Ohio State Newark
Professor of Developmental Psychology
Assistant Dean for Social & Behavioral Sciences Programming
Office: Hodges 2062
Phone: 740-366-9179
E-mail: hupp.34@osu.edu
Departments: Newark Psychology & Columbus Psychology
Research Statement
My research program centers on how children focus their attention in linguistic contexts. I am interested in how this attention changes with development and how it is used in processing language. For example, when a child hears a particular class of word (e.g., verb) paired with visual information (e.g., moving object), to what do they attend (e.g., motion, shape), and how does this relate to their word learning? Questions such as whether children attend to the same parts of words as do adults, and what may be the mechanism involved in this directed attention are of interest. My research also examines whether children are attending to and using aspects of speech such as syntax (rules of language) and prosody (the way something is said) in similar ways as adults. For example, I investigate whether or not syntax and prosody play a role in children’s memory of linguistic information, and whether or not children use primed syntax or rate when producing their own speech. In general, my research is centered on gaining insight into what cues children are attending to in their linguistic environment, and how this attention affects language acquisition.
Selected Publications
Hupp, J. M. (2008). Demonstration of the shape bias without label extension. Infant Behavior & Development, 31, 511-517.
Hupp, J. M., & Jungers, M. K. (2009). Speech priming: An examination of rate and syntactic persistence in preschoolers. British Journal of Developmental Psychology, 27, 495-504.
Hupp, J. M., Sloutsky, V. M., & Culicover, P. W. (2009). Evidence for a domain-general mechanism underlying the suffixation preference in language. Language and Cognitive Processes, 24, 876-909.
Jungers, M. K., & Hupp, J. M. (2009). Speech priming: Evidence for rate persistence in unscripted speech. Language and Cognitive Processes, 24, 611-624.
Hupp, J. M., & Sloutsky, V. M. (2011). Learning to learn: From within-modality to cross-modality transfer during infancy. Journal of Experimental Child Psychology, 110, 408-421.
Miser, T. M., & Hupp, J. M. (2012). The influence of socioeconomic status, home environment, and childcare on child language abilities. Current Psychology, 31, 144-159.
Hupp, J. M., & Jungers, M. K. (2013). Beyond words: Comprehension and production of pragmatic prosody in adults and children. Journal of Experimental Child Psychology, 115, 536-551.
Hupp, J. M. (2015). Development of the shape bias during the second year. Journal of Genetic Psychology, 176, 82-92.
Hupp, J. M. (2015). Word learning and attention allocation based on word class and category knowledge. Infant and Child Development, 24, 44-61.
Jungers, M. K., Hupp, J. M., & Dickerson, S. D. (2016). Language priming by music and speech: Evidence of a shared processing mechanism. Music Perception, 34, 33-39.
Hupp, J. M., & Gingras, M. C. (2016) The role of gesture meaningfulness in word learning. Gesture, 15, 340-356.
Jungers, M. K., & Hupp, J. M. (2018). Music to my mouth: Evidence of domain general rate priming in adults and children. Cognitive Development, 48, 219-224.
Patson, N. D., & Hupp, J. M. (2018). Conceptual factors influence children’s distributivity bias. The Journal of General Psychology, 145, 225-237.
Buelow, M. B., Hupp, J. M., Porter, B. L., & Coleman, C. E. (2020). The effect of prosody on decision making: Speech rate influences speed and quality of decisions. Current Psychology, 39, 2129-2139.
Hupp, J. M., Jungers, M. K., Porter, B. L., & Plunkett, B. A. (2020). The implied shape of an object in adults’ and children’s visual representations. Journal of Cognition and Development, 21, 368-382.
Hupp, J. M., Jungers, M. K., Hinerman, C. M., & Porter, B. P. (2021). Cup! Cup? Cup: Comprehension of intentional prosody in adults and children. Cognitive Development, 57, 100971.
Hupp, J. M., Jungers, M. K., Rardon, J. A., Posey, A. M., & McDonald, S. A. (2024). The effect of prosodic congruency on novel adjective learning in adults and children. Cognitive Development, 70, 101457.
Jungers, M. K., Hupp, J. M., Rardon, J. A., McDonald, S. A., & Song, Y. (in press). The effect of emotional prosody and referent characteristics on novel noun learning. Language and Cognition.
(Please contact me at hupp.34@osu.edu for any manuscript or poster)