Experimental Child Psychology, 151: 5-17. DOI:10.1016/j. jecp.2015.11.013

Hepach, R., & Westermann, G. (2016). Pupillometry in infancy research. Journal of Cognition and Development.  DOI:10.1080/15248372.2015.1135801

Hilton, M., & Westermann, G. (2016). Shy children’s formation and retention of novel word-object mappings. Journal of Child Language. doi:10.1017/S030500091600057X

Kaduk, K., Bakker, J., Gredebäck, G., Westermann, G., Lunn, J., & Reid, V.R. (2016). The detection of action semantics during infancy predicts later language abilities. Journal of Experimental Child Psychology, 151: 96-108. DOI:10.1016/j.jecp.2016.02.003

Capelier-Mourguy, A., Twomey, K., & Westermann, G. (2016). A neurocomputational model of the effect of learned labels on infants’ object representations. In Papafragou, A., Grodner, D., Mirman, D, & Trueswell, J. (Eds), Proceedings of the 38th Annual Conference of the Cognitive Science Society, pp. 336-341. Austin, TX: Cognitive Science Society.

Twomey, K., & Westermann, G. (2016). A learned label modulates object representations in 10-month-old infants. In Papafragou, A., Grodner, D., Mirman, D, & Trueswell, J. (Eds), Proceedings of the 38th Annual Conference of the Cognitive Science Society, pp. 680-685. Austin, TX: Cognitive Science Society.

Twomey, K., Smith, A., Westermann, G. and Monaghan, P. (eds.) (2016) Proceedings of the Neural Computation and Psychology Workshop 2014 NCPW14. Singapore: World Scientific

Ní Choisdealbha, A., Dunn, K., Westermann, G., & Reid, V.R. (2016). Dissociating associative and motor aspects of action understanding: Processing of dual-ended tools by 16-month-old infants. British Journal of Developmental Psychology, 34: 115–131. doi: 10.1111/bjdp.12116

Westermann, G., (2016). Experience-dependent brain development as a key to understanding the language system. Topics in Cognitive Science. DOI: 10.1111/tops.12194

2015

Harris, M. and Westermann, G. (2015). The Student’s Guide to Developmental Psychology. Hove: Psychology Press.

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.

Twomey, K. E., & Westermann, G. (2015). A neural network model of curiosity-driven infant categorization. Paper presented at the Fifth Join IEEE International Conference on Development and Learning and on Epigenetic Robotics, Brown University, Providence, Rhode Island, USA. [Best paper award.]

2014

Harris, M., & Westermann, G. (2014). A Student’s Guide to Developmental Psychology. Psychology Press.

Taylor, G., Hipp, D., Moser, A., Dickerson, K. & Gerhardstein, P. (2014). The Development of Contour Detection: Evidence from Physiology and Psychophysics. Frontiers in Psychology, 5, 719.

Taylor, G., Slade, P. & Herbert, J.S. (2014). Infant Face Interest is Associated with Voice Information and Maternal Psychological Health. Infant Behaviour and Development, 37, 597-605.

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.

Twomey, K. E., Lush, L., Pearce, R., & Horst, J. S., (2014). Visual variability affects early verb learning. British Journal of Developmental Psychology.

Twomey, K. E., Ranson, S. L., & Horst, J. S. (2014). That’s more like it: Multiple exemplars facilitate word learning. Infant & Child Development.

Westermann, G. and Mareschal, D. (2014). From perceptual to language-mediated categorization. Transactions of the Royal Society B, 369, 20120391 PDF

2013

Hepach, R. and Westermann, G. (2013). Infants’ conceptual understanding of emotions. Journal of Experimental Child Psychology,  115, 16-29.

Taylor, G. & Herbert, J.S. (2013). Eye tracking infants: Investigating the role of attention during learning on recognition memory. Scandinavian Journal of Psychology, 54(1), 14-19.

Twomey, K. E., Chang, F., & Ambridge, B. (2013). A distributional learning account of the acquisition of the locative alternation: Corpus analysis and modeling.  In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.). Proceedings of the 35th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.

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: Information Science Reference.

