Layla Unger is a Lecturer in the Department of Psychology at the University of York, where she joined in 2024. She holds a BSc in Psychology from the University of Aberdeen (2009), an MSc in Psycholinguistics from the University of Edinburgh (2010), and a PhD in Psychology from Carnegie Mellon University (2017). Her research focuses on understanding how children develop interconnected semantic networks through language exposure, statistical regularities, and cognitive processes. Key interests include word learning mechanisms, category formation, and the role of attention in semantic organization. Her work investigates how children acquire vocabulary and conceptual knowledge from everyday linguistic and environmental inputs. She explores the interplay between explicit and implicit learning, the impact of co-occurrence statistics in language, and developmental shifts in cognitive strategies. Recent studies emphasize contextual learning dynamics, memory integration, and the neural bases of attention-guided decision-making. Layla’s publications highlight advancements in understanding how simple statistical patterns shape complex semantic structures, with implications for educational practices and cognitive development theories. Her research has been featured in journals like Developmental Science , Psychological Science , and Cognition . Her academic journey includes a postdoctoral position at Ohio State University, where she expanded her work on cognitive development and category learning. She currently teaches courses in developmental psychology and supervises research projects at the University of York.
