جست‌وجوی استاد و پژوهشگر

Adam Albrightمشاهده پروفایل

استاد

• Phonology
• Morphology
• Language Acquisition
• +۴ مورد دیگر

Adam Albright is a Professor of Linguistics at the Massachusetts Institute of Technology (MIT). His research focuses on phonology, morphology, language acquisition, and computational linguistics. Education Ph.D. in Linguistics, UCLA, 2002. Dissertation: "The identification of bases in morphological paradigms" M.A. in Linguistics, UCLA, 1998. Thesis: "Phonological subregularities in productive and unproductive inflectional classes: Evidence from Italian" B.A. in Linguistics and Religious Studies, Cornell University, 1996. Senior Thesis: "The history of stress in Welsh, and the analysis of historical change in OT" Research Interests Albright's main research projects include: Experimental testing and computational modeling of gradient phonotactic well-formedness Investigating the organization of paradigms (base selection and learning) Testing the psychological reality of morphological processes via Wug tests Understanding paradigm gaps Computational modeling of historical change Collaboration with Bruce Hayes on learning algorithms He also has interests in Yiddish and Lakhota phonology and morphology, and the history of stress in Welsh. Teaching He has taught courses at MIT and UC Santa Cruz, including: Advanced Phonology Language Acquisition Sound Change and Phonological Theory Modeling Phonological Learning Language Change Computational Morphology & Phonology Collaborations Albright collaborates with Bruce Hayes (UCLA) on computational modeling of phonological and morphological learning. Contact Email: albright@mit.edu Office: 32-D830, MIT Mailing Address: MIT Linguistics and Philosophy, 77 Massachusetts Avenue, 32-D808, Cambridge, MA 02139, USA

Ted Mathysمشاهده پروفایل

دانشیار

• Poetry Writing
• 20th-Century & Contemporary American Poetry
• Nonce Forms
• +۲ مورد دیگر

Ted Mathys serves as an Associate Professor in the Department of English within Saint Louis University's College of Arts and Sciences, where he focuses on creative writing and contemporary poetry instruction. His academic profile reflects deep engagement with innovative poetic forms and American literary traditions. His educational foundation includes: B.A. from Carleton College (2001) M.A.L.D. from The Fletcher School, Tufts University (2010) M.F.A. from the University of Iowa Writers' Workshop (2014) Mathys' research spans Poetry Writing, 20th-Century & Contemporary American Poetry, Nonce Forms, Ecopoetics, and Screenwriting. His work interrogates structural innovation in verse while addressing ecological consciousness and contemporary socio-political landscapes through experimental frameworks that challenge conventional poetic boundaries. His four critically acclaimed poetry collections demonstrate progressive refinement in formal experimentation, particularly in nonce forms and ecopoetic approaches. These works collectively establish his contribution to the evolution of contemporary American poetry through sustained exploration of linguistic innovation and thematic depth. His distinguished recognition includes: Fellowship from the National Endowment for the Arts Fellowship from the New York Foundation for the Arts Fellowship from the Saint Louis Regional Arts Commission Poetry Society of America's 2013 Cecil Hemley Memorial Award Nomination for a Pushcart Prize Nomination for the Rome Prize from the American Academy of Arts and Letters Mathys actively extends his academic impact through community engagement, serving on the Board of Directors for the Saint Louis Poetry Center and curating the influential 100 Boots Poetry Series at Pulitzer Arts Foundation, which connects university scholarship with broader cultural discourse.

Daniel Swingleyمشاهده پروفایل

استاد

• Language Acquisition
• Infant Language Development
• Word Recognition
• +۵ مورد دیگر

Daniel Swingley is a Professor in the Department of Psychology at the University of Pennsylvania's School of Arts & Sciences. He previously served as department chair until summer 2023. His research focuses on how children learn language, with particular emphasis on infants and toddlers. Swingley earned his Ph.D. in Psychology from Stanford University in 1997. His research program examines word recognition and lexical representation in infants and young children, lexical and phonological categorization, perceptual experiments with infants, acoustic measurements of infant-directed speech, statistical analyses of infant-directed speech corpora, and perceptual category learning in adults. His work demonstrates that infants' language comprehension is more sophisticated than previously believed, with children showing understanding of words from about 10 months of age. Swingley's research has revealed how infants integrate phonetic, syntactic, and conceptual information during word learning, and how the developing lexicon may actually contribute to phonetic category learning. His laboratory employs the visual-world paradigm (looking-while-listening procedure) to study language processing in infants and young children. Analysis of Swingley's recent publications reveals a strong focus on computational modeling of language acquisition processes, the relationship between phonetic clarity and referential clarity in infant-directed speech, and the developmental trajectory of phonological processing in young children. His work spans developmental psychology, cognitive science, and speech science, often employing interdisciplinary approaches that combine experimental methods with corpus analysis and computational modeling. Swingley has mentored numerous successful researchers who have gone on to faculty positions at institutions including Harvard, UCSD, UW-Madison, and others. His lab, the Infant Language Center, has produced influential research on early language development. His work has received media attention from outlets including the BBC, New York Times, France 2, and WHYY public radio, demonstrating the broader impact of his research. Swingley maintains an active research program with numerous publications each year, regularly presents at major conferences including the Boston University Conference on Language Development and the International Conference on Infant Studies, and has been invited to speak at universities worldwide including Columbia, Brown, UCSD, and the MPI for Psycholinguistics.