Warlaumont, A.S., Buder. E.H., Oller, D.K., and Westermann, G. (2013). Prespeech learning in a neural network using reinforcement. Neural Networks, 38, 64-75

Tovar, A. & Westermann, G. (2013). A Neuro-Computational Approach to Equivalence Formation in Arbitrary Categories. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 4137). Austin, TX: Cognitive Science Society.

2012

Horst, J. S. & Twomey, K. E. (2012). It’s taking shape: Shared object features influence novel noun generalizations. Infant & Child Development.

Mareschal, D., Westermann, G., & Althaus, N. (2012). In search of the developmental mechanisms of multi-sensory integration. In Bremner, A., Lewkowicz, D. & Spence, C. (eds.) Multisensory Development, pp. 342-359. Oxford: Oxford University Press

Westermann, G. and Mareschal, D. (2012). Mechanisms of developmental change in infant categorization. Cognitive Development, 27, 367-382

Westermann, G. and Ruh, N. (2012). A neuroconstructivist model of past tense development and processing. Psychological Review, 119, 649-667

2011

Monaghan, P., Keidel, J., Burton, M., & Westermann, G. (2010). What computers have shown us about the mind. The Psychologist, 23, 642-645

Twomey, K. E. & Horst, J. S. (2011). All things considered: Dynamic Field Theory captures effect of categories on children’s word learning. In Guerin, F., Alexander, J. and Quinlan, P. (Eds.). Proceedings of the AISB 2011 Symposium on Computational Models of Cognitive Development. Society for the Study of Artificial Intelligence and the Simulation of Behaviour.

Warlaumont, A. S., Westermann, G., & Oller, D. K. (April, 2011). Self-production facilitates and adult input interferes in a neural network model of infant vowel imitation. In D. Kazakov and G. Tsoulas (Eds.), Proceedings of the AISB 2011 Symposium on Computational Models of Cognitive Development. Society for the Study of Artificial Intelligence and the Simulation of Behaviour, 8-12.

Monaghan, P., Keidel, J., Burton, M., & Westermann, G. (2010). What computers have shown us about the mind. The Psychologist, 23, 642-645

2010

Kovic, V., Westermann, G., Plunkett, K. (2010). The shape of words in the brain. Cognition, 114, 19-28

Kovic, V., Westermann, G., Plunkett, K. (2010). Variability driven animacy effects: evidence of structural, not conceptual Differences in processing animates and inanimates. Psihologija, 43, 65-83

Mareschal, D., & Westermann, G. (2010). Mixing the old with the new and the new with the old: combining prior and current knowledge in conceptual change. In Johnson, S. P. (ed.) Neoconstructivism: The New Science of Cognitive Development, pp. 213-229. New York: Oxford University Press.

Westermann, G., Thomas, M. S. C., & Karmiloff-Smith, A. (2010). Neuroconstructivism. In Goswami, U. (ed.) The Wiley-Blackwell Handbook of Childhood Cognitive Development, 2nd ed., pp. 723-748. Chichester: Wiley-Blackwell.

2009

Kovic, V., Westermann, G., Plunkett, K. (2009). An eye-tracking study of inanimate objects. Psihologija, 42, 417-436

Kovic, V., Westermann, G., Plunkett, K. (2009). An eye-tracking study of animate objects. Psihologija, 42, 307-327

Kovic, V., Plunkett, K., & Westermann, G. (2009). Shared and/or separate representations of animate/inanimate categories – an ERP study. Psihologija, 42, 5-26.

Ruh, N., & Westermann, G. (2009): OXlearn: A new MATLAB-based simulation tool for connectionist models. Behavior Research Methods, 41, 1138-1143

Ruh, N., & Westermann, G. (2009). Simulating German verb inflection with a constructivist neural network. In Mayor, J., Ruh, N. & Plunkett, K (eds.), Connectionist Models of Behavior and Cognition II, pp 313-324. London: World Scientific.

Westermann, G., & Mareschal, D. (2009). Modelling the transition from perceptual to conceptual organization. In Mayor, J. and Ruh, N. (eds.), From Associations to Rules: Connectionist Models of Behavior and Cognition, pp 153-164. London: World Scientific.

