Arielle Borovsky, PhD

Research Interests / Training Areas:

  • Online word and sentence recognition
  • Lexico-semantic development
  • Prediction in language, learning, and processing
  • Language development in children with typical development and developmental language disorders
  • Early markers of risk for developmental language disorder and reading impairments
  • Methods include: eye-tracking, computational modeling, event-related potentials/EEG.


Dr. Arielle Borovsky is an associate professor in Speech, Language, and Hearing Sciences, with a courtesy appointment in Psychological Sciences. Her area of specialization is in language development, with a particular focus on the skills that support early word learning and language processing skills. 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 research 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. 

Dr. Borovsky will be accepting applications for Ph.D. study for Fall 2021.

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: (Selected Recent Publications)

  • Borovsky, A. (in press).  When slowing down processing helps learning: Lexico-semantic structure supports retention but interferes with disambiguation of novel object-label mappings. Developmental Science. PDF

  • 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
Associate Professor

Lyles-Porter Hall, Room 3128
Phone: 765-494-1669

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