*Undergraduate student **Graduate student

Smolak, E., Helm, J.L., **Patrucco-Nanchen, T., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2022). Convergence and divergence in prediction from vocabulary and speed of word processing. Cognitive Development, 64, 101249. https://doi.org/10.1016/j.cogdev.2022.101249

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McGregor, K.K., Smolak, E., **Jones, M., Oleson, J., Eden, N., Arbisi-Kelm, T., & Pomper, R. (2022). What children with developmental language disorder teach us about cross-situational word learning. Cognitive Science, 46(2), e13094. https://doi.org/10.1111/cogs.13094

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McGregor, K.K., Pomper, R., Eden, N., Arbisi-Kelm, T., Ohlmann, N., *Gajre, S., & Smolak, E. (2021). Children’s language abilities predict success in remote communication contexts. Language Development Research, 1(1), 245-282. https://doi.org/10.34842/8jgf-r802

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Smolak, E., Hendrickson, K., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2021). Visual and haptic responses as measures of word comprehension and speed of processing in toddlers: Relative predictive utility.  Journal of Experimental Child Psychology, 203, 105032. https://doi.org/10.1016/j.jecp.2020.105032

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Smolak, E., McGregor, K.K., Arbisi-Kelm, T., & Eden, N. (2020). Sustained attention in developmental language disorder and its relation to working memory and language. Journal of Speech, Language, and Hearing Research, 63, 4096-4108. https://doi.org/10.1044/2020_JSLHR-20-00265

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Smolak, E., **DeAnda, S., *Enriquez, B., Poulin-Dubois, D., & Friend, M. (2020). Code-Switching in young bilingual toddlers: A longitudinal, cross-language investigation. Bilingualism: Language and Cognition, 23, 500-518. https://doi.org/10.1017/S1366728919000257

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Friend, M., Smolak, E., **Patrucco-Nanchen, T., & Zesiger, P. (2019). Language status at age 3: Group and individual prediction from vocabulary comprehension in the second year. Developmental Psychology, 55, 9-22. https://doi.org/10.1037/dev0000617

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Friend, M., Smolak, E., **Liu, Y. Poulin-Dubois, D., & Zesiger, P. (2018). A cross-language study of decontextualized vocabulary comprehension in toddlerhood and kindergarten readiness. Developmental Psychology, 54, 1317-1333. https://doi.org/10.1037/dev0000514

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