Westermann, G., Ruh, N., & Plunkett, K. (2009). Connectionist approaches to language learning. Linguistics, 47, 413-452

Westermann, G., & Ruh, N. (2009). Synthetic brain imaging of English past tense inflection.  In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society, pp. 1364-1369. Austin, TX: Cognitive Science Society.

2008

Kovic, V., Westermann, G., & Plunkett, K. (2008). Implicit vs. explicit learning in German noun plurals. Psihologija, 41, 387-411.

Ruh, N., & Westermann, G. (2008). A Single-mechanism dual-route model of German verb inflection. In B. C. Love, K. McRae, & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society, pp. 2209-2216. Austin, TX: Cognitive Science Society.

Sirois, S., Spratling, M., Thomas, MSC., Westermann, G., Mareschal, D., & Johnson, M. (2008). Précis of Neuroconstructivism. Target article in Behavioral and Brain Sciences, 31, 321-331.

Thomas, MSC., Westermann, G., Mareschal, D., Johnson, M., Sirois, S., & Spratling, M.  (2008). Studying development in the 21st century. Behavioral and Brain Sciences, 31, 345-356.

Westermann, G. (2008). Development and Evolution of Speech Sound Patterns: Principles and Models. In K. Oller & U. Griebel (eds.) Evolution of Communicative Flexibility, pp. 327-346. Cambridge, MA: MIT Press

Westermann, G. (2008). Discussing Development in Paris. In The Rediscovery of Intelligence, AI Laboratory, University of Zürich, pp 208-209.

Westermann, G., Kovic, V., & Ruh, N. (2008). English past tense inflection: regular vs. irregular or easy vs. hard? In B. C. Love, K. McRae, & V. M. Sloutsky (eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society, pp. 739-744. Austin, TX: Cognitive Science Society.

Westermann, G., & Mareschal, D. (2008). A dual-memory model of categorization in infancy. In French, R.M. and Thomas, E. (eds.), From Associations to Rules: Connectionist Models of Behavior and Cognition, pp 127-138. London: World Scientific.

2007

Mareschal, D., Johnson, M., Sirois, S., Spratling, M., Thomas, M. and Westermann, G. (2007). Neuroconstructivism: How the Brain Constructs Cognition. Oxford: Oxford University Press.

Mareschal, D., Westermann, G., Sirois, S. and Johnson, M. (eds.) (2007). Neuroconstructivism: Perspectives and Prospects. Oxford: Oxford University Press.

Westermann, G., & Plunkett, K. (2007). Connectionist models of inflection acquisition. Lingue e Linguaggio, 2, 291-311

Westermann, G., Mareschal, D., Johnson, M., Sirois, S., Spratling, M., & Thomas, M. (2007). Neuroconstructivism. Developmental Science, 10, 75-83

2006

Penke, M., & Westermann, G. (2006). Broca’s area and inflectional morphology: New evidence from Broca’s aphasia and computer modeling. Cortex, 42, 563-576

Westermann, G., Sirois, S., Shultz, T.R., & Mareschal, D. (2006). Modeling developmental cognitive neuroscience. Trends in Cognitive Sciences, 10, 227-233.

2005

Westermann, G. & Mareschal, D. (2005). Connectionist Modeling of Development. In The Cambridge Encyclopedia of Child Development, pp. 305-308. Cambridge University Press.

Mareschal, D., Powell, D., Westermann, G., & Volein, A. (2005). Evidence of rapid correlation-based perceptual category learning by 4-month-olds. Infant and Child Development, 14, 445-457.

2004

Westermann, G. and Mareschal, D. (2004). From parts to wholes: mechanisms of development in infant visual object processing. Infancy, 5, 131-151.

Westermann, G., & Miranda, E. R. (2004). A new model of sensorimotor coupling in the development of speech. Brain and Language, 89, 393-400.

Westermann, G., & Mareschal, D. (2004). Modelling asymmetric infant categorization with the representational acuity hypothesis. In Bowman, H. and Labiouse, C. (eds), Connectionist Models of Cognition and Perception II, pp. 95-104. London: World Scientific.

