My research aims to better understand the cognitive mechanisms that support children’s acquisition of syntax. Specifically, I am testing the hypothesis that processes relating to analogy and analogical reasoning help children relate the structures in the language they hear and use to events in the real world. I have a background in design and education, and my broader interests include the relationship between language, mind and culture; creativity and embodied cognition.
I am funded by the ESRC and supervised by Professors Michael Thomas and Andrew Tolmie.
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