Potter, C.E., Castellana, M., Guerra, M.D., & Benitez, V.L. (in press). The balance of Spanish and English child-directed text in bilingual picture books. Journal of Early Childhood Literacy.

Potter, C.E., & Lew-Williams, C. (in press). Frequent vs. infrequent words shape toddlers’ real-time sentence comprehension. Journal of Child Language.

Bulgarelli, F., & Potter, C.E. (2024). Stability and change in young children’s linguistic experience during the COVID-19 pandemic: Insights from a citizen-science sample in the United States. Multlingua, 43(2), 191–212.

Jaffe-Dax, S., Potter, C.E., Leung, T.S., Emberson, L.L., & Lew-Williams, C. (2023). The influence of memory on visual perception in infants, children, and adults. Cognitive Science, 47, e13381.

Casey, K., Potter, C.E., Lew-Williams, C., & Wojcik, E.H. (2023). Moving beyond “nouns in the lab”: Using naturalistic data to understand why infants’ first words include uh-oh and hi. Developmental Psychology, 59(11), 2162–2173.

Erel, Y., Adams Shannon, K., Scott, K., Cao, P., Tan, X., Hart, P., Kline Struhl, M., Chu, J., Raz, G., Piccolo, S., Mei, C., Potter, C., Jaffe-Dax, S., Lew-Williams, C., Tenenbaum, J., Fairchild, K., Bermano, A., & Liu, S. (2023). iCatcher+: Robust and automated annotation of infant gaze from videos collected in the lab and online. Advances in Methods and Practices in Psychological Science, 6(2), 25152459221147250.

De Cat, C., Kašćelan, D., Prévost, P., Serratrice, L., Tuller, L., Unsworth, S., & Q-BEx Consortium including Potter, C. (2023). How to quantify bilingual experience? Findings from a Delphi consensus survey. Bilingualism: Language and Cognition, 26(1), 112-124.

Potter, C.E., & Lew-Williams, C. (2023). The psycholinguistics of early bilingualism. In A. Godfroid & H. Hopp (Eds.), The Routledge Handbook of Second Language Acquisition and Psycholinguistics. New York, NY: Routledge.

Erel, Y., Potter, C.E., Jaffe-Dax, S., Lew-Williams, C., & Bermano, A.H. (2022). iCatcher: A neural network approach for automated coding of young children’s eye movements. Infancy, 27, 765-779.

Benitez, V.L, Castellana, M., & Potter, C.E.. (2022). How many palabras? Codeswitching and lexical diversity in Spanish-English picture books. Languages, 7, 69.

Potter, C.E. & Lew-Williams, C. (2022). Differences in vocabulary growth across groups and individuals. In L. Gleitman, A. Papafragou, & J. Trueswell (Eds.), Oxford Handbook of the Mental Lexicon. New York: Oxford.

Breitfeld, E., Potter, C.E., & Lew-Williams, C. (2021) Children simultaneously learn multiple dimensions of information during shared book reading. Journal of Cognition and Development, 22, 744-756.

Byers-Heinlein, K., Tsui, A. S. M., Bergmann, C., Black, A., Brown, A., Carbajal, M. J., Durrant, S., Fennell, C. T., Fiévet, A.-C., Frank, M. C., Gampe, A., Gervain, J., Gonzalez-Gomez, N., Hamlin, J. K., Havron, N., Hernik, M., Kerr, S., Killam, H., Klassen, K., Kosie, J., Kovács, A. M., Lew-Williams, C., Liu, L., Marino, C., Mastroberardino, M., Mateu, V., Noble, C., Orena, A. J., Polka, L., Potter, C. E., Singh, L., Soderstrom, M., Sundara, M., Waddell, C., Werker, J., & Wermelinger, S. (2021). A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech. Advances in Methods and Practices in Psychological Science, 4, 1-30.

Byers-Heinlein, K., Tsui, R. K.-Y., van Renswoude, D., Black, A. K., Barr, R., Brown, A., Colomer, M., Durrant, S., Gampe, A., Gonzalez-Gomez, N., Hay, J., Hernik, M., Jartó, M., Kovacs, A. M., Laoun-Rubenstein, A., Lew-Williams, C., Liszkowski, U., Liu, L., Noble, C., Potter, C. E., Rocha-Hidalgo, J., Sebastian-Galles, N., Soderstrom, M., Visser, I., Waddell, C., Wermelinger, S., & Singh, L. (2021). The development of gaze following in monolingual and bilingual infants: A multi-lab study. Infancy, 26, 4-38.

Olson, R. H., Pomper, R., Potter, C. E., Hay, J. F., Saffran, J. R., Ellis Weismer, S., & Lew-Williams, C. (2020). Peyecoder: An open-source program for coding eye movements (Version v1.1.5). Zenodo. http://doi.org/10.5281/zenodo.4313832

Zettersten, M., Potter, C.E., & Saffran, J.R. (2020). Tuning in to non-adjacencies: Exposure to learnable patterns supports discovering otherwise difficult structures. Cognition, 202, 104283.

Wang, T., Potter, C.E., & Saffran, J.R. (2020). Plasticity in second language learning: The case of Mandarin tones. Language Learning and Development, 16, 231-243.

Jaffe-Dax, S., Potter, C., Leung, T., Lew-Williams, C. & Emberson, L.L. (2020). Memory integration into visual perception through infancy, childhood, and adulthood. Proceedings of the 42nd Annual Conference of the Cognitive Science Society.

The ManyBabies Consortium, (2020). Quantifying sources of variability in infancy research using the infant-directed speech preference. Advances in Methodologies and Practices in Psychological Science, 3, 24-52.

Potter, C.E., Fourakis, E., Morin-Lessard, E., Byers-Heinlein, K., & Lew-Williams, C. (2019). Bilingual toddlers’ comprehension of mixed sentences is asymmetrical across their two languages. Developmental Science, 22, e12794. 

Potter, C.E., & Lew-Williams, C. (2019). Infants’ selective use of reliable cues in multidimensional language input. Developmental Psychology, 55, 1-8. 

Potter, C., Fourakis, E., Morin-Lessard, E., Byers-Heinlein, K., & Lew-Williams, C. (2018). Bilingual infants process mixed-language sentences differently in their two languages. Proceedings of the 40th Annual Conference of the Cognitive Science Society.

Zettersten, M., Potter, C., & Saffran, J. (2018). Tuning in to non-adjacent dependencies: How experience with learnable patterns supports learning novel regularities. Proceedings of the 40th Annual Conference of the Cognitive Science Society.

Potter, C.E., & Saffran, J.R. (2017). Exposure to multiple accents supports infants’ understanding of novel accents. Cognition, 166, 67-72. 

Potter, C.E., Wang, T., & Saffran, J.R. (2017). Second language experience facilitates statistical learning of novel linguistic materials. Cognitive Science, 41, 913-927. 

Potter, C.E., & Saffran, J. R. (2015). The role of experience in children’s discrimination of unfamiliar languages. Frontiers in Psychology, 6, 1587.