2003

Westermann, G., & Mareschal, D. (2003). Models of atypical development must also be models of normal development. Commentary on M. Thomas and A. Karmiloff-Smith. Behavioral and Brain Sciences, 25, 771–772.

Zuidema, W., & Westermann, G. (2003). Evolution of an optimal lexicon under constraints from embodiment. Artificial Life, 9, 387-402.

2002
Westermann, G., & Miranda, E. R. (2002). Modelling the development of mirror neurons for auditory-motor integration. Journal of New Music Research, 31, 367-375.

Westermann, G., & Miranda, E. R. (2002). Integrating perception and production in a neural network model. In J. A. Bullinaria and W. Lowe (eds.), Connectionist Models of Cognition and Perception, pp. 265–276. London: World Scientific.

2001

Pachet, F., Westermann, G., & Laigre. D. (2001) Musical data mining for electronic music distribution. In Proceedings of the International Conference on Web Delivery of Music Wedelmusic 2001, 101–106. IEEE.

Zuidema, W., & Westermann, G. (2001). Towards formal models of embodiment and self-organisation of language. In Westermann, G., Pfeifer, R. And Lungarella, M. (eds.) Proceedings of the Workshop on Developmental Embodied Cognition DECO-2001, pp. 88–92. Edinburgh, UK.

Westermann, G. (2001). A model of perceptual change by domain integration. In Moore, J. D. and Stenning, K. (eds.), Proceedings of the 23rd Annual Conference of the Cognitive Science Society, pp. 1100–1105. Hillsdale, NJ: Erlbaum.

Westermann, G. (2001). Modelling cognitive development with constructivist neural networks. In: French, R. M. and Sougné, J. P. (eds.) Connectionist Models of Learning, Development and Evolution, pp. 123–132. London: Springer.

2000

Westermann, G. (2000) A Constructivist dual-representation model of verb inflection. In Gleitman, L. R. and Joshi, A. K. (eds.) Proceedings of the 22nd Annual Conference of the Cognitive Science Society, pp. 977–982. Hillsdale, NJ: Erlbaum.

1999

Westermann, G. (1999) Single mechanism but not single route: learning verb inflections in constructivist neural networks. Commentary on H. Clahsen. Behavioral and Brain Sciences, 21, 1042–1043.

Westermann, G., Willshaw, D, and Penke, M. (1999). A constructivist neural network model of German verb inflection in agrammatic aphasia. In Proceedings of the Ninth International Conference on Artificial Neural Networks, pp. 916–921. IEE.

1998

Westermann, G. (1998). Emergent modularity and U-shaped learning in a constructivist neural network learning the English past tense. In Gernsbacher, M. A. and Derry, S. J. (eds.) Proceedings of the 20th Annual Conference of the Cognitive Science Society, pp. 1130–1135. Hillsdale, NJ: Erlbaum.

Shillcock, R., and Westermann, G. (1998). The role of phonotactic range in the order of acquisition of English consonants. In: Ziegler, W. and Deger, K. (eds.) Clinical Phonetics and Linguistics, 155–162. London: Whurr Publishers Ltd.

1997

Anagnostopoulou, C., & Westermann, G. (1997). Classification in music: a computational model for paradigmatic analysis. In Proceedings of the International Computer Music Conference, pp. 125–128. Thessaloniki, Greece.

Westermann, G. (1997). A constructivist neural network learns the past tense of English verbs. In Language Acquisition: Knowledge Representation and Processing. Proceedings of GALA ’97, pp. 393–398. Edinburgh, UK.

1995

Westermann, G., & Goebel, R. (1995). Connectionist rules of language. In Moore, J. D. and Lehman, J. F. (eds.) Proceedings of the 17th Annual Conference of the Cognitive Science Society, pp. 236–241. Hillsdale, NJ: Erlbaum.

1994

Westermann, G., & Miikkulainen, R. (1994). Verb inflections in German child language: a connectionist account. In Ram, A. and Eiselt, K. (eds.) Proceedings of the 16th Annual Conference of the Cognitive Science Society, pp. 928–933. Hillsdale, NJ: Erlbaum.