Arielle Borovsky

Research Interests / Training Areas:

• Developmental psycholinguistics
• Word learning
• Language processing

Biography:

Dr. Arielle Borovsky is an associate professor in Speech, Language and Hearing Sciences, with a courtesy appointment in Psychological Sciences.  Dr. Borovsky uses a broad methodological arsenal to explore how humans learn language. Her work seeks to inform scientists, clinicians and educators about the cognitive, linguistic and experiential factors that can help all children learn to communicate and identify early language disorders. Her work appears in multiple scientific outlets and has been funded by the National Institutes of Health.  She additionally maintains a strong commitment to engaging with a diverse array of scientists, students and families in a variety of community and scientific venues. 

Examples of recent research questions:

• What are early markers of risk for preschool and school-aged language and reading delays
• How does lexico-semantic network development predict vocabulary learning and language outcomes?
• How do we use domain general cognitive mechanisms like prediction to understand speech and learn language?

Recent Publications:

• Borovsky, A., & Peters, R. E. (2019). Vocabulary size and structure affects real-time lexical recognition in 18-month-olds. PLoS ONE 14(7): e0219290. PDF
• Reuter, T., Borovsky, A., & Lew-Williams, C. (2019). Predict and redirect: Prediction errors support children's word learning. Developmental Psychology, 55(8), 1656-1665. PDF
• Peters, R.E. & Borovsky, A. (2019). Modeling Early Lexico-Semantic Network Development: Perceptual Features Matter Most. Journal of Experimental Psychology: General, 148(4), 763-782. PDF
• Yazbec, A., Kaschak, M.P., & Borovsky, A. (2019). Developmental timescale of rapid adaptation to conflicting cues in real-time sentence processing. Cognitive Science, 1, e12704. PDF
• Peters, R.E., Grüter, T., & Borovsky, A. (2018). Language skill and experience influence flexibility in linguistic prediction. Applied Psycholinguistics, 39(6), 1439-1469. PDF